UIC The University of Illinois at Chicago Office of the Associate Vice Chancellor for Academic Affairs (M/C 105) Box 4348, Chicago, Illinois 60680 (312) 413-3470 Date: October 24, 1991 From: Rafael Nunez To: Leanard Ramirez, LARES Jose Gonzalez, RCOCC Patricio Navia,LAST Martin Mercado, RCOCC Adriana Gonzales, RCOCC Louise A. Kerr, AVCAA Enclosures: LACCAB Final Report and Search Committee Nominees October 17, 1991 Dr. Louise Kerr, Associate Vice Chancellor for Academic Affairs University of Illinois 2731 UH Chicago, IL. 60680 Dear Louise: On October 3, 1991 the Latin American Cultural Center Advisory Board met and made final revisions to the second draft of the five-year plan. The complete final report will be forwarded to you soon. We also discussed the composition of the search committee and the qualifications a candidate must meet to be the Center's coordinator. I am enclosing separately the recommendations that resulted from those discussions. Having accomplished the task with which we were charged, I am asking you to dissolve the present LACCB so that a new board can be elected. Although the Report contains what may seem to be an ambitious plan in light of the budgetary constraints that the University is facing nowadays, nonetheless I believe it will provide much needed directions in making the Center more functional both structurally and programmatically. I thank you for trusting me and giving me support when needed. Yours cordially, Rafael A. Nuņez-Cedeņo, Chair NOMINEES FOR THE SEARCH COMMITTEE Faculty: James Blaut, Otto Pikaza, Lucia Elias-Olivares, John Betancour, Aida Giachello, and David Torres. Non-academic: Jorge Girotti, Andres Garza, Leonard Ramirez, Susan Carmona, Yolanda Miranda, Roberto Carmona, Pablo Hernandez. Alumni and Community: Cynthia Rodriguez (Casa Aztlan--Alumnae), Evelyn Roman (Ruiz Belvis Cultural Center), Pablo Medina (City of Chicago, Alumnus), Roberto Cornelio (Human Relations, City of Chicago), Aida Sanchez (ASPIRA), Jose Lopez (Public Relations Alternative High School), Tony Jimenez (Casa del Dominicano), Esther Lopez, Hank Rodriguez, Arturo Jauregui (Mexican Defense League), and JoseRodriguez. Students: Leonardo Linian (CLAS), Rosita Clarke (HOLA-President), Martin Mercado (LSB), Salomon Perez (CLAS/LSB), Robelo Solis (Grad. student/Education), Juliana Gonzalez (USG), Evelyn Martinez (LSB), Saul Garcia (USG), Martin Montes (CLAS-President), Adriana Gonzalez (Latinas Unidas), Alfonso Valadez (CLAS/LSB), David Hernandez (LASO), Marilyn Negron (Latina Unidas), Mildred Abreu (Latinas Unidas), Heriberto Martinez (Med. School/La Raza Med. Assoc.), Magdalena Cortes (Latinas Unidas), Joan Castillo (LSB), Christopher DidatO (CLAS/LSB), Miguel Perdomo (Grad./Spanish) PROFILE OF A NEW COORDINATOR -Be bilingual and bicultural -Have experience working with students -Experience working with community and academic settings -Proven administrative skills and experience in project and artistic/cultural programs development -Experience as a liaison, coalition building person -Experience in writing grant proposal - At least to have attained a B.A. degree -Minorities and women should be encouraged to apply.LATIN AMERICAN CULTURAL CENTER ADVISORY BOARD FIVE-YEAR PLAN OCTOBER, 1991 LATIN AMERICAN CULTURAL CENTER ADVISORY BOARD FIVE-YEAR PLAN TABLE OF CONTENT 1. Introduction 2. Committee Members 3. History of Rafael Cintron Ortiz Cultural Center 4. Definition of the Center 4.1 Goals 5. Governing Structure 5.1 Location 5.2 University/Administrative Structure 5.3 The Student Cultural Center Board 5.3.1 Meetings 5.3.2 Quorum 5.3.3.Student Board officers 5.4 The University/Community Board 5.4.1 Meetings 5.4.2 Quorum 5.4.3 University/Community Board officers 5.5 Amendments 6. Programs 6.1 Latin American Women's Week 6.1.1 Budget 6.2 Literary Workshop 6.2.1 Purpose 6.2.2 Conditions for Participation 6.2.3 Programming 6.2.4 Activities 6.2.5 Publication 6.2.6 Coordinator 6.2.7 Credits 6.2.8 Budget 6.3 Latin American Speakers Series 6.3.1 Aims 6.3.2 Administration 6.3.3 Budget 6.4 Nosotros Latinos History Month 6.4.1 Budget 6.5 Study/Resource Center 6.5.1 Computer Center 6.6 Peer Mentoring Program 6.6.1 Pre-College 6.6.2 Summer Orientation 6.6.3 Freshman Year and Mentoring 6.6.4 Budget and personnel 7. Overall Budget 1. Introduction On August- 24, 1990, Dr. Louise Kerr, Associate Vice Chancellor for Academic Affairs created the Latin American Cultural Center Advisory Board (LACCAB) whose purpose was to advise her on programming and administrative issues related to the development of the Rafael Cintron Ortiz Cultural Center. Following Dr. Kerr's recommendations, IACCAB began its assignments by evaluating the Cultural Center and developing a five-year plan of operations. In order to accomplish its charge, LACCAB decided to divide the work among four subcommittees which were to provide specific recommendations on their assigned tasks. These subcommittees were: 1) Structuring 2) Programming 3) History and 4) Budget All subcommittees have completed their work and hereby wish to submit to the Associate Vice Chancellor for Academic Affairs the recommendations listed in the following pages. It is to be noted that each of the recommendations carries a budget of its own which is presented in a general overview for-mat under the overall Budget. I would like to draw attention to a very significant point not addressed directly in this report, namely, the expansion and improvement of the Center. Though we have not yet completed a proposed study of actual space needs and cost in improving the Center, Chancellor Stukel in responding to student demands in a memo circulated in December 3, 1990, makes it unequivocally clear 'that the University will use the Advisory Board recommendations in determining how "much additional space and budget support is necessary." Detailed recommendations will be made soon. But in general, we recommend that current and future space needs be provided at or adjacent to the Center's present location. The completion of this report required numerous and arduous hours of meetings and extensive discussions and just plain preparation of paperwork. Therefore,,I wish to thank each of the members of LACCAB for their dedication and patience in seeing to it that this report came to fruition. I want to highlight in particular the subcommittee Chairs, Adriana Gonzalez, Jose Lopez, Martin Mercado, and Patricio Navia for providing exemplary leadership to all of us. Also, special thanks go to Alicia Yanez, secretary in the Vice Chancellor Office, who helped in making sure that everyone received timely notices for the meetings. We hope the Vice Chancellor gives these proposals serious consideration. They represent in our judgment the very first step in providing a coherent working structure for the functioning of the Center that this time includes not-only faculty, staff, and students but members of the Community at large as well. The programs have been planned 2. Committee Members Structuring Subcommittee: Miguel Acosta Chris Didato Claudio Gaete Jorge Girotti Jose Lopez Patricio Navia (Chair) Leonard Ramirez Silvia Villa History Subcommittee: Miguel Acosta Jose Lopez Leonard Ramirez Patricio Navia (Chair) Otto Pikaza Programming Subcommittee Miguel Acosta Alfonso Casal Chris Didato Adriana Gonzalez (Co-Chair) Jose Lopez Martin Mercado (Co-Chair) Jose Molinaza Rafael Nunez-Cedeno Miguel A. Perdomo Otto Pikaza 3. A Brief History of the Rafael Cintron Ortiz Cultural Center The establishment of a Latin American Cultural Center was a long-time goal of successive generations of Latin American students attending the Chicago campus of the University of Illinois. Like many students across the country, Latinos were asserting their right to participate in the life of the nation and pressuring for their inclusion in the agendas of higher education. During the late sixties, most Latin American students were foreign born with language and cultural characteristics that differentiated them from other students. It was from this small population and the even smaller number of U.S. born Mexicans (Chicanos) and Puerto Rican residents of Chicago that pressure was brought to bear on the University to develop programs that would respond to the needs of Latino students and the Latino population of the city. Among initial efforts organized in the late sixties and early seventies by Latino students were those initiated by students enrolled in the College of Education's Teacher Corp. Program, a federally funded project with a site on "Circle" campus. The primary aim of these students was to expand the limited selection of course offerings and create a multi cultural curriculum and campus atmosphere. They felt that one of the central contributions the university could make was in the preparation of teachers sensitized to the realities of Latinos, aware of their culture and trained in appropriate pedagogical methods that could provide--the appropriate educational guidance to Latino youth in barrios schools. The most logical candidates for such a task were Latino college students themselves. The institution lacked an educationally and culturally relevant curriculum in step with the growing Latino presence in the city and the nation as a whole. The university was slow to respond to student concerns. As a result of growing pressure, the university eventually agreed to bring in visiting professors to teach classes in areas such as Latin American culture, history, sociology, political science and economics. These visiting professors joined resident faculty from across departments as temporary means to fill the gaps in the university curriculum. Along with Teacher Corp. members, various other student organizations were formed. Their goal was the development of Latino resources, and educational relevant and ethnically inclusive programs of study. Among the first of these socially conscious organizations was El Cuadro Latinoamericano. El Cuadro was critically important in promoting the formation of a Latin American Studies Program (LAST) on campus. Cuadro negotiated for the creation of LAST and successfully resisted numerous attempts to reduce LAST to a clearing house of cross-listed courses with a titular head and no faculty. As the 1970's progressed., other Latino student organizations emerged with the purpose of fostering Latino identity and addressing discriminatory behavior and policies on campus. These organizations also saw themselves as educating students to the social problems that affected Latinos on and off campus. Many students were affiliated with organizations in the Mexican and Puerto Rican communities while many others created their own campus organizations. It was initially the impetus of the Puerto Rican community and later the Mexican community as well that a call was issued for Latino support services at UICC. For many years, concerns were repeatedly voiced that there was no campus organization that systematically worked to attract and recruit Latino students to the university, assist them once on campus, and advocate for their interests within the structures of the institution. When the community officially raised these demands, most Latino student organizations readily joined in support. This struggle to build an independent Latino recruitment and retention program was to become the pivotal struggle for the early 70's. Bitterly fought and with many twists and turns in the negotiations that spanned several years, the campaign for a.. comprehensive Latino support program was increasingly fueled by the leadership of students. After major political and community pressure, and several sit-ins leading to dozens of arrests, the Latin American Recruitment Program P) , later renamed Latin American Recruitment and Educational Services ( ES), was finally established as a permanent unit of the University. However, the initial enthusiasm over the creation of LARES gave way to concerns with respect to the negotiations around the scope and resources of the program. Included in the original proposal for LAR-P was the creation of community outposts in both the Puerto Rican and Mexican communities and the establishment of a cultural center. Although the university agreed with the need for the creation of a cultural center and had even approved its creation at one time, it was not granted with the establishment of /LARES program in 1975. In the later half of the 70's, the issue of a cultural center surfaced once again. it was the Sociedad Estudiantil Latino Americana (SEI- A), perhaps the largest student group at the time,., the central organization promoting the creation of a Latino center. However, several other Latino student organizations (e.g. Union of Puerto Rican Students, Federation of University Puerto Rican students, etc. ) and many nonaffiliated students also played a prominent role in the activities that led to the creation of a center. The primary goal of the center was to provide students with an environment where they would be encouraged to express their cultural values and develop their identity. Once again, the university's official response was negative and the students resorted to political and community pressure to convince the administration of the need for a center. The already existing Latino units on campus supported the campaign for a center. However, the direct actions of students were once again the key to the success of this initiative. After over two years of negotiation, culminating in a student rally at the chancellor's office, the University agreed to establish a Latin American cultural center. organizations such as the Chicano Union (CU) , the Confederation of Latin American Students (CLAS) , the Federation of University Puerto Rican Students (FUSP), the Puerto Rican Student Union (PRSU) , the Latin American Student Association (LASA, the Sociedad Estudiantil Latino Americana (SELA, and other individuals and organizations continued to work to develop the Cultural Center as a vehicle where Latino students, staff, faculty, and community could express the concerns, interests, traditions and aspirations of Latinos. Named after Rafael Cintron Ortiz, the late Puerto Rican lecturer in the Latin American Studies Program, the center was officially inaugurated in November 1976, and Lecture Center B-2 was chosen as its site. Cintron had been teaching at UICC for a year; however, in this short span of time he became known as someone who very much identified with students concerns and soon became a mentor, leader and role model for all Latino students. At a very young age, Cintron had achieved recognition from community leaders and students. The center was dedicated to him in recognition of his contribution as a faculty member who successfully combined teaching, scholarly work and commitment to his community. Since its creation, the Rafael Cintron-Ortiz Cultural Center had been the center of Latino student activities on campus. Many of the students who were once part of the life of the Center now occupy influential positions in the world of academia, politics, community, business and health care. The Center has been visited by many prominent political leaders, artistic groups and personalities, journalists and social activists from the United States and Latin America. Finally, the Center also houses the largest indoor mural in Chicago. Painted in 1985, the mural is entitled "America Latina: Nuestra Esencia, Nuestra Presencia" (Latina America: Our Essence, Our Presence). 4. Definition of the Center The purposes of the Center are: a) the creation of a positive atmosphere through the development of educational, cultural, and social programs which lead to a greater retention and advancement of Latino students; b) in keeping with UIC's urban mission, to serve as a linkage between the university community and the outside Latino community, especially by providing the latter with university programs and services and by bringing community concerns to the attention of the Campus community. 4.1 Goals * To enhance the quality of Latino student life at the University of Illinois-Chicago. * To provide cultural, social, and academic activities that affirm Latin American identity and values. * To broaden the channels of communication between Latino students and the larger University community. * To expose all groups of the University community to the cultural, scientific, and historical contributions of the Latin American people. * To promote student advancement. * To provide additional educational opportunities for Latino students. * To develop leadership qualities in Latino students. * To broaden and consolidate the communication between students and the Latino community of Chicago. * To identify the concerns and needs of the Latino community of Chicago as a focus for student learning and training. 5.- Governing Structure of the Rafael Cintron Ortiz Cultural Center 5.1. Location The Rafael Cintron Ortiz Cultural Center is located in Lecture Center B-2. Because of its central location, it encourages student use and participation. The Center, at its present site, has established a tradition of service and is well known among students, alumni and community. The Center's mural, commissioned in 1985, reflects Latin American and U.S. Latino social realities and, as an artistic expression of Latino culture, should be preserved. Current and future space needs should be provided at or adjacent to the Center's present location. 5.2. University / Administrative Structure The Center is a University unit under the office of the vice chancellor for Academic Affairs. The principal administrator of the Cultural Center is its director whose responsabilities include the supervision of staff and budget and the preparation of reports to the appropriate advisory bodies and Universities officers. The director is responsible for the overall functioningof the Center and for the creation and implementation of projects and programs in consultation and conjunction with the Student Advisory Board abd the University Board. 5.3. The Student Cultural Center Board The Student Cultural Center Board is composed of representatives from Latino student organizations whose goals and objectives are in concert with those of the stated goals and objectives of the Cultural Center. Each student organization can elect one representative and an alternative (one vote per organization). The maximum number of (voting) representatives shall be 21. Vacancies are open to student sat large and approved by the sitting members of the Board. The Student Board assists in the planning of activities and carrying out general programs of the Center. The Board provides students with the opportunity to develop leadership and organizational skills by facilitating their participation in the management and ongoing activities of the Center. The coordinator is a member of the Board with no vote other than in the case of a tie. The coordinator works closely with it to develop activities and projects for the Center. 5.3.1. Meetings Meetings of the Student Board are open to general public with the exception of executive sessions. All regular meetings of the Board shall be posted at the Cultural Center and announced in any newsletters or other appropiate publications and calendars of the Center. The Student Board will meet once per week during the regular school year. 5.3.2. Quorum A quorum of the Student Board shall be defined as a simple majority, one half of the standing membership of the Board plus one. 6. PROGRAMS 6.1. Latin American Women's week The Cultural Center must give special recognition to Latina women, given their crititcal importance and their frequent lack of recognition and empowerment. The focus of the week is to address political, cultural, economic, educational, and other issues from which traditionally women have been excluded. These are issues which directly affect women, particularly Latinas. Latinos/Latinas will benefit from this program by increasing visibility of Latinas in the workforce. An important aspect of- Latino culture and a role of the Center is the fostering of a correct interpretation of our struggles. This program will aid in bridging the gap between what is known and what is obscured about Latina involvement throughout history. It will also highlight the exemplary participation of Latin American women in today's world. Tentative topic for the week could be: -Professional Women's Panel -Latina Writers -Latina Artists -Latina Health Professionals -Latina Business Women -Latina Legal Professionals -Latina Political Professionals -Latina Educational Professionals -Latina Rural Workers -Discussion of issues/topics concerning working Latinas -The struggle between career and family life -The battle with sexism -Sexual harassment in the professional world -Ethnic identification within the business world -Struggles for Latina artistic representation and expression. -Educational wage discrepancies concerning Latina instructors. -other key issues at hand. 6.1.1. Budget An estimated budget of $10,000 includes bringing local and non-Chicago talents from the U.S. and Latin America, providing for their airfare, lodging, meals, reception and publicity. 6.2 Literary workshop Since there has been a markedly steady increase in the study of Latino, ! Latin American,'Hispanic, and Spanish oriented literatures at UIC, it important to initiate a literary workshop whose express purpose would be to stimulate the artistic creation of the members of the Cultural Center and, by extension, those of the Department of Spanish and Latin American Studies. With the creation of this workshop not only would students be able to bring forth the power of their artistic creativity but it would allow them as well to enrich themselves culturally, for they will share their unique life experiences with each other. It goes without saying that students' cultural enrichment will also enhance the image of the University as an institution that fosters the cultural development of its diverse constituencies. 6.2.1 Purpose To stimulate creativity, literary study, and control of the written expression, be it in Spanish or English. 6.2.2 Conditions for participation To be interested in creativity, in literary studies, and in the control of the written expression, Spanish or English. 6.2.3 Programming It will be held every semester, with three contact hours per semester. 6.2.4 Activities There will be discussions and analyses of texts. In addition, there will be extensive practice in literary writing. 6.2.5 Publication The most representative works will be published in the Center's journal or a journal created for this purpose. 6.2.6 Coordinators one monolingual and one bilingual writer who are knowledgeable in the art of teaching. Periodically the Center may consider inviting an Artist in Residence who will share his/her expertise with students. 6.2.7 Credits In conjunction with the Department of English or Spanish up to three credits could be granted for participating in the workshop. 6.2.8 Budget Each coordinator will be paid $2500 per semester. The Artist in Residence will require a higher salary, depending on experience. 6.3 Latin American Speakers Series 6.3.1 Aims The goal of the Latin American Speakers Series is to sponsor lectures by notable Latinos and Latin American speakers. This series would encompass lectures on the humanities and sciences as well as on issues dealing with the Latino and Latin American experience in the US. 6.3.2 Administration The Advisory Board, in consultation with relevant departmental units in the University will submit an annual list of two speakers (one per semester) representing different disciplines and/or community concerns. The units consulted could also suggest a list of their own to be considered by the Advisory Board. 6.3.3 Budget Total: 8,000 6.4 Nosotros Latinos "Nosotros Latinos" will be an annually planned program that will culminate at a designated month during the academic year. The program would deal with the issues, status and contributions of Latinos to thereby create new and truer reflections of Latinos in a world context. Developing "Nosotros Latinos" rests on the conceptualization of an overall theme that will serve a guideline or criterium on the actual selection of groups, speakers, and events. Possible themes for the 1991-1992 "Nosotros Latinos" could be devoted to exploring the contributions of Latinos in the labor market in the United States in the past 200 years. Another possible topic/theme could be the impact of Latinos in the Educational system. Selection committee will define or choose the annual theme. once the overall theme is selected, the search for films, speakers, and groups that fit the overall theme could be initiated. The following is an estimated budget on current or past expenses incurred on bringing the type of group mentioned on the different categories. 6.4.1 Nosotros Latinos Budget 1) Film Series (10 films) $3,000 2) Theater Group (1 Presentation) $6,000 (local N.Y.group) 3) Latino Music Group(s) $7,000 (local/nonlocal) 4) Folkloric Dance Group $4,000 (local/nonlocal) 5) Lectures/Academic $5,000 (local/nonlocal) 6) Writer/speaker keynote $5,000 7) Student Research Proj./Development $4,000 8) Art Exhibit $3,000 (local/nonlocal) 9) Publicity $4,000 10) Banquet/Reception $2,000 TOTAL FILMS $3,000 PLAYS $6,000 MUSIC $7,000 DANCE GROUPS $4,000 ACADEMICS $5,000 KEYNOTE $5,000 STUDENT PROJECT $4,000 ART EXHIBIT $3,000 PUBLICITY $4,000 BANQUET/RECEPTION $2,000 TOTAL $43,000 6.5 Study/Resource Center 6.5.1. Computer Center We are proposing the creation of a study/resource center at the RCOCC which will consist of a computer system connected to the Academic Data Network. This site-based computer network is the "tip of the iceberg" , because in keeping with the general plan of the University at large, more computers are needed to assist students as well as faculty in research and further educational development. The primary goal in purchasing the computer equipment will be to educate students for a larger world context. Computer literacy is a fundamental aspect of our contemporary society. Latinos, having a lower level of computer literacy, are in a disadvantage which, nonetheless, can be easily corrected. The Cultural Center computers will have a potential capacity to remedy the problem. They may also be incorporated into the Latin American Writers Workshop, the Latina Women's week and the various programs of the Center. Computer networking will also provide an excellent mean of education and consciousness raising among the, otherwise, practically isolated Latino student population of the university. With global capabilities provided by BITNET, INTERNET and other programs, computers can fulfill cultural awareness. Sharing knowledge with other universities worldwide will make our culture known and will help our students learn about other cultures as well. Multi-cultural awareness will be more likely achieved through the extensive use of computers. As indicated above, the idea of having a computer network--at the RCOCC is central to the overall plan. The system will be a Local Area Network (LAN), a system by which several computers and additional peripherals are connected via a short range, high speed data path. LAN will be comprised of several 386-type microcomputers in a Token Ring Topology (see figure 1.1). The benefits of creating -LAN are, practical and twofold. The LAN will provide three types of hardware services. First, message processing that enables users to transfer message among each other; second, sharing of peripherals and third, sharing of database and use of a fileserver. The main benefits resulting from LAN are the extensive use of the system by an otherwise computer illiterate Latino student population and, eventually, by potential UIC Latino students still attending high school. Some of the online services and programs will be the following: l.- Tutorials (ESL, Plato, Spanish) 2.- Programs (AutoCAD, WordPerfect, Lotus, Aldus) 3.- BITNET 4.- Archive, History Database. 5.- Resource Database. 6.- MCIC 7.- Latino Community 8.- Group Study These are only a few of the things that may be incorporated on the system. New additions and latest technology can be added-- as they develop.
The initial number of computers will be eight (a) for students use and two (2) for the RCOCC coordinator and support staff, meaning a total of ten (10) computers. Two (2) site-based laser printers will be part of the computer center. Other peripherals will be added as the need arises. The efficient running of the computer system will depend on a number no less than five (5) student consultants, one of whom will be a student supervisor. The students consultants will be needed for maintenance, student, faculty and community organizations's questions or general support. The number of consultants needed will be determined by the hours the S./R. C. is to be open. The consultants' wages will be determined according to the existing university guidelines for student employment. The space to be used is minimal as the basement would house most of the hardware and the main hardware would be located at the computer center. This of course is only one example and there are numerous others that would pertain to the different departments. Therefore, the infringement of space on other possible projects is virtually non-existent. 6.5.2. Budget The budget for the computer center totals $69,000. The breakdown of the equipment is as follows: - 10 386-microcomputers $3,000 each $30,000 - 2 Laser Printers (Xerox 4045) $2,250 each $ 4,500 - Peripherals $ 2,000 - Student personal salaries $25,000 - Upkeep annually $ 5,500 - 10 Ethernet cards $ 2,000 6.6 Peer Mentoring Program The Peer Mentoring Program (PMP) establishes in a formal manner what has been one of the most important, though informal, aspects of the Rafael Cintron Ortiz Cultural Center. In keeping with its original mandate, and with subsequent proposals approved by the Latino Student Board during Marc Zimmerman' s tenure as Coordinator, the center has encouraged Sophomores and Juniors to work with incoming freshmen to assist in the acclimating process and to incorporate them into the activities and projects of the student organizations and the Cultural Center. In the past, continuing students attended orientations sponsored by LARES, MERPP, OSCR, and the Partnership Program whose aim was to help in establishing communication with the new Freshmen and transfer students. They were then invited back for student-to-student orientations at the Cultural Center where the organizations and the Center's staff provided an even more intimate introduction to UIC. The feedback from LARES and other units has always been positive and encouraging. Data collected at UIC seem to indicate that there has been an increase in the retention rate for Latino students over the last several years. This seems to correlate with the informal process of peer mentoring that was established in the RCOCC as well as with the expansion of the LARES program and the creation of other support services for Latino students at UIC. We feel that they should all be supported, but that particular attention should be given to student efforts since they are the most cost effective and they serve a vital complimentary function to support programs by reinforcing the "messages" that new students receive. The RCOCC is uniquely suited for such an endeavor. As students oriented, students-run the Cultural Center, it seems only logical that a peer mentoring program be based at the RCOCC as well. The cultural Center is a vital link in the retention network for Latino students since it is the only place where they can freely and openly share their experiences, discuss the problems they confront on a daily basis, and develop programs and activities that reinforce not only their cultural identity, but also their commitment to their education and thus to UIC. The creation of a study/resource center in the basement of LC B-2 and the generous proposal by CLAS to link its tutoring program to the Cultural Center Complete a package of services that will help make the Freshman year experience for Latino students a much more successful and rewarding one. By carefully and systematically coordinating these efforts with support programs, we are certain that progress will be made towards increasing retention rate even further. Finally, every other aspect and program of the Cultural Center will be enhanced by virtue of having students who, through their Freshman year experience,, are better equipped to confront the demands and responsibilities of school home, work, and extra-curricular activities. There are four components to the program: 1) Pre-College, 2) 2) Summer Orientation, 3) Freshman Year, 4) Mentoring 6.6.1 Pre-College The pre-college component will consist of "targeted recruitment" efforts in conjunction with UIC programs now involved in recruitment. Our efforts will focus on the major Latino high schools, alternative high schools, community colleges, community bases GED programs and the communities they serve. The focus of this concentration would be to recruit as many students as possible from each school or program. These pools of students and their families will receive the necessary financial aid and career guidance from UIC's minority outreach programs. The students and their families will be brought on campus for events and activities of the RCOCC and will be encouraged to take advantage of programs and services available to them, especially the social and academic skill building programs that will be established through the RCOCC Study/Resource Center. 6.6.2 Summer Orientation The summer orientation program will emphasize social and academic skills but will also encourage community building activities and in-depth looks at careers and professions with the assistance of students, staff, and alumni. The problem of part-time employment will be addressed through self-reflection of their summer experience with both school and work, and UIC units will be matched with continuing UIC students from the same high schools and communities. 6.6.3. Freshman Year and Mentoring During the freshman year the "mentors" and the freshmen students will meet regularly to discuss issues and problems arising in their school and home lives. There will be group meetings on a regular basis to encourage discussion of these issues and the continued formation of community. The new students will be encouraged to participate in existing organizations or in ongoing programs of the RCOCC. The RCOCC staff and student workers will facilitate the process and will assist in any way necessary. There will be tutors assigned to groups of freshmen and formation of study groups will be encouraged. The freshmen will be trained towards the end of their first year to become mentors for the incoming freshmen students from their high schools or communities. 6.6.4 Budget and Personnel A full-time assistant-coordinator, with the support of the Study Resource Center Programs, will assist in running the Program. The Confederation of Latin American Students has agreed to base significant portion of its tutors in the Study/Resource Center to work with the Peer Mentoring Program. The tutors will also be available to the general public during specified hours. Student mentors will either be paid or will be given tuition based on the extent of their participation or may be accepted as volunteers. The number of mentors will depend on the number of students who are recruited or who volunteer for the program. 7. Overall Budget Latin American Women's week 10,000 Literary Workshop 10,000 Latin American Speaker Series 43,000 Study/Resource Center 69,000 ------ Total $132,000