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Institutional Resilience in Puerto Rico: A First Look at Efforts by Puerto Rican HSIs

Over the last five years, Puerto Rico and its colleges and universities have faced numerous challenges including: fiscal and economic disruptions, demographic shifts, hurricanes and earthquakes, leadership turnover, and the ongoing COVID-19 pandemic. This brief highlights institutional resilience efforts at five Puerto Rican Hispanic-Serving Institutions (HSIs).

Over the last five years, Puerto Rico and its colleges and universities have faced numerous challenges including: fiscal and economic disruptions, demographic shifts, hurricanes and earthquakes, leadership turnover, and the ongoing COVID-19 pandemic. This brief highlights institutional resilience efforts at five Puerto Rican Hispanic-Serving Institutions (HSIs).

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Student Support<br />

While Inter Arecibo had measures <strong>in</strong> place for hurricanes<br />

and earthquakes s<strong>in</strong>ce they experienced them <strong>in</strong> the past,<br />

the pandemic was a phenomenon without precedent.<br />

Inter Arecibo pivoted to provide immedi<strong>at</strong>e counsel<strong>in</strong>g<br />

and technological support to their students.<br />

The abrupt closures, social distanc<strong>in</strong>g, and overall uncerta<strong>in</strong>ty<br />

brought on <strong>by</strong> the pandemic had an <strong>in</strong>tense emotional impact<br />

on Inter Arecibo students prompt<strong>in</strong>g the university to focus on<br />

provid<strong>in</strong>g virtual professional counsel<strong>in</strong>g and psychological services<br />

to their students. The university also provided laptops and lab<br />

equipment th<strong>at</strong> students could take home to cont<strong>in</strong>ue their studies.<br />

For <strong>in</strong>com<strong>in</strong>g students, Inter Arecibo adapted their admission<br />

criteria <strong>by</strong> forego<strong>in</strong>g standardized test<strong>in</strong>g as they recognized the<br />

challenges students faced access<strong>in</strong>g these tests dur<strong>in</strong>g the pandemic.<br />

“Dur<strong>in</strong>g the pandemic if the College Board<br />

entrance exam<strong>in</strong><strong>at</strong>ion was not available,<br />

we would allow students to br<strong>in</strong>g their<br />

grades and their high school diploma to<br />

determ<strong>in</strong>e admission.”<br />

Inter Arecibo established specific vacc<strong>in</strong><strong>at</strong>ion policies<br />

and provided services to students, staff, and community<br />

members to provide a safe campus environment.<br />

Vacc<strong>in</strong><strong>at</strong>ion policies and services. Inter Arecibo’s vacc<strong>in</strong><strong>at</strong>ion<br />

policy posited th<strong>at</strong> all faculty, staff, and students had to be<br />

vacc<strong>in</strong><strong>at</strong>ed (all three doses) to enter the campus; otherwise<br />

students needed to enroll completely onl<strong>in</strong>e. To encourage<br />

students, staff, and their local community to get vacc<strong>in</strong><strong>at</strong>ed the<br />

<strong>in</strong>stitution offered on-campus vacc<strong>in</strong><strong>at</strong>ion centers to anyone<br />

who needed access to the vacc<strong>in</strong>e. Inter Arecibo also rented<br />

a large mobile home th<strong>at</strong> was converted to a vacc<strong>in</strong><strong>at</strong>ion<br />

center to mitig<strong>at</strong>e travel challenges <strong>by</strong> go<strong>in</strong>g directly to their<br />

community members with vacc<strong>in</strong>e options.<br />

“Vacc<strong>in</strong>es were available Monday, Wednesday<br />

and Friday. We wouldn’t just offer services<br />

to students but also to the community, and<br />

th<strong>at</strong>’s how we were able to help them. If they<br />

needed a vacc<strong>in</strong>e we had it here, th<strong>at</strong>’s how<br />

we supported our students.”<br />

To reta<strong>in</strong> current students dur<strong>in</strong>g the pandemic, Inter<br />

Arecibo used their CARES fund<strong>in</strong>g to provide each student<br />

approxim<strong>at</strong>ely $1,100 <strong>in</strong> funds which was l<strong>at</strong>er supplemented <strong>by</strong><br />

additional funds. Inter Arecibo also took students’ f<strong>in</strong>ancial need<br />

<strong>in</strong>to consider<strong>at</strong>ion <strong>in</strong> distribut<strong>in</strong>g additional emergency aid.<br />

Gradu<strong>at</strong>ion and Post-Completion<br />

Inter Arecibo is focused on <strong>in</strong>creas<strong>in</strong>g gradu<strong>at</strong>ion r<strong>at</strong>es<br />

and tracks students post-completion through their<br />

gradu<strong>at</strong>ion surveys.<br />

Despite drops <strong>in</strong> degree completion, Inter Arecibo leaders shared<br />

th<strong>at</strong> their campus’ six-year gradu<strong>at</strong>ion r<strong>at</strong>e (37 percent) rema<strong>in</strong>s<br />

higher than the Inter American system’s six-year gradu<strong>at</strong>ion r<strong>at</strong>e<br />

(36 percent), and are focused on <strong>in</strong>creas<strong>in</strong>g these r<strong>at</strong>es. Beyond<br />

gradu<strong>at</strong>ion, Inter Arecibo tracks student success and trajectory<br />

post-completion through gradu<strong>at</strong>ion and alumni surveys.<br />

Several of the academic programs offered <strong>at</strong> Inter Arecibo<br />

require labs, research, and/or other hands-on practice<br />

and experience th<strong>at</strong> connect students with employment<br />

opportunities upon gradu<strong>at</strong>ion. Particularly <strong>in</strong> health<br />

professions, students are recruited for employment <strong>in</strong> these<br />

fields even before they have gradu<strong>at</strong>ed, a fe<strong>at</strong> th<strong>at</strong> Inter<br />

Arecibo leaders shared is a marker of their academic programs’<br />

strengths and student preparedness.<br />

“We have a group of students th<strong>at</strong> are cont<strong>in</strong>u<strong>in</strong>g their professional studies, some are go<strong>in</strong>g<br />

<strong>in</strong>to medic<strong>in</strong>e, some go to schools th<strong>at</strong> have gradu<strong>at</strong>e programs, like <strong>in</strong> medical technology,<br />

molecular biology and th<strong>at</strong>’s how they cont<strong>in</strong>ue their professional career.”<br />

16 INSTITUTIONAL RESILIENCE IN PUERTO RICO: A <strong>First</strong> <strong>Look</strong> <strong>at</strong> <strong>Efforts</strong> <strong>by</strong> <strong>Puerto</strong> <strong>Rican</strong> <strong>HSIs</strong>

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