Transcript Slide 1

NC Community College System Conference
October 14, 2008
The 75 Minute
Title III
Strengthening the Institution
Louise Mathews, VP College Advancement &
Executive Director, Carteret Community College Foundation
[email protected]
Title III Purpose
……to improve IHE’s
•academic programs
•institutional management
•fiscal stability
in order to increase their selfsufficiency …(mission)
What Does Title III Fund?
Activity
No. Funded
Assessment/Planning
6
Transformation of Science Labs
Technology, Academic & Administrative
Management Information Systems
Increase Student Success and Transfer
Programs
1
8
Strengthen Programs
First Year Advising
Student Persistence
1
1
4
Faculty Development
3
1
Why Apply?
 Catalyst for campus /culture
 Equipment & technology $
 New program development
 Professional
change
development
 Retention
Positive outcomes for students
Carteret Community College
2006 Title III Grant
$1.64 million
Over 5 years
Carteret Community College
Location and Demographics
•Associate, Diploma, and Certificate
programs: 34
•Curriculum Enrollment: 1,500
• Online Courses Offered: 120+
• Full-time Faculty: 65
• Part-time Faculty: 100+
• Staff/Administration: 108
Initial Concerns and Weaknesses
•on the h
Lack of purposeful, systematic, institutionwide assessment process
Reliance on anecdotal data
DL expanding rapidly
No concerted advising program
Mean overall retention rate: ~50%
Annual graduation rate: ~16%
Initial Concerns and Weaknesses
In Spring 2006, 31% of online
students failed, withdrew, or filed
for incomplete
In 2006, 39% of faculty reported
having received orientation for
student advising
Proposed Solution
Three Component
Professional Development Activity
• Assessment
• Distance Learning
• Advisement
Goal 1 Improve assessment of student
learning and institutional effectiveness
Goal 2 Improve student retention through
increased focus on instructional technology
and methodology
Goal 3 Improve student retention through
increased focus on advising
Outputs and Outcomes
Assessment
The Dialogue - from the top down
Professional Development
(conversations, workshops, & more
workshops)
Institutional Level Learning Outcomes
Program & Unit Reviews
Program Level Learning Outcomes
Assessment Outputs
January 2007 6 workshops for 54 FT faculty & 18 PT faculty
• 20 staff
June 2007 - 4 days of workshops with 44 FT faculty
One-on-one with Phase I teams
ILLO workshop
September 2007 - 36 FT faculty & 63 staff
4 overview workshops
12 Admin Outcomes workshops
8 follow-up workshops
4 Instructional Outcomes workshops
2 Survey Writing Workshops for 16 Faculty / 12 Staff
Assessment Outputs
Program Review Teams
Assessment Outcomes
Program Level Learning Outcomes
Blackboard Boot Camp
Comprehensive Professional Development
•for all online faculty
•technical aspects of teaching online
•instructional design strategies and
methodology.
•
Online Tutoring Service
Available for English, Math, Biology,
Anatomy & Physiology
4 Tutors
March 08 - September 30. 1998
210 Hours of Online Tutoring
70 Students
Served
“One on One”
Distance Learning Training
Any faculty member at make an appointment
with our Instructional Technologist
or a distance learning intern for one on one
intensive and
focused course specific training.
Faculty Accountability
Faculty receive laptops and IPOds; DL project
expects reports on monthly
benchmarks (goals and objectives) that must
be achieved and
Documented, that can be
posted to T3 Blog.
http://ccctitle3.wordpress.com/
Advising Outputs
Established: Career and Academic Planning
Services (CAPS)
• An entity & a physical space
• Guidance in selecting a career direction
• Professional assessment services
• Assistance in selecting an academic or
vocational training program
• Over 2,000 students seen since July ‘07
• PD plan of action created
• Advising Outcomes
Title III, Part A
STRENGTHENING INSTITUTIONS
PROGRAM
CFDA # 84.031A
Two Part Process for Grant
Applications:
Eligibility
Grant Proposal
Apply for Title III Eligibility
Must be eligible to apply for Title
III Part A Development, Planning,
or Consortium Grant
Also, eligibility provides waiver of
certain non-federal cost-share
requirements
Waiver Programs:
•Federal Work-Study Program
•Federal Supplemental Education
Opportunity Grants Program
•TRIO Student Support Services Program
•Undergraduate International Studies and
Foreign Language Program
Eligible Institutions:
Accredited
Meet requirements for needy
students and per FTE
undergraduate Educational &
General (E&G) funding
Per FTE Funding is not the same
formula for Title III as it is for
NCCCS
Eligibility is usually due
Jan – Feb for those who plan to apply
for a grant;
spring for waiver only applications
Where do you get your data for eligibility
•Institutional Effectiveness Officer
•NCCCS CC0181SEM – II - from
the Data Warehouse
•Financial Aid Office
•Financial Aid Reports
•Controller
•Audit (can also retrieve from State
Auditor’s website) or 112 Report
Eligibility – New in 2006
Once you have eligibility, you do not
need to apply again for 5 years,
unless you intend to apply for a
grant.
Change in computation of E&G
Total Expenses
Count only curriculum students…
•enrolled in a two year transfer program
•enrolled in a two-year associate degree
program
•enrolled in a two-year vocational or
technical program
•Don’t count foreign students
Applies to need-based enrollment & Pell
Grant enrollment, too
Compute FTE
Full-time = Whatever the full-time
load is at your institution
Part-time
Enter total number of credit hours for
all part-time students (will
automatically be divided by 12 NEW
E&G expenditures: The total amount
spent by an IHE for: instruction, research,
public service, academic support (including
library expenditures), student services,
institutional support, scholarships,
fellowships, operation and maintenance of
physical plant, mandatory transfers which
the institution is required to pay by law.
Do not include
Federal student financial aid.
Waiver:
•Needy student requirement
•Pell Grant – should not be a
problem in NC
E&G Waiver:
Use Option #5: Inclusion of
high cost continuing education,
diploma & certificate programs
distorts E&G Expenditure per FTE
What are those functions of your
college that are not usual and
customary to an institution of higher
education?
Who are your degree students?
Development Grants
Recent Title III Grant Funding History
Year
2008
2007 – no
competition
2006
2005- no
competition
2004
2003
Number
2 year
Next Cycle
funded
Funded
Estimated 64 new awards
20
11
2012
34
43
21
26
2011
2010
53 dev’t
26 planning
----------
2009
74 dev’t
23 planning
-----------
2008
2008 Grant Application
pages of narrative – includes
budget
 Short Comprehensive Development
Plan
 “Clear and Comprehensive”
 Emphasis on evaluation
 One Activity
 One Budget
 50
Places to find copies of funded
proposals grants
•CCC Title III blog
•http://ccctitle3.wordpress.com/
•Council for Resource Development
Website:
•Lehigh-Carbon Community College
(PA) 2004 Development Grant*
•NC Colleges with grants
*Grants written before 2006 had a higher
page limit and slight differences in criteria
Recent NC Community College Recipients
Carteret CC – Louise Mathews or Don
Staub
Forsyth Technical CC (2005)
Catawba Valley, Davidson, Rockingham
(2004)
Remember: 2004, 2005 grants were allowed more pages
than current grants.
Tips For Developing a Succcessful
Proposal:
Have your President’s support and
understanding that it may take several
attempts to get funded
Your President’s support is crucial if
you run into road blocks in getting
information, help
If you have a recent SACS
Reaffirmation – use it. It will have
identified strengths, weaknesses.
A SACS QEP maybe a good
starting point for the Activity Plan
Work with Strategic Planning
process or use recently completed
strategic plan.
Starting Out: Interviews/ Focus Groups
Download 2008 application and look
at criteria
Talk with president, VP’s faculty, staff,
students about their perception of
most pressing problems & solutions
to those problems
Form advisory team of constructive critics
Data to have at your fingertips
•Student body characteristics
•Faculty characteristics
•Programs
•Surveys (CCSSE, institutional
effectiveness surveys, faculty, staff,
student surveys)
Need data for SWP and objectives
Title IIIA Development Grant Criteria
CDP – 25 points
Activity Objectives – 15 points
Implementation Strategies – 20 points
Key Personnel – 7 points
Project Management
– 10 points
Evaluation - 15 points
Budget – 8 - points
Comprehensive Development Plan:
Short version of a strategic plan
College’s SWP
•Academic Programs
•Institutional Management
•and Fiscal Stability.
SWP MUST address each of these
areas.
Weaknesses & Problems are the same
thing.
CDP Continued
•College’s Goals for each area – academic
programs, institutional management, fiscal
stability (Use only those goals that relate
to the activity you will write)
•College’s Objectives relating to the Goals
•Institutionalization Plan (one of the last
things you will write) – how you will sustain
the improvements
•CCC’s 2006 Application: 11 pages mostly double-spaced
(SWP section was single-spaced in tables).
Back every statement with data…analyze strengths,
weakness/problems clearly and comprehensively
involve the college's major constituencies…show
clearly that all college constituencies were involved in
identifying SWP & planning? (CCC lost points in 2004 left out students).
Objectives are realistic and measurable and related to
the goals which are related to CDP problems.
Institutional Commitment: Over time the college picks up
an increasing amount of compensation for faculty time and
key personnel involved in the project.
Activity Plan
CCC – One Activity:
Professional Development.
Three Components
Assessment Distance Learning
Advising
•Other activities might be: Improvement of
Student Support Systems, Teaching and
Learning Systems through Technology
(grant instructions will give broad topics)
Activity will solve most
pressing problems which cut
across academic programs,
institutional management and
fiscal stability.
The Activity flows from identified
problems, goals, objectives in
the CDP.
Activity Objectives:
Relate to CDP Goals & Objectives; same
objectives written in CDP with shorter time frame
Performance indicator & baseline data
Realistic and measurable; increase or decrease is
measured by whole numbers or percentages; no
process objectives (establish, produce, develop,
provide)
Which objectives will you address in each year?
Implementation Strategy
Why is it comprehensive?
Why did you choose this strategy (rationale)
Chart or Table of strategies year by year
related to objectives
Implementation Strategy
Literature review
Authorities (not on your campus with whom
you consulted)
College models
Experts on your own campus
No longer emphasize alternatives considered
Implementation Strategy
Chart – strategy, time frame, who will do it,
how they will do it, expected results
Each strategy must be tied to an objective
for that year….and must be tied to the
budget for that year
Going back and forth between strategies,
objectives and budget takes lots of time
and it is….a bear.
Key Personnel
Helps to identify someone on staff or faculty to
lead the activity
Include key people paid by and not paid by grant ;
use short resumes that show why this person has
the experience to implement these strategies and
achieve objectives
For new positions, include a short job description
Include time commitment to the project
Do not include clerical or support staff
Project Management
Project Coordinator – Include job
description. Will the Project Director and
Activity Director be the same person?
Always best to have someone in your
college who is going to do job.
Job Description
for Project Assistant
Procedures to monitor and manage
progress? Advisory Council?
Fiscal experience of finance office
Procedures for providing information to
administration
Administrative authority of project staff –
Will the staff and faculty pay attention?
How close is the T3 Director to
the President?
Director can answer to a Vice
President who answers to President,
but can’t be any farther away…
Evaluation
•Procedures to Assure Validity
•Internal Evaluation
•External Evaluator
(goes on “Other” line in budget)
•Quantitative & Qualitative
Evaluation includes:
Data Elements, Collection,
Analysis, Reporting
Baseline Indicator: Data upon
which increase/decrease will be
based
To Hire or Not to Hire a Consultant
•Consultants understand how to write it “clearly and
comprehensively”. They know how to knit it together.
•Whether or not you hire a consultant, you and your
institution must still develop the CDP, the objectives, the
implementation plan.
•The consultant can walk you through the process, but you
will do the drafting.
•How much time can you devote to the writing? To the
grant development process?
•Do you have a good editor on your campus? Who can
help you?
•Look at cost of your time over the development period &
the cost of a consultant.
Taking the Plunge
http://edicsweb.ed.gov/browse/un approved.cfm
http://edicsweb.ed.gov/browse/approved.cfm
http://www.ed.gov/programs/iduestitle3a/index.html
Contact
Information
Louise Mathews
Carteret Community College
252-222-6262
[email protected]
Contact Information
Donald Staub, Director, Title III,
Carteret Community College
[email protected]
252- 222-6010
Patrick Keough, Distance Learning Director,
Carteret Community College
[email protected]
252-222-6397
http://ccctitle3.wordpress.com/