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NC Community College System ConferenceOctober 14, 2008
The 75 Minute
Title III Strengthening the Institution
Louise Mathews, VP College Advancement & Executive Director, Carteret Community College Foundation
Title III PurposeTitle III Purpose
……to improve IHE’s
in order to increase their self-sufficiency …(mission)
•academic programs•institutional management•fiscal stability
What Does Title III Fund?What Does Title III Fund?Activity No. Funded
Assessment/Planning 6
Transformation of Science Labs 1
Technology, Academic & Administrative Management Information Systems
8
Increase Student Success and Transfer Programs
1
Strengthen Programs 1
First Year Advising 1
Student Persistence 4
Faculty Development 3
Why Apply?
Catalyst for campus /culture changeCatalyst for campus /culture change Equipment & technology $Equipment & technology $ New program developmentNew program development Professional developmentProfessional development RetentionRetention
Positive outcomes for students
$1.64 million
Over 5 years
Carteret Community College 2006 Title III Grant
Carteret Community CollegeCarteret Community CollegeLocation and DemographicsLocation 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 WeaknessesInitial Concerns and Weaknesses
•on the h
Lack of purposeful, systematic, institution-wide 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 WeaknessesInitial 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 SolutionProposed Solution
• Assessment• Distance Learning
• Advisement
Three Component Professional Development Activity
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 OutcomesOutputs and Outcomes
The Dialogue - from the top down
Professional Development (conversations, workshops, & more workshops)
Institutional Level Learning Outcomes
Program & Unit Reviews
Program Level Learning Outcomes
Assessment
Assessment OutputsAssessment Outputs
January 2007 6 workshops for 54 FT faculty & 18 PT faculty• 20 staffJune 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 OutputsAssessment Outputs
Program Review Teams
Assessment OutcomesAssessment OutcomesProgram Level Learning Outcomes
Blackboard Boot CampBlackboard Boot Camp
Comprehensive Professional Development•for all online faculty •technical aspects of teaching online•instructional design strategies and methodology.•
Online Tutoring ServiceOnline Tutoring Service
Available for English, Math, Biology, Anatomy & Physiology 4 TutorsMarch 08 - September 30. 1998210 Hours of Online Tutoring 70 Students Served
““One on One” One on One” Distance Learning TrainingDistance 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 AccountabilityFaculty 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/
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
Advising Outputs
Title III, Part A Title III, Part A STRENGTHENING INSTITUTIONS STRENGTHENING INSTITUTIONS
PROGRAMPROGRAMCFDA # 84.031ACFDA # 84.031A
Two Part Process for Grant Two Part Process for Grant Applications:Applications:
EligibilityEligibilityGrant ProposalGrant 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 forall 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 includeFederal 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 HistoryRecent Title III Grant Funding HistoryYear Number
funded2 year
FundedNext Cycle
2008 Estimated 64 new awards
2007 – no competition
20 11 2012
2006 34 21 2011
2005- no competition
43 26 2010
2004 53 dev’t26 planning
---------- 2009
2003 74 dev’t 23 planning
----------- 2008
2008 Grant Application2008 Grant Application 50 pages of narrative – includes budget50 pages of narrative – includes budget Short Comprehensive Development Short Comprehensive Development
PlanPlan ““Clear and Comprehensive”Clear and Comprehensive” Emphasis on evaluationEmphasis on evaluation One ActivityOne Activity One BudgetOne Budget
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 GroupsDownload 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 pointsActivity Objectives – 15 pointsImplementation Strategies – 20 pointsKey Personnel – 7 points Project Management – 10 pointsEvaluation - 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.
•Other activities might be: Improvement of Student Support Systems, Teaching and Learning Systems through Technology(grant instructions will give broad topics)
Activity PlanCCC – One Activity:Professional Development.Three Components
Assessment Distance Learning Advising
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 PersonnelHelps 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?
Director can answer to a Vice President who answers to President, but can’t be any farther away…
How close is the T3 Director tothe President?
Evaluation
•Procedures to Assure Validity•Internal Evaluation •External Evaluator (goes on “Other” line in budget)•Quantitative & Qualitative
Evaluation includes:Data Elements, Collection, Analysis, ReportingBaseline 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
ContactContact InformationInformation
Donald Staub, Director, Title III, Carteret Community College
[email protected] 222-6010
Patrick Keough, Distance Learning Director, Carteret Community College
http://ccctitle3.wordpress.com/
