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

mathewsl@carteret.edu

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

Contact Information

Louise MathewsCarteret Community College

252-222-6262mathewsl@carteret.edu

ContactContact InformationInformation

Donald Staub, Director, Title III, Carteret Community College

staubd@carteret.edu252- 222-6010

Patrick Keough, Distance Learning Director, Carteret Community College

pjk@carteret.edu252-222-6397

http://ccctitle3.wordpress.com/