CTC MISSION STATEMENT...preparatory and developmental curricula, tutoring and learn-ing support, and...

Karen Schmitt, Dean

Coy Gullett, Budget & Finance

The Community & Technical College enhances, promotes and provides quality education and training that is responsive

to the needs of lifelong learners in a changing world through leadership collaboration within the community.

CTC MISSION STATEMENT

To achieve the college mission and prioritize resources, the Community & Technical College (CTC) administers academic programs and services within three function-al areas

Academic Programs: provide quality career & technical programs to degree and certificate seeking students to serve Alaska workforce needs - Aviation Technology, Career & Technical Education (includes Tech Prep), Computer Networking & Office Technology, Culinary Arts, Hospitality, Construction & Design Technology, Dietetics and Nutrition, Health Physical Education & Recreation, Transportation and Power

Extended Studies and Workforce Development: pro-vide general education, continuing education and testing services for all UAA students, including military, professionals and the community - Chugiak-Eagle River Campus, Continuing Education, Military Programs, Air Force ROTC, Army ROTC

Student Academic Support Services: provide college preparatory and developmental curricula, tutoring and learn-ing support, and academic advising to incoming UAA Anchor-age Campus underprepared students and CTC majors to in-crease university and college retention and completion rates - College Preparatory & Developmental Studies, Learning Re-sources Center, Enrollment Management

Spring 2013

Regular Faculty 70

Regular Staff 64

Adjuncts 183

P/T Temp Staff 66

P/T Student Workers 42

TOTAL 425

Defined by the CTC mission statement, the college evaluates its academic and service programs’ performance in alignment with three UAA core themes and objectives:

Teaching and Learning Core Theme: Student Learning Outcomes, State Needs

Student Success Core Theme: Access and Transition, Persistence and Goal Achievement

Community Partnerships: Community Partnerships

Guided by the CTC vision, values, and goal statement, the college sets performance targets and planning

priorities for its units in alignment with the corresponding UAA2017 strategic plan priorities:

2017 Priority A. Strengthen and Develop the Total UAA Instructional Program: (Successful and sustainable programs that sup-port student success, general education, workforce development, high-demand careers and high student demand)

Instruction driven by current and active professional and craft practice, academic research, or creative expression

2017 Priority C. Expand Educational Opportunity and Increase Student Success:

Focus on market share of Alaska’s college-bound students and their transition to higher education

Open access paired with retention and completion of educational goals

Efficiency of educational progress from entry to completion

2017 Priority E. Expand and Enhance the Public Square:

Community partnerships in training, education, research, and service

Educational partnerships to encompass pre-school through postgraduate continuing education

- Attachment #1 (PBAC Submission)

UAA is the only campus in the UA system that offers flight training. Funded since FY08 by TVEP (FY14 end of TVEP funding), the Flight Op-

erations & Training Manager and the Flight Operations Coordinator positions serve functions critical to the quality, success, and safety of

the flight training program. Funding the two requested posi-

tions will keep the doors open to the only full service avia-

tion school in the state of Alaska by sustaining the flight

training component of the Professional Piloting program.

Their continued support will ensure: 1) the practical appli-

cation of theory and skills in the cockpit and each student’s

readiness to stand for the FAA practical exam and certifica-

tion; 2) safety of flight training; 3) satisfaction of high de-

mand jobs by the transportation industry for pilots, the most

intensively trained of all transportation professionals (All

nine AY12 Bachelor of Science in Aviation Technology, Pro-

fessional Piloting graduates acquired flying jobs in Alaska).


In 2012 UAA entered into an SDI Productive Partnership with the Matanuska-Susitna Borough School District (MSBSD) to launch the first

middle college in the state. The Alaska Middle College School (AMCS), located at the Chugiak-Eagle River Campus, opened in August 2012

as a funded MSBSD-funded school with 43 high school juniors and seniors. De-

signed to expand to 175 students earning over 2,000 credits per year, AMCS offers

another educational choice for borough families and students; decreases time and

money required to complete a college degree; promotes rigorous academics in high

school; improves transition from high school to college; and increases college ac-

cess for all students. As a partner, UAA provides two major services for AMCS: 1)

college instruction and student services, and 2) facility space. While state formula

funding for students through the MSBSD provides the major sustainable funding

stream for these services, operation of this best practice program also requires a

contribution from UAA in the form of a coordinator position and facility enhance-

ments to provide: UAA/AMCS program coordination, advising and scheduling for

students, program reviews, bookstore operations, and videoconferencing services.

- Attachment #4 (CTC Internally Funded)

The majority of students entering UAA need remedial math and/or English. Most students who enroll in the remedial coursework never

move on to complete a college-level course. The overwhelming lack of success of our underprepared students unintentionally dismantles

our open enrollment policy, yet research has shown that additional intensive advising support can help many more at-risk developmen-

tal students succeed academically, and enter the workforce with high value credentials. The proposed specialized Advising position is

meant to intervene early and consistently to improve the academic, financial, and workforce outcomes for underprepared UAA students.

Effective advising to the underprepared population can harness their potential to increase UAA’s student credit hours, persistence and

graduation rates, and ultimately positively impact the pool of skilled Alaskan applicants for Alaska’s high demand jobs.


The requested faculty funding will sustain and develop both the dietetics and nutrition bachelor's degree programs added in 2010. Due to

continuing popularity of these programs an unanticipated enrollment boom threatens the sustainability of the BS Nutrition program in

which new enrollments are currently suspended. Without the requested faculty funding, admissions will remain suspended for AY14.

Additionally, academic quality is at stake: the growth in Dietetics

has triggered the requirement for a requested, third permanent

faculty position (currently TVEP Funded) in order to obtain program

accreditation from the American Dietetic Association Commission

on Dietetics Education (CADE). Sustainability of these degree pro-

grams also fosters student success by supporting other majors,

such as Nursing, Med-Lab Technology, Radiology, Dental Hygiene,

Early Childhood Education, Health/Physical Education & Recreation,

Hospitality/Restaurant Management and Nutrition Minor.

CTC mission, vision, values, and goals are reaffirmed annually through core theme alignment for structuring col-lege assessment, planning, and re-source allocation processes. The Col-lege Council of directors and chairs is responsible for the key components of organizational planning, resource allocation, and assessment of college effectiveness.

The College Council calendar and monthly meeting agenda follow an annual cycle that links and leverages the college pro-cesses directly with existing in-stitutional assessment, re-porting, planning, and budgeting processes.

CTC Component Criteria for Program Prioritization (after Dickeson, College Source for Reporting

1. History, development, and expectations of the program UAA Program Review (Quinquennial)

CTC Budget Operating Review (Annual)

Program Advisory Group Review (Annual)

2. External demand for the program 3. Internal demand for the program

4. Opportunity analysis of the program

5. Impact, justification, and overall essentiality of the program

6. Quality of program inputs and processes CTC Performance Report (Annual)

CTC Budget Operating Review (Annual) 7. Size, scope, and productivity of the program

8. Quality of program outcomes Program SLO/PDO Assessments (Annual)

Program Accreditation Reports (Various) 9. Revenue and other resources generated CTC Management Decision-Support Report (Monthly)

CTC Budget Operating Review (Annual) 10. Costs and other expenses associated with the programs

CTC plans to increase NGF contributions to support operations from increased offer-ings and enrollments in noncredit courses offered by the continuing education unit of the ESWFD division of the college.

CTC is continuing to analyze the relationship and data of CPDS Students and the Learning Resource Center (LRC). The LRC provides approximately 15K tutor and testing sessions a year with 70% of those sessions being utilized by CPDS students. CPDS math testing and/or tutoring fees could be implemented if appropriate and required.

CTC continues to pursue grant funding where appropriate and executable.

($30,000) Aviation Insurance: Unanticipated increase in CTC’s aviation insurance premium due to State of Alaska internal reallocation between the State of Alaska and the University of Alaska (10% in FY11 to 17.5% in FY13). CTC Aviation is required to pay 50% of the Univer-sity of Alaska insurance premium. CTC would need to increase student fees by $11.29 per flight hour to cover the additional cost. For a BSAT piloting graduate earning the minimum number of certificates and ratings, the new total cost on 200 hours equates to $8,080 or $40.40 per flight hour.

($14,500) Lease increase for the Chugiak Eagle River Campus (CERC) administrative and classroom space in the Eagle Center. A 6% annu-al increase for the leased space at the Eagle Center will go in effect FY14. FY13 appropriated funding for this lease is $240,607.00

No “soft” funds are used for current operations

Initiative FY09 FY10 FY11 FY12 FY13 FY14 project-

ed

FY10 Dietetics & Nutrition Inst TVEP $64,300 $90,250 $90,250 $85,700 $81,400

FY12 AET AAS & Cert Programs $93,680 $93,700 $89,000

FY08 Flight Ops Personnel FY08 SB137 $125,558 $134,807 $129,304 $147,151 $110,600 $105,100

FY09 Apprenticeship Staff/Prom TVEP $30,558 $79,627 $77,045 $69,340 $65,900 $62,600

FY09 Welding/NDT AAS Prog TVEP $94,500 $94,525 $94,530 $89,800 $85,300

FY12 HPER BS Program $92,000 $92,000 $92,000

Total $156,116 $373,234 $391,124 $556,951 $537,700 $516,400

CTC’s PBAC request for the Aviation’s Flight Ops Personnel is intended to provide replacement funding for TVEP. If no funding is identified to continue these positions, which are critical to the Professional Piloting program, then funding will be reallocated within CTC at the deg-radation of another program or service.

As the Dean responsible for CTC’s wide range of academic programs and services, my strategy over the period of 2010-2013 has been to engage in organizational development structured around the regional accreditation standards of the Northwest Commission of College’s and University (NWCCU) and the CTC Component Criteria for Program Prioritization (after Dickeson, 2010). Utilizing these standards and UAA’s institutional accreditation cycles, CTC has developed a program assessment, planning, and resource allocation framework for im-proving college effectiveness.

In AY11, CTC underwent a functional-area alignment reorganization to differentiate and define the responsibilities of the associate deans within the college. Based on units’ functional role, the directors/chairs were re-appointed to report to either the Associate Dean for Aca-demic Affairs or the Associate Dean of Extended Studies and Workforce Development; the Chair of the College Preparatory & Developmen-tal Studies was re-appointed to report to the dean. At that time the Strategic Enrollment Management Coordinator was reclassified as the Director of Enrollment Management; and the reporting of Director of the Learning Resources Center was reassigned from the Fiscal Officer to the Dean.

In AY12, CTC developed the functional area leadership responsibilities as subcommittees of the College Council in order to define and de-velop the organizational indicators of effectiveness appropriate for each area. Initial work was done by the Council to align the college’s mission within the UAA core theme framework and to connect these indicators to a performance management framework to inform the resource prioritization processes in the college. Development of data sources and reports to assist the unit leadership with assessment and planning was pursued with staff resources and development within the Dean’s office.

In AY13-AY14, the Dean’s office is now moving to implement changes to the organizational structure to support the college operations which will provide the foundation for supporting the college’s three strategic programmatic initiatives being implemented in CTC for FY14: (a) Student Academic Support Services Advising Center Initiative; (b) Partnerships for Extended Studies and Workforce Development Initiative; and (c) Career and Technical Education Center of Excellence Initiative.

Attachment 1: FY14 PBAC - ($160,400) Aviation Technology Flight Training & Operations

Attachment 2: FY14 PBAC - ($121,521) Alaska Middle College Support

Attachment 3: FY14 PBAC - ($139,447) Dietetics and Nutrition BS Program Faculty

Attachment 4: FY14 CTC Funded - ($100,000) Advisor Preparatory & Developmental Studies

Attachment 5: FY13 Project/Initiative Status Report Dietetics & Nutrition Faculty

Attachment 6: FY13 Project/Initiative Status Report Eagle River & Aviation Lease

CTC PBAC FY14 (Attachment #1)

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ATTACHMENT VI

Incremental Request Form

FY14/FY15

Title: Aviation Technology Flight Operations & Training Personnel

(2 positions: Flight Operations & Training Manager, Flight Operations Coordinator-Scheduler-

Administrative Assistant)

MBU Priority Ranking #: 1 (Academic Programs)

1. Request Description/Strategic Purpose.

a. Provide a detailed narrative of the request. Include the purpose of the request and the market

demand the request is intended to meet. If applicable, include the number of students affected

and specific employer demand met.

PURPOSE

This request seeks funding of $160,400 for two positions critical to the success and safety of the

UAA Aviation Technology Division (ATD) flight training program: the Flight Operations

General Manager ($93,103) and the Flight Operations Coordinator ($67,300).

The UAA Aviation Technology Division is the FAA Part 141 certified aviation flight school in

the state of Alaska, and UAA is the only campus to offer in-house flight training within the

University of Alaska system. Professional Piloting is a magnet program for aviation, as a whole

attracting ~ 30% of each incoming class. Flight training is an integral component of the AAS and

BSAT Professional Piloting curriculum.

The flight operations manager has a significant impact on the quality and safety of the UAA

flight training program. The position can be thought of as the “sage” of practical application.

While regular faculty teach the classroom knowledge, theory and regulatory aspects of piloting,

it is the flight operations manager who teaches the skills and practical application of that

knowledge. The incumbent selects, manages, guides and performs quality control over the

Certified Flight Instructors (CFI) that do most of the day to day flight training. The manager

performs the final UAA quality check on the student “product” before they allowed to stand for

the FAA practical examination and certification.

The coordinator performs a key role in supporting student learning through preparation and

maintenance of student flight training files and the coordinator maintains records of the many

financial transactions attendant to a pay-as-you-go operation. Lastly, the coordinator works to

manage aircraft assignments in real time as maintenance breaks or flight delays occur.

The ability to run a safe operation is critical to the quality of a flight operations program. The

flight operations positions represent safety critical infrastructure within the Aviation Division

and play a pivotal role in risk management and professional supervision of our flight training

operation. Among the job duties of the flight operations manager, safety occupies 25% of the


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incumbent’s time to monitor and enforce flight school safety policies; to establish and maintain

the flight safety, risk assessment/mitigation, and hazard identification and tracking programs.

Additionally, the position maintains and updates emergency response procedures for aircraft

incidents, accidents and personnel injury.

In the long view, UAA has made remarkable progress building the flight training program from

scratch since inception in 2001. Taken together, our human and physical infrastructure

initiatives are an outstanding example of creativity and determination that has built the only

program of its kind in the state, a program recognized for safety and quality. The next natural

step in program development is to attain Aviation Accreditation Board International (AABI)

accreditation, a goal that seems doubtful if the flight training leadership is lost.

MARKET DEMAND (www.alaskaasp.com/Documents.aspx)

Transportation workers (such as commercial pilots, aircraft technicians, air traffic

controllers, etc.) are classified as high demand career fields; the most intensively trained

of all transportation workers is the commercial pilot.

Aviation is the 5th

largest industry in the State and represents about 8 percent of the gross

state product.

Alaskans experience 8 times more enplanements per capita than their nearest peer states

in the lower 48

Alaskans are 39 times more reliant on air freight.

NUMBER OF STUDENTS AFFECTED/EMPLOYER DEMAND MET

UAA currently serves 82 Professional Piloting majors. AY12 produced 9 graduates with a

BSAT Professional Piloting emphasis and 2 AAS Professional Piloting awards. All AY12

piloting graduates took flying jobs in Alaska.

b. How does the request advance the strategic priorities stated in the Cabinet Strategic Guidance in

Attachment V?

Under III. Operational Priorities and New Investment, and consistent with the Strategic

Direction Initiative and the 2017 Strategic Plan, the request advances these strategic priorities:

Access, Persistence, Completion (SDI 1 & 2)

Improve the effectiveness and efficiency with which students enter the university, receive

placement and advising, and navigate the many pathways through our programs to graduation

Among many other functions, the Flight Operations Manager acts as the student pilot’s guidance

counselor for flight. She is the one who identifies the student’s goals and personality and assigns

the appropriate flight instructor. She follows the student’s progress and steps in if the student

develops problems in any particular phase of training. Just as importantly, the Flight Operations

Manager manages the hiring and assignment of the Certified Flight Instructors (CFI) who form a

critical link to student success. Although the CFI’s are only labor pool employees, they are the

face of UAA flight training to the average student. Therefore, carefully choosing, assigning and

http://www.alaskaasp.com/Documents.aspx


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managing and guiding the CFI pool has a huge impact on student success and persistence to

graduation.

Education for High Demand Jobs (SD1, 2, 3, & 5)

Career and Technical Education (CTE). With public and private partners, we must ensure

ongoing fiscal support for high demand CTE programs by addressing the challenges in the

current Alaska Technical Vocational Education Program (TVEP) allocation model.

This request is directly applicable to not only the Statewide Strategic Direction Initiative (SD1),

which notes Student Achievement and Attainment emerging as a strategic point of emphasis, but

also to UAA 2017 Strategic Priority A1 to “Build depth, reinforce success and ensure

sustainability in programs that support…workforce development, preparation for high demand

careers.”

The UA Office of Workforce Programs has recognized the importance of the two requested

positions by awarding TVEP funding for the FY08-FY13 budget years. ATD programs,

including the Flight Training component, fall within the Transportation category, one of the State

of Alaska Department of Labor and Workforce Development’s top five Alaska high demand job

areas. Transportation workers are classified as high demand and the most intensively trained of

all transportation workers is the commercial pilot. Replacement requirements for the

transportation and warehousing sector through 2020 total 1,692 jobs with job growth projected at

8.0% (Trends, October 2012). A healthy aviation program clearly serves the state’s interests.

Funding these positions will help sustain the output of high demand graduates. With funding, we

will continue to graduate between 5-10 Professional Pilots per year. Additionally, we will

continue to cross flow approximately 20-25 students per year from Professional Piloting to

Management and Air Traffic Control. These cross flow students are attracted to UAA by the

professional piloting program and often turn to a second aviation program if they cannot afford

piloting (most common), lack the aptitude (second most common), or lack the necessary

perseverance to overcome the obstacles to completing flight training (e.g. extended weather

delays, instructor shortages, equipment shortages, etc.). The majority of the students who switch

from piloting to another aviation program complete their degree. All aviation graduates are

classified as high demand in the classification of transportation.

c. Does the request fill a gap, remedy a problem, or respond to an external requirement (e.g.

accreditation or professional standard)?

The focus of this request is on sustainability and safety of a key aviation program. It fills a gap

in general funding available to support Flight Training—a degree completion requirement for

Professional Piloting students.

2. Internal MBU Reallocation. (Will any funds be reallocated internally to support this effort?)

Other than internal redistribution, no new general funds have ever been allocated to support flight

training since the program’s inception. Over the last 6 years, the Aviation Technology Division has

redirected funds internally as opportunities have presented themselves. Internal redistributions have


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been used to fund two other positions critical to flight training: a mechanic (transferred maintenance

technician position from the AMT program) and the Chief Flight Instructor (transferred and

redefined a position formerly belonging to the simulations unit).

3. Statewide System Performance Measures. What is the anticipated impact of the requested

increment on one or more of the SWS performance measures? If there is no obvious link between the

request and an existing SWS Performance Measure, it is not necessary to fill out this section.

a. For each performance measure related to this request, provide the estimated timeframe for

realization. Professional Piloting graduates are in the high demand job category of

transportation. The program has produced an average of 5.5 BSAT, Professional Piloting

emphasis over the last 7 years. In AYs ’10, ’11 and ’12 the BSAT program produced 8, 7 and 9

Professional Piloting graduates. This funding would ensure continued professional management

of Flight Training Operations – an integral component of the AAS and BSAT, Professional

Piloting curriculum.

b. What strategy-specific sub-metric will be used to demonstrate return on investment?

Which strategy specific sub-metric will be used to track intermediate progress. (Example:

Program major enrollment will be tracked as a preliminary indicator of eventual increases

in high-demand graduates.) Number of AAS and BSAT, Professional Piloting emphasis

graduates to continue at or above the running average of the previous seven years.

c. For this sub-metric, what is the current baseline, the expected change, and the timeframe

for realizing it if the requested funding is received? Seven year average of BSAT,

Professional Piloting emphasis – 5.57 graduates per academic year; AAS Professional Piloting

1.2 graduates per academic year.

4. Other Output Measures. If no SWS Performance Measure is applicable, what measure will you use

to assess the effectiveness of this investment? What change in the measure, from what baseline, within

what time frame? Provide specific estimates.)

General Funding of these positions would send a strong message to the Alaskan aviation industry

that the University ranks aviation among its important programs.

5. Total Amount Requested. (In the table below, list the general funds requested, any non-general

fund revenue that may be generated as a result of new general fund received, and the number of

positions requested. Enter the fiscal year(s) for which the request is being made.)

Request Type Fiscal Year General

Funds

Non-General

Funds

Generated

Number of

Positions

One-time

Base 2014 $160,400 2


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FY14/FY15

Title Alaska Middle College School (AMCS) Partnership Support

MBU Priority Ranking #: 1 (Extended Studies & Workforce Development)


The Community & Technical College is requesting $121,521 in base general funds to provide

critical support to the Alaska Middle College School (AMCS) partnership, a University of Alaska

Strategic Direction Initiative (http://www.youtube.com/watch?v=U_VUeqvTsro). Identified as a

“Productive Partnership with Alaska’s Schools,” the AMCS program establishes the first middle

college in the State of Alaska and represents the first on-site dual enrollment model for high school

students. The program is designed to increase levels of educational attainment and student success

for students participating in the program, improving the transition from high school to college by

easing the procedural burden for secondary students and their parents.

AMCS is a partnership between the University of Alaska Anchorage (UAA) and the Matanuska-

Susitna Borough School District (MSBSD) to develop and operate a middle college at the UAA

Chugiak-Eagle River Campus (CERC) located at the Eagle Center in Eagle River, Alaska. AMCS

opened in August 2012 as a funded MSBSD-funded school with 43 high school juniors and seniors.

Once fully operational, AMCS is designed for 175 MSBSD students (both non-college and college

ready). These students will earn over 2,000 college credits each academic year.

Through a memorandum of agreement, UAA provides two major services for AMCS: 1) college

instruction and student services, and 2) facility space. While state formula funding for students

through the MSBSD provides the major sustainable funding stream for these services, operation of

this best practice program also requires a contribution from UAA, in the form of a coordinator

position and facility enhancements, to achieve the best possible outcomes for students.

1) College Instruction and Student Services (new program coordinator position):

College instruction includes college courses scheduled at CERC during the day. These courses are

taught by term and adjunct faculty and are offered in a sequence that allows fully college-ready high

school juniors to complete a majority of the course requirements for an associate of arts degree prior

to high school graduation. Student services support provided by UAA includes college advising

(related to the associate of arts degree), registration, and transcript reporting.

This request includes the establishment of a new Alaska Middle College School Coordinator to:

Provide overall UAA coordination for the AMCS program

Meet with MSBSD administrators and high school counselors and teachers to coordinate

goals, actions, and procedures related to the program

Develop a comprehensive advising plan for AMCS students

Develop a comprehensive AMCS student scheduling process

http://www.youtube.com/watch?v=U_VUeqvTsro


2

Coordinate individual student schedules between MSBSD and UAA to allow for university

input focused on associate of arts degree completion

Develop a comprehensive orientation and enrollment day agenda for future academic years

Complete an extensive program review and make necessary programmatic changes to better

the program (in conjunction with the Community College Research Center from Teachers

College, Columbia University – contractually providing the development of a research plan

to serve as the program assessment plan)

Develop an annual report for the AMCS program

Contribute to program outcomes assessment

Work with appropriate UAA offices/services to develop and maintain currency of program

informational material

2) Facility (requested enhancements):

The facility space includes classrooms dedicated to the high school instruction portion of the

program, classrooms for the college courses offered to AMCS and other UAA students, college

faculty and high school teacher offices, and student common areas (e.g., student union, bookstore,

etc.).

The Chugiak-Eagle River Campus (CERC) has remodeled suites 122 and 234, formerly used as part

of a workforce development contract, into a videoconferencing classroom and a bookstore outlet.

These spaces provide Alaska Middle College School partnership support.

The campus did not previously have videoconferencing capabilities. Approximately 25% of CERC

courses cannot be scheduled in the Eagle Center due to a lack of classroom space. These courses

currently meet at Chugiak High School. The lease expense for suite 234 is being sought to provide

the videoconferencing capability so that the campus may:

Virtually participate in main campus and statewide events

Enable tele-advising and course delivery to the AMCS partnership

Increase participation of faculty in professional development opportunities related to the

AMCS program

Increase staff participation in meetings and trainings related to the AMCS program

The lease expense for suite 122 is being sought to provide:

Student access to UAA textbooks, apparel, and class supplies

Student access to prepared food and beverages

Mat-Su Borough School District student access to free and reduced lunch offerings as part of

partnership support for the AMCS

a. How does the request advance the strategic priorities stated in the Cabinet Strategic Guidance in

Attachment V?

Under III. Operational Priorities and New Investment, and consistent with the Strategic

Direction Initiative and the 2017 Strategic Plan, the request advances these strategic priorities:

Access, Persistence, Completion (SDI 1 & 2)


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Improve the effectiveness and efficiency with which students enter the university, receive placement

and advising, and navigate the many pathways through our programs to graduation

AMCS is clearly a productive partnership with Alaska’s schools—in this case, the Matanuska-

Susitna Borough School District. The program operating guidelines lessen the burden of college

attendance by shifting the responsibility of activities such as registration, grade transfer and

reporting, and college attendance approval, from students and parents to the school district and

university.

Enrollment in AMCS provides Matanuska-Susitna Borough students with a secondary school option

to complete their high school diploma (grades 11–12) on a college campus, with a curriculum

ensuring college and career readiness, and the opportunity for attainment of individual educational

goals at UAA. The partnership allows students to successfully bridge the transition between high

school and college, and from the first to second year of college. AMCS provides more choice for

borough students and allows families to provide a college experience for their children at an

affordable cost.

Through AMCS, the school district and university provide greater accountability to the people of

Alaska. MSBSD does so by offering another educational choice for borough families and students.

This choice decreases the time and money required to complete a college degree, promotes rigorous

academics in high school, improves transition from high school to college, and increases college

access for all students. UAA provides greater accountability through more efficient use of

classroom space, additional daytime course offerings for traditional college students, and early

advising and intervention.

Effectively align our multi-campus MAU for student success: AMCS students will have the

opportunity to earn a MSBSD high school diploma, become academically ready for college

courses or career training, and earn up to 60 credits towards an associate of arts degree. This

degree is transferable within the University of Alaska system and the credits earned are also

transferable to colleges and universities outside of the state. AMCS students will navigate a

seamless post-secondary transition into the University of Alaska system. Finally, the AMCS

partnership will contribute to filling the need for high wage, high demand jobs with

Alaskans. Student achievement and attainment are enhanced by reducing students’ time to

completion of a college degree. For those non-college ready students enrolled in AMCS, the

school environment (on a college campus) encourages a greater focus on becoming college-

ready.

To effectively and efficiently provide this partnership support to the AMCS program, a full-time

AMCS coordinator is required. As noted earlier, this position would:

Provide overall UAA coordination for the AMCS program

Meet with MSBSD administrators and high school counselors and teachers to coordinate

goals, actions, and procedures related to the program

Develop a comprehensive advising plan for AMCS students

Develop a comprehensive AMCS student scheduling process

Coordinate individual student schedules between MSBSD and UAA to allow for university

input focused on associate of arts degree completion


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Develop a comprehensive orientation and enrollment day agenda for future academic years

Complete an extensive program review and make necessary programmatic changes to better

the program (in conjunction with the Community College Research Center from Teachers

College, Columbia University – contractually providing the development of a research plan

to serve as the program assessment plan)

Develop an annual report for the AMCS program

Contribute to program outcomes assessment

Work with appropriate UAA offices/services to develop and maintain currency of program

informational material

Suite 234 will provide partnership support for the AMCS program. The room will be utilized to

provide for tele-advising of AMCS students with high school counselors and UAA academic

advisors. The room will also be used to deliver courses to AMCS students.

Effectively align our multi-campus MAU for student success: Suite 122 at the Eagle Center

will align the auxiliary services available to students on the main campus for students at the

extension site on the Chugiak Eagle River Campus, including AMCS students. The

bookstore outlet will be patterned after the outlet at the University Center.

Develop a balanced and sustainable content delivery system consisting of e-learning and

traditional classroom platforms: Suite 234 will expand UAA capabilities to deliver course

content to a number of locations in the state, thereby increasing access to students living in

the Chugiak and Eagle River communities to courses and programs offered statewide,

including AMCS students.

Under IV. Infrastructure Priorities, continuing to invest in our infrastructure to sustain and

strengthen our existing facilities, the request advances these strategic priorities:

Maintenance, and, where necessary, the upgrading, of previous infrastructure investments

Information technology with emphasis on security, reliability, and inter-campus network

connectivity to support faculty, staff, and students

Suite 234 represents the continued investment in our infrastructure that increases campus

connectivity in support of faculty, staff and students and our partnership with Mat-Su Borough

School District. The videoconferencing capabilities enable faculty to join in professional

development opportunities, staff to join meetings and training, and students to enroll in courses

previously unavailable to them. Students will also gain access to tele-advising and other student

support services.

b. Does the request fill a gap, remedy a problem, or respond to an external requirement (e.g.


As discussed in the request description, the AMCS program establishes the first middle college in

the State of Alaska and represents the first on-site dual enrollment model. The program is designed

to ease the procedural burden for secondary students and their parents, to improve the transition from

high school to college, and to increase levels of educational attainment and student success for

students participating in the program.


5

Once fully operational, AMCS is designed for 175 MSBSD students, both non-college and college

ready. These students will earn over 2,000 college credits each academic year.

Both suites 122 and 234 provide enhancements for the Chugiak-Eagle River Campus that were

previously unattainable. The bookstore outlet will provide access to auxiliary student services

important to student success. It is also key to providing food service as part of our commitment to

the partnership with Mat-Su Borough School District on the AMCS program.

Current Highlights

1. AMCS memorandum of agreement (for two academic years) signed in June 2012

2. AMCS opened its doors August 16, 2012, to 43 high school juniors and seniors

84% juniors (36) and 16% seniors (7)

26% fully college-ready (11)

37% partially college-ready (16)

29 AMCS students registered for 91 classes in Fall 2012 semester (approximately 300

SCHRS)

AMCS students assigned unique identifier in Banner; allows for accurate data pulls for

future analysis


While initial start-up work was assigned to current faculty and staff (particularly, the CERC director,

CERC student services manager, and CTC associate dean), a permanently funded coordinator

position is required as the program matures.

3. Statewide System Performance Measures.1 What is the anticipated impact of the requested




realization. (Example: This increment will increase student credit hours by FY15, because

FY14 will be used to hire the additional professor. University-generated revenue and student

credit hours will be impacted in FY15 by the additional course offerings provided by the new

professor.)

Enrolled Unduplicated (college ready): AY13 - 31 students, AY14 Est. - 75 students

Student Credit Hours: AY13 - 739 SCHR, AY14 Est. - 1,400 SCHR

b. What strategy-specific sub-metric will be used to demonstrate return on investment?

Which strategy specific sub-metric will be used to track intermediate progress. (Example:

Program major enrollment will be tracked as a preliminary indicator of eventual increases

in high-demand graduates.)

1 For reference, please see UAA Performance ‘11, pp 33 ff. at

http://www.uaa.alaska.edu/institutionaleffectiveness/upload/Performance-11_web-version.pdf


6

c. For this sub-metric, what is the current baseline, the expected change, and the timeframe

for realizing it if the requested funding is received? (Example: In Fall 2010, there were 120

program majors enrolled. This increment would grow enrollment by 20 majors in FY14.

Strategy Sub-

Metric

Intermediate

Progress

Current Baseline Expected Change Timeframe

SCHR of AMCS

students

Semester Banner

reports

739 SCHR 2000 Total SCHR AY2015




SCHRS earned by AMCS students

Associate of arts degrees awarded to AMCS students

Number of AMCS students attending college after high school

Number of AMCS students attending any University of Alaska institution after high school

Number of AMCS students completing a baccalaureate degree after high school

All of the AMCS post high school measures will also be compared against measures of students not

participating in the AMCS program (e.g., 6-year baccalaureate graduation rate of AMCS students vs. the

overall 6-year baccalaureate graduation rate for UA students).





Funds

Non-General

Funds

Generated

Number of

Positions

One-time

Base 14 $121,521 1

Personnel: Administrative Professional (grade 79), 48 weeks – salary, benefits, travel, commodities,

equipment = $83,169

Lease/Facility:

Suite 234: 680 sq. ft.*$1.70/sq. ft.*12 months = $13,872

Suite 122: 1200 sq. ft.*$1.70/sq. ft.*12 months = $24,480


1


FY14/FY15

Title This funding requests a full-time faculty position and additional instructional costs required to support

the BS programs in Dietetics and Nutrition.

MBU Priority Ranking #: 2 (Academics Programs)


a. Provide a detailed narrative of the request. Include the purpose of the request and the

market demand the request is intended to meet. If applicable, include the number of

students affected and specific employer demand met. For research programs, include

areas of state needs met and external funding source (i.e., National Science Foundation.)

This funding request is for a full-time faculty position and additional instructional costs required

to support the Bachelor of Science programs in Dietetics and Nutrition.

In the original degree development proposal for the Bachelor of Science Degrees in Dietetics and

Nutrition, this faculty position was determined to be absolutely critical. The degree programs

were approved by UA Board of Regents (Sept. 2009), and are now fully implemented. In

August 2012 funding was secured for the first Dietetics and Nutrition position requested. Due to

the large growth in these degree programs a second faculty position is necessary for the

operation and success of these two new degrees, and required for the accreditation of the

dietetics program.

b. How does the request advance the strategic priorities stated in the Cabinet Strategic

Guidance in Attachment V?

This request supports the Education for High Demand Jobs in Health. The present and long-term

employment opportunities demand for nutrition and dietetics graduates remains high. According

to the Bureau of Labor Statistics projections from the 2008-2009 Occupational Outlook

Handbook: “Employment of dietitians and nutritionists is expected to increase 9% during the

2006-16 projection decade; about as fast as the average for all occupations. Job growth will

result from an increasing emphasis on disease prevention through improved dietary habits and

nutrition education. A growing and aging population will boost demand for nutritional

counseling and treatment in hospitals, residential care facilities, schools, correctional facilities,

community health programs, and home healthcare agencies. Public interest in nutrition and

increased emphasis on health education and prudent lifestyles also will spur demand, especially

in food service management.”

This agrees with the State of Alaska, Department of Labor publication: Alaska Occupational

Forecast to 2014, where a needed increase of approximately 25.3% is projected in healthcare

practitioners and technical workers. These factors appear to indicate anticipated steady growth

of employment opportunities in the dietetics and nutrition field.


2

c. Does the request fill a gap, remedy a problem, or respond to an external requirement (e.g.


Without funding for a second Dietetics and Nutrition position over half of Dietetics and Nutrition

courses would be taught by an adjuncts, which does not meet the accreditation standards. UAA

assured the visiting accreditation team from the American Dietetic Association Commission on

Dietetics Education (CADE) that resources were in place to hire required full-time/tenured

faculty positions per CADE standards/requirements.


UAA CTC will continue to support the program with central resources for faculty professional

development, IT help desk support and distributions for equipment needs.

3. Statewide System Performance Measures.1 What is the anticipated impact of the requested




realization. (Example: This increment will increase student credit hours by FY15, because

FY14 will be used to hire the additional professor. University-generated revenue and student

credit hours will be impacted in FY15 by the additional course offerings provided by the new

professor.)

Currently the student credit hour production for Dietetics and Nutrition is 3,550. Courses for

Dietetics and Nutrition are at 93% capacity with a SCHRS increase 10% from FY12 to FY13.

It’s projected that this number will continue to grow if funding is secured for additional credit

offerings and will increase to approximately 4,000 SCHRS in FY 14 (based on BANNER data).

Due to more robust enrollment numbers than originally anticipated, a second faculty member is

being requested along with 18 credits (6 each, 3 credit Dietetics and Nutrition courses) to cover

required courses taught by adjunct faculty, 9 credits of overload during the summer for Nutrition

and Dietetics course updates required by CADE and 2 credits for summer adjunct coordination

(required to support the 24 credits taught by adjuncts during the summer months.) Currently a

search for a tenure track Assistant Professor in Dietetics and Nutrition is being conducted; if

funds were allotted this position could be filled with first alternate from this search, therefore

there would be immediate realization of student credit hour production.




3

The courses are:

DN A355 Weigh Mgmt. & Eating Dis 3cr 1 section 25 students

DN A315 World Food Patterns 3cr 1 section 25 students

DN A215 Sports Nutrition 3cr 2 sections 50 students

DN A350 Foodservice & Quantity 3cr 1 section 25 students

DN A151 Nutr. Through the Life Span 3 cr. 2 sections 90 students

DN A203 Nutr. for the Health Sciences 3 cr. 4 sections 185 students

The above courses support the Dietetics and Nutrition degrees. Also note that DN A151 and

DN A203 are support courses for Dental Hygiene, Early Childhood Development,

Hospitality/Restaurant Management, HPER, Medical Laboratory Technology, Nursing, and

Radiology Majors. Classes fill to capacity and with projected future growth in Health Sciences at

UAA, additional sections will be necessary.

b. What strategy-specific sub-metric will be used to demonstrate return on investment? Which

strategy specific sub-metric will be used to track intermediate progress. (Example: Program

major enrollment will be tracked as a preliminary indicator of eventual increases in high-demand

graduates.)

This funding request will continue to contribute to teaching and learning by providing instruction

that meets relevant national accreditation standards. The program will continue to graduate

Dietetic Interns who are prepared to complete the National Registered Dietitian Exam necessary

to become a Registered Dietitian (RD).

The total degrees awarded for the next 5 years are projected at:

Degrees/graduates: ‘12 ‘13 ‘14 ‘15 ’16 Total 5 YR

B.S. Dietetics (Registered Dietitians) 5 5 5 8 8 31

B.S. Nutrition 0 15 20 35 40 110

c. For this sub-metric, what is the current baseline, the expected change, and the timeframe for

realizing it if the requested funding is received? (Example: In Fall 2010, there were 120

program majors enrolled. This increment would grow enrollment by 20 majors in FY14.

Enrollment trends have been difficult to project for the new degrees as there is no past history to

base analysis on. Currently new admissions to the BS Nutrition are suspended for AY ’12-’13

due to unanticipated enrollment boom. It was projected in the first year of the implementation of

the new degree there might be approximately 25 declared majors. In actuality there were 83

(BANNER data/department advising records). In the BS Dietetics degree there are 134 declared

majors (Banner). It was quickly determined said enrollment numbers could not be sustainable

given the level of faculty funding. Without identified hard funding for the second faculty

position, it has been recommended to Dean Karen Schmitt that admissions to the BS Nutrition

degree be suspended again for AY ’13-’14 until University determination is made regarding

resource allocation for the program.


4

Holistically, given the current UA budget climate, it might be necessary and prudent for the

University to ponder if the BS Nutrition degree is sustainable.




With regard to other UA and UAA programs, Dietetics and Nutrition courses foster student

success by supporting other majors such as Nursing, Med-Lab Technology, Radiology, Dental

Hygiene, Early Childhood Education, Health/Physical Education & Recreation,

Hospitality/Restaurant Management and Nutrition Minor. Approximately 497 UA Nursing

Majors completed DN A203 Nutrition for the Health Sciences in academic year 2011 (Banner

data).

The employment rate is anecdotal at this time as no data has been collected pertaining to the two

new degrees. Alaska Department of Labor data indicates employment opportunities exist (State of

Alaska, Department of Labor publication – Alaska Occupational Forecast to 2014). Further, another

indicator might be the success of the UAA Dietetic Internship program. Of all students completing

the program and then going on to pass the National Registered Dietitian Exam, all graduates (100%) are

successfully placed (if they seek employment). On April 27, 2012 the 17th class of UAA DI interns

will graduate. To date, 48%, or 32, of the program graduates have remained in Alaska and

currently work in the Alaska healthcare industry.





Funds

Non-General

Funds

Generated

Number of

Positions

One-time

Base 2014 139,447 1 faculty plus

adjuncts for

29 credits


1


FY14/FY15

(FY14 CTC Internally Funded Initiative)

Title Developmental Student Success Advisor to serve underprepared students enrolled in

CTC College Preparatory and Developmental Studies (CPDS) (80% of which are declared

majors in Programs offered outside of CTC).

MBU Priority Ranking #:


Request Description

This request comprises 1 FTE specialized developmental advisor whose workload is

dedicated to supporting the early and first-year transition success of all underprepared

students entering UAA Anchorage campus. Lacking this intensive, focused advising

intervention, the historical pattern of high attrition will likely continue, undermining

existing UA open enrollment philosophy and policy. The Developmental Student

Success Advisor will provide full-time, student-centered professional advising services to

underprepared students enrolled in developmental math and English courses delivered by

the College Preparatory and Developmental Studies (CPDS) department, of the

Community & Technical College (CTC). This focused advising serves the entire UAA

Anchorage campus in that 80% of CPDS students required to remediate math and/or

English competencies as a condition of admission are declared majors in colleges other

than CTC. The Advisor will coordinate services with CPDS faculty to ensure that

advising is closely aligned with current best practices in the field of developmental

education instruction.

Specialized developmental advising includes close collaboration with CPDS faculty in

support of curriculum through non-instructional, in-person and online support services to

include: individual and group advising for life-work-school balance; obtaining and

managing financial aid and debt literacy; academic and career planning; stress

management; career exploration and interest assessment; behavioral coaching for

academic success; and problem solving and conflict resolution skills. (Specific goals of

developmental advising are described below.)

Rationale

The majority of incoming UAA students require academic remediation in math, English

or both, and are required to enroll in developmental coursework to advance into/through

academic programs. According to UAA Offices of Institutional Effectiveness and

Institutional Research, “the number of students who enroll in developmental or college

preparatory courses at UAA now represents 59% of all first-time-full-time (FTFT)

certificate- and degree-seeking students” (OIE, 2011, p. 47). At the Anchorage Campus,

39% of the Fall 2009 Entry Cohort1

were designated as academically underprepared (UP).

These students must enroll in developmental math and/or English and successfully


2

complete all courses with a C grade or better in order to progress into gateway courses of

standard undergraduate curriculum. At UAA Anchorage Campus, students requiring

developmental coursework enroll in the remediation programs offered by the College

Preparatory and Developmental Studies (CPDS) department of the Community &

Technical College (CTC).

Unfortunately, the need for developmental coursework winds up acting as an

insurmountable barrier for most students.

A substantial number of UP students whose placement test scores mandate CPDS courses

never actually register for any courses, becoming effectively an ‘invisible’ cohort of

college ‘drop outs’ even prior to admission. Of those UP students who do enroll in

developmental coursework, less than 20% actually successfully complete a college-level

course after one year. For example, of the Fall 2009 UP entering FTFT UP cohort, 84%

were enrolled in remedial courses after one year. At the one year point, 59% were

successful in at least one remedial course, but only 39% enrolled in a subsequent course.

Of those who did enroll in a subsequent course, 31% were successful.

Of all the UP students in this 2009 cohort, a total of 18% were successful in a college

level course (UAA, 2011, p. 19).

To add to the unsuccessful academic outcomes, many underprepared students extend

development enrollment to qualify for federal financial aid that later is unavailable for

college-level coursework. Over several semesters or years of unsuccessful developmental

course enrollment, many at-risk students accrue significant loan debt, tied to increasing

loan default rates.

Research has shown that additional intensive advising support can help many more at-

risk developmental students succeed academically, and to enter the workforce with high

value credentials. The proposed Advising position is meant to intervene early and

consistently to improve the academic, financial and workforce outcomes for

underprepared UAA students.

Developmental Advising Goals

Institutional Level: Support open enrollment element of UA/UAA/CTC mission

through specialized advising; increase developmental student success to increase

student credit hour production; retention and graduation rate.

Program/Service Delivery Level: Increase student persistence while reducing early

attrition; increase student success in subsequent coursework at college-level through

focused advising in close alignment with CPDS academic curricula.

Student Level: Understand costs and benefits of developmental education; increase

college readiness and knowledge/skills in multiple domains (affective, cognitive,

behavior) for efficient and effective transition into college level coursework.

Developmental Advising Goals Aligned to Strategic Priorities

UA SDI

Theme

UAA 2017

CTC Strategic

Goal

CTC

Core

Theory of

Action

Target

Populatio


3

Theme n

Student

Achievement and

Attainment

Effect 3:

Certificate and

degree attainment

rates exceed

national averages

for peer

institutions.

Academic

advising and

financial aid

advising are

effective in

retaining

students and

facilitating

their

satisfactory

academic

progress;

Developmenta

l education

enables

students to

transition to

college level

courses and to

graduate

without course

failures or

non-

completions.

Priority C -

Expand

educational

opportunity and

increase student

success:

improve

transition to

higher education

with an

emphasis on

serving Alaska

Natives, other

underrepresente

d populations,

and first-

generation

college students

Improve quality

of performance

through

continuous focus

on the

teaching/learnin

g process, the

career and

academic

advising process

and college-

wide customer

service

Student

Succes

s

Remediation

in English

and math will

have a

positive and

significant

effect on

individual

student

cognition,

behavior, and

future action

to facilitate

entry into and

success in the

regular

undergraduat

e curriculum.

Any UAA

Anchorage

Campus

student

enrolled in

one or

more

CPDS

courses.

Notes: 1Most recent year of UAA analysis reported for this population.

a. How does the request advance the strategic priorities stated in the Cabinet Strategic

Guidance in Attachment V?

This request directly responds to SDI 1: Student Achievement and Attainment.

Intensive advising support to at-risk, developmental students addresses both student

and institutional goals of:


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1) increasing student persistence in CPDS courses to efficiently and effectively

transition into gateway (college-level, credit bearing) courses that count

toward certificates and degrees (with corresponding effects of increasing

student credit hour production to increase tuition revenue and decrease

demand for remediation, as well as reserving student financial aid for later

credit producing courses, reducing student debt load and potential loan default

rates; and

2) reducing current high developmental student attrition rate by accelerating

satisfactory academic progress (with corresponding effects of increasing

effective transition into certificate and degree programs to potentially create

positive impact on UAA 6 year graduation rate).

b. Does the request fill a gap, remedy a problem, or respond to an external requirement

(e.g. accreditation or professional standard)?

This request addresses several challenges currently facing the UAA Anchorage Campus

and CTC College communities:

1. High early attrition rate of incoming and first-year students.

2. High rate of academic failure of developmental students with associated human,

financial, and institutional costs.

3. Inefficient use of institutional resources under current model of developmental

education provision, e.g. high cost of program delivery with low level of success as

measured in terms of student success in subsequent coursework.

2. Internal MBU Reallocation. (Will any funds be reallocated internally to support this

effort?)

1. Statewide System Performance Measures.1 What is the anticipated impact of the

requested increment on one or more of the SWS performance measures? If there is no

obvious link between the request and an existing SWS Performance Measure, it is not

necessary to fill out this section.

a. For each performance measure related to this request, provide the estimated

timeframe for realization. (Example: This increment will increase student credit

hours by FY15, because FY14 will be used to hire the additional professor.

University-generated revenue and student credit hours will be impacted in FY15 by

the additional course offerings provided by the new professor.)

1. 6-Year Graduation Rate: Percentage of first-time full-time baccalaureate degree-

seeking students in a given fall semester who earn a degree within six years.




5

Substantially increasing the number of students who succeed in remediation,

while also accelerating their rate of transition into college-level work, results in

more prepared students persisting longer to meet their academic goals. The effect

of these changes in the CPDS student population will positively impact UAA

Anchorage Campus-wide graduation rate. Effects of this will be evident in Fall

2014 retention rate increase, with contribution to improved UAA graduation rate

beginning as early as 2015 for 2-year certificates and degrees awards levels, and

2017 baccalaureate awards level.

2. Student Credit Hours: Number of student credit hours attempted, all levels,

including audits.

Because CPDS students declare majors of all UAA Anchorage Campus colleges

(80% outside of CTC), intensive advising support will directly contribute to

increased credit hour production of the entire Anchorage campus. Specifically,

proposed intensive advising services to at-risk, developmental students will: 1)

prevent early attrition from required remedial courses; and 2) accelerate

successful progression through required remedial courses for more efficient

transition into gateway courses. The result of increased retention for successful

transition will be additional credit hours produced by student persistence through

the remedial sequence.

b. What strategy-specific sub-metric will be used to demonstrate return on

investment? Which strategy specific sub-metric will be used to track

intermediate progress. (Example: Program major enrollment will be tracked as

a preliminary indicator of eventual increases in high-demand graduates.)

1. Undergraduate Retention: Proportion of first-time full-time undergraduate

certificate-and degree-seeking students enrolled in a given full semester that re-

enrolled in an undergraduate program anywhere in the UA system in the

following fall semester.

2. Developmental Skills Core Indicator: Success in Subsequent College-level Work:

Proportion of underprepared students that successfully completes both

dervelopmental0level coursework AND their first college-level English or Math

class within one year of entry.

c. For this sub-metric, what is the current baseline, the expected change, and the

timeframe for realizing it if the requested funding is received? (Example: In Fall

2010, there were 120 program majors enrolled. This increment would grow

enrollment by 20 majors in FY14.

1. Retention among developmental students is demonstrated by their persistence in

developmental courses to point of successful completion, demonstrated by timely

transition into subsequent first college-level course. Because many CPDS students

fail to complete their first course, In Fall 2009, 39% (460) of UP cohort enrolled in a

subsequent course after 1 year. An increase in persistence of 2% is anticipated.


6

2. Currently as noted, about 20% of developmental students are successful in a college-

level course after 1 year in remediation. Using 2009 Fall UP Cohort data as a

baseline, 211 of original cohort of 1,169 were successful in a subsequent college

course. Applying a higher target of 25% success in a subsequent college course, this

increment would grow the number of incoming prepared students by 81 students,

realizing a 5% increase.

1. Other Output Measures. If no SWS Performance Measure is applicable, what measure

will you use to assess the effectiveness of this investment? What change in the measure, from

what baseline, within what time frame? Provide specific estimates.)

5. Total Amount Requested. (In the table below, list the general funds requested, any non-

general fund revenue that may be generated as a result of new general fund received, and the

number of positions requested. Enter the fiscal year(s) for which the request is being made.)


Funds

Non-General

Funds

Generated

Number of

Positions

One-time

Base FY14 $100,000. 1.0 FTE


1

Project/Initiative Status Report

FY13

Project/Initiative Title: Dietetics & Nutrition Faculty

Awarded: $116,000

Org #: 11868

Contact: Timothy Doebler

E-mail: twdoebler @uaa.alaska.edu

This document is intended to provide basic assessment information for each special project or

initiative program funded in FY13 (identified in Attachment IV). This includes priority program

funding from the Legislature, base funding through the UAA internal reallocation process, or

one-time funds received. This evaluation will be used to assess the effectiveness of funded

projects and programs and as part of the internal scan for the upcoming accreditation process.

Please provide a brief paragraph on each question, with the total document totaling no more than

two pages.

1. What were the original objectives of this initiative? (Include goals, expected

outcomes, what you hoped to accomplish.)

This request is making the implementation of the new B.S. in Nutrition, and the

implementation of the new B.S. in Dietetics possible. This faculty position was necessary

to the operation and success of these two new degrees, and required for the accreditation

of the dietetics program. UAA assured the visiting accreditation team from the American

Dietetic Association Commission on Dietetics Education (CADE) that resources were in

place to hire required full-time/tenured faculty position per CADE. With this initiative

funding UAA has been able to sustain the degree programs and meet accreditation

standards.

2. What was accomplished? (What actually happened? Include personnel hiring, status

of funds spent, and any changes to original plans, goals, or objectives. What goals were

met? Include specific outcomes of the project or initiative.)

With the initiative funding a Term Associate Professor of Dietetics and Nutrition was

appointed for FY13 to teach 18 credits. Additionally this Professor was assigned the task

of Advisor for the Nutrition Majors (approx. 42 advisees). Currently there is a tenure

track Assistant/Associate Professor of Dietetics and Nutrition search being conducted to

permanently fill the position. The initiative funding was used to hire the additional

adjuncts needed to teach 9 credits of Dietetics and Nutrition courses which supports

Dietetic and Nutrition students along with the following majors: Dental Hygiene, Early

Childhood Development, Hospitality/Restaurant Management, HPER, Medical

Laboratory Technology, Nursing, and Radiology Majors.


2

3. What has been the impact? (How has UAA benefited from this initiative? Were

additional courses offered or students served? What research was completed, what

knowledge gained? What are the indicators that point to the impacts? How do the

results further the strategic objectives of UAA 2017? How has the initiative affected UA

Performance Measures?)

Currently the student credit hour production for Dietetics and Nutrition is 3,550. Courses

for Dietetics and Nutrition are at 93% capacity. The Dietetics and Nutrition Program has

seen a 10% increase in student credit hour production from FY12 to FY13.

The following classes were offered in FY13 in Dietetics and Nutrition:

DN A355 Weigh Mgmt & Eating Dis 3cr 1 section 24 students

DN A315 World Food Patterns 3cr 1 section 22 students

DN A215 Sports Nutrition 3cr 2 sections 49 students

DN A350 Foodservice & Quantity 3cr 1 section 18 students

DN A151 Nutr. Through the Life Span 3 cr. 2 sections 60 students

DN A203 Nutr. for the Health Sciences 3 cr. 4 sections 220 students

In May of 2013 the Dietetics and Nutrition program is expected to graduate 5 students

from the Bachelor of Science in Dietetics and 6 students from the Bachelors of Nutrition

Degree (these are the first graduates completing matriculation).

4. What are the expected future outcomes of this initiative? (Where is this initiative

going next? How will this initiative continue to benefit UAA and its constituents? What is

the anticipated future impact on UA Performance Measures?)

This funding request will continue to contribute to teaching and learning by providing

instruction that meets relevant national accreditation standards. The program will

continue to graduate Dietetic Interns who are prepared to complete the National

Registered Dietitian Exam necessary to become a Registered Dietitian (RD).

5. Amount Spent. (As of month end: ___February 2013_____)

Expense Category YTD Expense Projected Expense Unspent Balance

Personnel 86,509.90 30,130.18 0

Non-personnel

Total 86,509.90 30,130.18 0


1

Project/Initiative Status Report

FY13

Project/Initiative Title: Eagle River/Aviation Lease

Awarded: $32,900

Org #: 17018 & 17019

Contact: Coy Gullett

E-mail: clgullett @uaa.alaska.edu

This document is intended to provide basic assessment information for each special project or

initiative program funded in FY13 (identified in Attachment IV). This includes priority program

funding from the Legislature, base funding through the UAA internal reallocation process, or

one-time funds received. This evaluation will be used to assess the effectiveness of funded

projects and programs and as part of the internal scan for the upcoming accreditation process.

Please provide a brief paragraph on each question, with the total document totaling no more than

two pages.

1. What were the original objectives of this initiative? (Include goals, expected

outcomes, what you hoped to accomplish.)

The goal of the lease-related requests was to continue to support ongoing operations for

the Aviation Technology Division and the Chugiak Eagle River Campus (CERC).

Additionally, the request was meant to support partnership and initiative expansion for

CERC.

The Aviation Technology Division pays an annual land lease for two buildings located on

Merrill Field. The Municipality of Anchorage raised the rate 11.7% beginning in FY12,

for a total increase of $10,400.

The Chugiak Eagle River Campus (CERC) is fortunate to hold most classes at no charge

in Anchorage School District high school buildings, but we also lease administrative and

classroom space in the Eagle Center. In FY13 we expected the annual CPI increase to

total $9,000.

In addition, CTC intended to add one room in the CERC Eagle Center for four faculty

offices to support a new collaborative agreement with the College of Arts and Sciences to

share two faculty, which will support an agreement with the Matanuska-Susitna Borough

School District (MSBSD) to provide a middle college experience for 120 high school

students. Two additional MSBSD faculty needed offices in the building as well. The

annual cost for the faculty office space was expected to be $13,500.


2

2. What was accomplished? (What actually happened? Include personnel hiring, status

of funds spent, and any changes to original plans, goals, or objectives. What goals were

met? Include specific outcomes of the project or initiative.)

FY13 lease obligations from the Municipality of Anchorage and the CERC Eagle Center

were met.

Four new faculty were provided the new office space in support of an agreement with the

Matanuska-Susitna Borough School for the newly formed Alaska Middle College School.

3. What has been the impact? (How has UAA benefited from this initiative? Were

additional courses offered or students served? What research was completed, what

knowledge gained? What are the indicators that point to the impacts? How do the

results further the strategic objectives of UAA 2017? How has the initiative affected UA

Performance Measures?)

Allowed continued operational support of programs at CERC and Aviation, which

produced a total of 24,038 Student Credit Hours in AY13.

Provided support for the new Alaska Middle College School, which generated 739

Student Credit Hours.

4. What are the expected future outcomes of this initiative? (Where is this initiative

going next? How will this initiative continue to benefit UAA and its constituents? What is

the anticipated future impact on UA Performance Measures?)

This funding request will continue to contribute to teaching and learning by providing

instruction that meets relevant national accreditation standards.

5. Amount Spent. (As of April 2013)

CTC MISSION STATEMENT...preparatory and developmental curricula, tutoring and learn-ing support, and...

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