Mt. SAC Title V – Building Pathways of Persistence and ......Mt. SAC Title V – Building Pathways...

Mt. SAC Title V – Building Pathways of Persistence and Completion

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TABLE OF CONTENTS

Application for Federal Assistance (SF 424) Department of Education Supplemental Information for SF 424 Department of Education Budget Information Non-Construction Programs Form (ED 524) Program Abstract ............................................................................................................................. i Project Narrative

Table of Contents .....................................................................................................................1 Part I: Comprehensive Development Plan ............................................................................2 Overview of the Institution .......................................................................................................2 Prior Title V Support .................................................................................................................3 Delineation of Institution’s Goals ..............................................................................................4 Measurable Objectives .............................................................................................................14 Institutionalizing Practices and Improvements ........................................................................15 Five-Year Plan for Improving Services to Hispanic and Low-Income Students .....................19 Part II: Activity Objectives ...................................................................................................20 Activity Objectives ..................................................................................................................20 Part III: Implementation Strategy and Timeline ................................................................21 Introduction to Activity and Overview ....................................................................................21 Rationale for Implementation Strategy ....................................................................................22 Implementation Strategies Timetable ......................................................................................38 Part IV: Key Personnel .........................................................................................................42 Key Personnel ..........................................................................................................................42 Part V: Project Management Plan .......................................................................................43 Plan for Efficiently and Effectively Implementing Project .....................................................43 Authority to Conduct Project Effectively ................................................................................45 Part VI: Evaluation Plan .......................................................................................................46 Data Elements and Data Collection Procedures ......................................................................46 Evaluation Plan to Measure Success of Project .......................................................................49 Part VII: Budget ....................................................................................................................51 Budget Narrative ......................................................................................................................51 Competitive Preference Priorities ........................................................................................54

Hispanic-Serving Institutions Program Profile Assurances and Certifications


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PART I: COMPREHENSIVE DEVELOPMENT PLAN Overview of the institution.

Established in 1946, Mt. San Antonio College (Mt. SAC) is among the largest of

California’s 112 community colleges, with a total student enrollment of 35,242, including an

enrollment of 28,982 credit students. Located in the city of Walnut, the large, urban campus

serves 17 communities and a million residents in the San Gabriel Valley, representing a densely

populated area of approximately 189 square miles in the southeastern Los Angeles County. The

college serves ten school districts, including 40 public and four private high schools. Based on

2010 Census data, Hispanics account for 52.4% of the total service area population.

Many economic, ethnic, and educational contrasts exist within the district communities

where the majority of Mt. SAC students reside. For example, only 4.9% of the population of

Walnut (19.1% Hispanic) lives below the poverty level. However, in Pomona (70.5% Hispanic),

17.2% of the population lives below the poverty level. About one-third of Mt. SAC’s enrollment

comes from out-of-district communities with high Hispanic populations. These include high

poverty areas, such as East Los Angeles (97.1% Hispanic and 24.1% poverty level) and other

small communities in southwest Los Angeles County.

The profile of Mt. SAC students (see following table) indicates that the large majority of

students (50.4%) are Hispanic. Although 47% of the college population is first-generation

college students, the percentage of Hispanic students who are first-generation college students is

much higher at 58.3%. The rate at which Hispanic students complete, graduate, and transfer is

inequitable to the overall percentage of enrolled Hispanic students. In the College’s Equity for

All study, Hispanic students were found to be below equity in all categories related to transfer

(i.e., transfer ready, transfer prepared, and completion of baccalaureate degrees after transfer).


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Characteristics of Mt. SAC Students Headcount: 35,242 Credit FTES

11,894 Non-credit FTES 1,597

Financial Aid Recipients Total: 20,439 Hispanic: 11,380 (55.7%)

Gender F: 53.5% M: 44.6%

Avg. Age 26

Unit Load PT: 60% FT: 40%

Students Who Enter Under-prepared More than 47% of self-reporting students are first-generation college students; this rate is 58.3% among Hispanic students.

English Mathematics 13,838 (97.5%) 13,791 (80.2%)

Certificates and Awards Transfer Count Total Degrees 1,938 Total Certificates 400

Total Degrees, Hispanic 39.9% Total Certificates, Hispanic 60.1%

Within 3 Years Within 6 Years Total: 355 Hispanic: 78 (22.0%)

Total: 1,019 Hispanic: 297 (29.1%)

Ethnicity White 17.4%

Hispanic 50.4%

American Indian 0.4%

Asian 24.4%

Pacific Islander

0.5%

African American

5.3%

Other 1.5%

Sources: California Community Colleges Chancellor’s Office Data Mart, 2010-11; Mt. SAC Research & Institutional Effectiveness Office, 2011; Mt. SAC Assessment Office, 2011.

Prior Title V support.

In 2006-11, the college implemented a Title V grant that focused on addressing the acute

needs among Mt. SAC students. Some of the grant’s accomplishments include the following:

Prior Title V Grant Accomplishments • Changed probation policies and streamlined the process for students • Enhanced orientation, incorporating tutoring and follow-up counseling • Developed and implemented online orientation • Improved dismissal appeals process • Expanded counseling services to include online counseling • Supported faculty development through Learning Communities Institutes and On-Course • Increased faculty and student awareness of readability of textbooks and class materials • Implemented online tutoring, created the Tutoring Portal Channel, and organized tutor

coordinators group to integrate planning of tutoring efforts • Offered TUTR 10R to train tutors to address the needs of students in READ courses • Responded to students referred to tutoring through Early Alert pilot • Offered in-person and online tutoring and workshops in the Writing Center • Offered faculty development workshops on writing across the curriculum, writing

assignments and prompts, grading rubrics, revision, and beginning research • Created a computer lab in Career & Transfer Center to support student access to resources


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Delineation of institution’s goals.

Major planning groups involved in the institutional strategic planning process and the

Title V proposal development process, include the following:

Constituent Groups Involved in Institutional Strategic Planning College Constituents: Board of Trustees, President’s Cabinet, President’s Advisory Council, Academic Senate, Classified Senate, Associated Students, 2010 Accreditation Self-Study Team, Budget Committee, Campus Equity & Diversity Committee, Institutional Effectiveness Committee, Professional Development Council, Information Technology Advisory Committee, Assessment & Matriculation Committee, Basic Skills Coordinating Committee, Curriculum & Instruction Council, Educational Design Committee, Outcomes Committee, Student Equity Committee, Student Preparation & Success Council, Facilities Advisory Committee, Student Services Team, Instruction Team Community Constituents: Local business and industry, K-12 partners, community groups, program advisory committees, alumni, donors Strategic Planning Resources: 2010 Accreditation Self Study and Evaluation Team Reports, Strategic Plan, 2009 Educational Master Plan, Facilities Master Plan, General Education Outcomes Plan, Information Technology Master Plan, Student Success Plan, 2009-10 Student Equity Plan, 2008 Matriculation Plan, Basic Skills Action Plan, Enrollment Management Plan, Cooperative Institutional Research Program (CIRP) freshmen survey results, Community College Survey of Student Engagement (CCSSE) results, Planning for Institutional Effectiveness (program review) summaries, HSI Five-Year Plan, Academic Senate reports, Research & Institutional Effectiveness data Title V Planning Team: President/CEO, Dr. Bill Scroggins; Vice President of Instruction, Dr. Virginia R. Burley; Vice President of Student Services, Dr. Audrey Yamagata-Noji; Vice President of Administrative Services, Michael Gregoryk; Vice President of Human Resources, Annette Loria; Dean of Library & Learning Resources, Meghan Chen; Dean of Counseling, Tom Mauch; Dean of Humanities & Social Sciences, Jim Jenkins; Associate Dean of Humanities & Social Sciences, Jeanne-Marie Velickovic; Dean of Technology & Health, Sarah Daum; Dean of Business, Joumana McGowan; Director of Research & Institutional Effectiveness, Barbara McNeice-Stallard; Director of Grants, Adrienne Price; Director of Writing Center, David Charbonneau; Director of Honors Program, Carolyn Kuykendall; Faculty department chairs: Jennifer Leader (American Language); Liesel Reinhart (Communications); Kristina Allende (English, Literature & Journalism Chair); Kurt Kemp (Foreign Languages); Bob Stuard (Sign Language & Interpreting); Ralph Spaulding (History and Art History); Jerry Allen (Geography and Political Science); Stacy Bacigalupi and Misty Kolchakian (Psychology and Education); David Medina (Sociology and Philosophy); Pat Bower (Learning Assistance); Emily Woolery (Library); Stephen Shull (Fire Technology); Kathy Watanabe (Child Development); Barry Andrews and Vic Zamora (Computer Information Systems); Dr. Fawaz Al-Malood (Consumer Science & Design Technologies; Bridge Program faculty: Anabel Perez, Lyssette Trejo, Matt Munro, Art Nitta, Larry Silva.


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The Title V planning and proposal development process, depicted as an extension of Mt.

SAC’s comprehensive planning model flows from the strategic plan, mission, and core values.

Title V Planning and Proposal Development Process • Identify institutional strengths, weaknesses, and major problems • Develop Title V objectives that support institutional goals and objectives • Research appropriate strategies to achieve Title V objectives • Develop outcome measures and evaluation methods to assess programs • Develop budget adequate to support project activities • Pilot strategies • Continuously assess the impact of strategies on achievement of objectives

The identification of institutional strengths, weaknesses, and significant problems has

resulted from this systematic process and Mt. SAC’s 2010 accreditation visit.

Strengths: Academic Programs Mt. SAC faculty strive toward high academic standards and foster strong faculty/student relationships through innovative instruction. Many faculty, staff, and managers are Mt. SAC alumni. A large number of transferable courses and specific articulation programs demonstrate the college’s commitment to preparing students for transition to four-year institutions. Mt. SAC’s honors program is the state’s largest, with 1,047 active members. Mt. SAC has demonstrated success in bridge programs and learning communities. The college is committed to improving instruction and academic support for all students. A diverse student population enriches the campus culture. The college offers a wealth of classes to meet general education requirements. Nearly 60% of entering students rank Mt. SAC as their first choice. The college received commendations from the 2010 accreditation evaluation team for its “academic approval and quality control committees, policies, and achievements,” for its inclusion of “academic and student services planning and assessment in its comprehensive PIE (program review) process,” and for its “excellent and innovative programs that recruit, orient, and prepare students for college success.”

Weaknesses: Academic Programs Inadequate levels of academic support services impede success for at-risk and under-represented populations. Basic skills students are not progressing from pre-collegiate to college-level coursework. First-time freshmen have last priority registration for classes, including developmental English classes, creating an immediate obstacle to success at Mt. SAC. Only 15% of Mt. SAC students transfer to four-year institutions within three years. Only 26% of Mt. SAC students complete certificates/degrees within three years. Insufficient student-faculty engagement in the classroom and on campus. Many students lack an understanding of their educational options and short- and long-term planning. Often incomplete or inconsistent information about course requirements (e.g., reading levels) as well as degree and transfer requirements and options. Lack of faculty professional development in pedagogical practices.


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Significant Problem (Academic Programs) #1: The college provides inadequate matriculation, orientation, and educational planning services, particularly for its highest need students, leading to low persistence and completion rates.

A significant majority of Mt. SAC’s entering freshmen are Hispanic, low-income, and/or

first-generation college students. Many of these at-risk students enter Mt. SAC with a strong

desire to break the cycle of poverty and enhance their quality of life. Presently, the “college

knowledge” of first-time freshmen students is so limited that it can be a major barrier to their

potential success in college. With the overwhelming everyday challenges these students face,

they often are not aware of where or how to seek and request services to assist them in defining

and meeting their educational goals. These students may not enroll in basic skills or counseling-

based courses that are necessary for their persistence and success in college.

Like many other community colleges, Mt. SAC has a matriculation/enrollment system

that is largely web-based and dependent on students’ knowledge of how to complete the

necessary steps for enrollment. Also, like many other colleges, we expect that students will

absorb the information and utilize the entry services provided to them during new student

orientation to successfully enroll and complete courses upon initiation of their college careers.

However, internal studies show that only about half of first-time students enrolling in a fall term

are still enrolled in courses at the college during the subsequent fall term.

An internal study has indicated that among first-time students who persist from fall term

to fall term, certain academic behaviors set them apart from those who fail to persist:

Academic Behaviors and Persistence Rates • Full-time students (65.7%) are more likely to persist than part-time students (42.7%). • Students who complete on-campus orientation (62.4%) are more likely to persist than

students who complete online orientation (49.2%). • Students who place into college-level courses (65.7%) are more likely to persist than

students who place into basic skills (below college level) courses (57.6%). • Students who have clear educational goals of earning a degree or transferring (56.5%) are

more likely to persist than students who do not have clear educational goals (41.0%).


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• Students who receive financial aid (54.2%) are more likely to persist than students who do not receive financial aid (49.7%).

• Students who make satisfactory progress with a GPA of 2.0 or better (60.5%) are more likely to persist than students who do not make satisfactory progress (33.1%).

• Students who participate in learning communities in their first semester (66.5%) are more likely to persist than students who do not participate in cohort-based programs (51.1%).

Mt. SAC has implemented a variety of strategies (both mandatory and optional) to

address the successful transition of first-time students to the college. First, all first-time students

complete mandatory assessment (placement testing) in English, reading, and mathematics. This

ensures that students are provided with assessment information related to their placement levels

in basic skills or college-level classes. This also serves as a basis for developing a plan that maps

out the courses that will be required for completion of the student’s identified educational goal.

While assessment is mandatory, the college does not provide assessment preparation.

Second, all first-time students complete a mandatory new student orientation. During this

session, students receive essential information about matriculating to the college, selecting

courses, developing majors, adhering to college policies, and requirements for graduation and

transfer. Adequately covering all of these topics in a two-hour in-person orientation is

challenging, and students often do not retain all of the information. The alternative to on-

campus orientation is an online orientation. While the college is able to reach more students

more efficiently and accommodate their hectic schedules, both internal and external research has

shown that online orientation is not as beneficial as in-person orientation, especially for students

who may not be familiar with the very large Mt. SAC campus.

Finally, the college offers optional financial aid workshops throughout the year. The

college has found that many first-generation, low-income Hispanic students are apprehensive

about entering college due to a lack of financial resources and a lack of knowledge about the

availability of financial aid. Even students who are aware of financial aid opportunities often


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do not consider the process for applying for financial aid until they have already registered

for classes and are presented with a bill for fee payment. Clearly, this is too late in the

process. Financial aid and student success workshops address the application process; however,

most students do not take advantage of these optional programs.

Significant Problem (Academic Programs) #2: Students’ lack of preparedness for college-level coursework and lack of access to critical/required courses negatively impacts their time to completion of educational goals.

The majority of students come to Mt. SAC without the skills necessary for academic

success, and the college has failed to respond effectively to the problem of student under-

preparedness. In 2010-11, only 2.5% of entering freshmen placed into college-level English

(Freshman Composition). Only 19.8% placed into college-level mathematics, with a

staggering 53.4% placing below Elementary Algebra. Students placing into the lowest levels

of both English and mathematics will need to successfully complete eight English/mathematics

courses in order to meet graduation requirements and nine English/mathematics courses in order

to meet transfer requirements. The following table shows first-time students’ placement levels.

Mt. SAC Placement Test Results for First-time Students Total Test at College Level Test Below College Level

# # % # % English 14,197 359 2.5% 13,838 97.5% Reading 8,463 4,261 50.3% 4,202 49.7% Mathematics 17,192 3,401 19.8% 13,791 80.2% Source: Mt. SAC Assessment Office, 2011.

This significant academic under-preparedness is also evidenced by students’ low course

retention rates (% of those enrolling and those finishing with a grade) and low course success

rates (GPA of 2.0 or greater). Among all ethnic groups, Hispanic students have the second-

lowest course retention and course success rates (only African American students achieve at

lower rates). The following table summarizes this data.


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Mt. SAC Course Retention and Success Rates Course Count Retention Rate Success Rate

All Students 206,285 84.2% 68.6% Hispanic 91,054 82.9% 64.4% Source: Mt. SAC Research & Institutional Effectiveness Office, 2011.

Similarly, while more than 61% identify transfer as their primary goal (and another 21%

as their secondary goal), students struggle to complete their educational plans in a timely way.

Only 15% of first-time freshmen transfer to a baccalaureate degree-granting institution within

three years of entry to Mt. SAC; only 43% transfer within six years. This rate is even lower

among Hispanic students. While Hispanic students account for 40.7% of students in this cohort

study, they account for only 29.1% of transfers within six years. The following table shows the

cohort transfer rates for first-time freshmen at Mt. SAC.

Mt. SAC Cohort Transfer Rates Within 3 Years Within 4 Years Within 5 Years Within 6 Years

# Rate # Rate # Rate # Rate All Students 355 15% 703 29% 877 37% 1,019 43% Hispanic 78 8% 173 18% 237 24% 297 31% Source: California Community Colleges Chancellor’s Office Data Mart, 2011.

The dire State financial situation compounds these issues even more. Over the past three

years, the college has been forced to significantly reduce course offerings, even though demand

for courses has never been higher. While the academic divisions have strategically and

cooperatively tried to preserve course sections in critical general education courses, it is not

unusual for students to be unable to enroll in key gateway courses for one or even two semesters.

This further impedes their ability to complete courses required for degree and transfer programs.

Significant Problem (Academic Programs) #3: The college does not adequately promote engagement, whether student-to-student or faculty-to-student, in the classroom or on the campus at large, further threatening student success.


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Mt. SAC’s 2011 results from the Community College Survey of Student Engagement

indicate that the college performed least favorably compared to the national cohort on

measurements of student engagement with regard to active and collaborative learning and

student-faculty interaction. These results prompted the college to host a Student Success

Conference, which convened more than 60 faculty, staff, students, and managers to discuss

student success issues and strategies. This group concluded that students benefit from greater

engagement with the campus, both student-to-student and faculty-to-student. This is especially

true for Hispanic and African American students, who frequently distance themselves from

positions of authority. Many first-generation college students have been found to “suffer in

silence” rather than ask for assistance. To that end, many students drop out of college because

they do not access available services like tutoring and counseling.

Although the college has a strong Professional and Organizational Development program,

its funding continues to dwindle, making it difficult to provide a healthy array of training

opportunities for faculty. While Mt. SAC faculty are gradually becoming more ethnically diverse,

the ethnicity of instructors still does not reflect that of the communities the college serves. For

example, 12.7% of full-time instructors are Hispanic compared to 50.4% of students.

Nearly 66% of the faculty are white, compared to only 17.4% of students.

Many faculty, coming from traditional research university backgrounds, use lecture with

laboratory or discussion as their primary method of instructional delivery, a teaching method that

has proven to be increasingly ineffective with learners who are diverse in ethnicity, socio-

economic background, age, culture, work experience, and educational attainment. At the same

time, while many faculty have an interest in utilizing innovative instructional methodologies, the


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college lacks the faculty development resources to implement a focused, collaborative, multi-

disciplinary approach to the effective teaching of diverse learners.

As a large, urban college, Mt. SAC’s student-to-counselor ratio is 1,237:1, making it

nearly impossible for students to receive one-on-one counseling. However, all students interact

with faculty members who are influential to both student learning and student development.

Unfortunately, faculty often lack the tools to promote student engagement. With a pool of 386

full-time and 825 adjunct faculty, a concerted institutional effort to improve the application of

responsive and innovative pedagogical methods and student engagement strategies is imperative.

Strengths: Institutional Management Mt. SAC supports innovation and a strong sense of collegiality among employees. The college’s strategic goals are clearly communicated to the campus community and embedded throughout the institutional planning process. The college has strong relationships with 40 feeder high schools. Mt. SAC has integrated Student Learning Outcomes into program review processes. The Research & Institutional Effectiveness Office provides a broad range of institutional data. Mt. SAC has a strong foundation for planning, evaluation, and improvement. The college received a commendation from the 2010 accreditation evaluation team for its “PIE model, which has been meaningfully institutionalized for annual planning, program review, and resource allocation.”

Weaknesses: Institutional Management Although the college has implemented a strong program review and planning process, not all institutional planning efforts are coordinated. Student services staffing is severely limited. While progress has been made, resource allocation is not sufficiently linked with institution and program-level planning. Complex CTE disciplines do not have dedicated counselors, often leading to inadequate educational planning for students interested in CTE fields. Significantly decreased course offerings (elimination of 1,927 credit course sections in the past three years), due to severe state budget cuts and decreased FTES funding, create an obstacle for students to complete educational goals in a timely fashion. Insufficient communication with students and update them on their progress toward meeting goals.

Significant Problem (Institutional Management) #4: The college does not effectively utilize its technology infrastructure (Web, portal, MIS) to communicate and engage students in meaningful ways that may contribute to the achievement of their educational goals.

Mt. SAC students have expressed the need for greater assistance in developing their goals

and plans for achieving those goals. Additionally, as previously discussed, the college has

inadequately engaged students, not just in the classroom but also on the campus. Part of enabling


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students to reach their goals is the development of a stronger way of connecting with them

through various channels of communication.

Mt. SAC recently implemented a portal system for use by students, faculty, and staff to

access email, announcements and news, registration and grades, and a variety of resources.

However, students are not adequately educated about using the portal, and the college does

not sufficiently promote communication in this one-stop environment. With a high student-

to-counselor ratio and continued state budget cuts to critical advising services on campus, the

college should be using its technology infrastructure to assist students whenever possible.

While some students need a primer in how to use available online resources, other

students have limited knowledge of how to navigate the system, and still other students,

especially many Hispanic students and low-income students do not have regular, ongoing access

to a computer with Internet access. Many self-directed tools exist that enable students to take

more charge of their educational careers. However, Mt. SAC’s lack of progress technologically

has meant severe gaps in service to students, especially in career and educational planning areas.

Strengths: Fiscal Stability Though the economic crisis of the past several years has forced colleges to make significant budget cuts, Mt. SAC has not cut salaries or eliminated jobs. The district has benefited from a conservative approach to the utilization of General Fund Unrestricted ending balances generated by the organization over time. The district’s 10% Unrestricted General Fund Reserve Policy has insured that the level of financial resources is more than adequate to provide financial solvency. A $353-million voter-approved bond extension passed in 2008 has enabled the college to continue to replace and renovate outdated buildings. Mt. SAC recently attained fiscal accountability from the Los Angeles County Superintendent of Schools’ Office, resulting in an overall improvement in financial oversight and an increase in the availability of financial data for decision-making. The college received commendations from the 2010 accreditation evaluation team for its “thoughtful fiscal planning in incredibly difficult times, resulting in a solid financial position.”

Weaknesses: Fiscal Stability Integration between financial planning and institutional planning needs improvement. The college lacks an integrated resource development strategy with low visibility of the Mt. SAC Foundation. New campus buildings have increased operational costs. The college has insufficient financial resources for staff and faculty development and


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technology. While accountability demands have increased, the college has realized a 50% cut to programs serving basic skills students, low-income students, and disabled students. The college’s vocational program’s instructional equipment budgets have also been reduced upwards of 50%. Budget constraints prevent the college from offering sufficient courses in high-demand areas and enable students to reach their goals. Students frequently repeat basic skills classes, with a limit of three repeats, preventing other students from enrolling in these critical courses. Effective student success strategies are often not scalable or sustainable due to budgetary limitations.

Significant Problem (Fiscal Stability) #5: Inadequate fiscal resources for the delivery of innovative curriculum design models and support services jeopardize student access, success, persistence, and completion rates.

Despite prudent financial management and strong reserves, Mt. SAC has been subject to

the same political and economic forces that other California community colleges have

encountered since the turbulent downturn in the state’s budget beginning in 2008. This year

alone, the budget cut to Mt. SAC is over $14 million. At the same time that state budget

allocations are dramatically declining, the student demand for courses is increasing. The college

has been forced to decrease course offerings significantly (eliminating 912 credit course sections

in the past two years alone), eliminate cost-of-living increases, implement a soft hiring freeze

(only filling vital positions that become vacant), offer a retirement incentive in the previous

fiscal year, and institute a variety of other cost-saving measures.

Despite the fact that Mt. SAC serves a large, densely populated district, the college is

centralized on one campus with no permanent outreach centers. Mt. SAC has many

buildings that are more than 50 years old. The concentration of facilities on one campus means

that the older, economically inefficient facilities often need to be razed or relocated to create

space for new or growing programs. A $353-million voter-approved bond extension passed in

2008 has enabled the college to continue to replace and renovate outdated buildings. However,

many bond projects are now jeopardized due to unavailable funds at the state level to

contribute to the state portion of these construction projects.


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While Mt. SAC’s strong academic support services have proven to promote student

success, that success has reached only 17% of the college’s students, while more than 90% are

placed into at least one pre-collegiate course. Comprehensive academic and student support

programs like the Bridge program (learning communities) have yielded positive academic results

for students, but they are cost-prohibitive in scaling and sustaining. There is a need for

comprehensive yet cost-effective modes of engaging and supporting students, promoting their

academic success, and enabling them to achieve their educational goals as quickly as possible.

Based on the analysis of Mt. SAC’s strengths, weaknesses, and significant problems, the

planning team, led by President Scroggins with input from all planning constituents, has defined

key development goals related to this application that align with institutional goals. Institutional

goals and HSI Five-Year Plan goals were developed from the college’s strategic, enrollment

management, student equity, and matriculation plans, as well as student and faculty feedback.

Title V Five-year Institutional Goals 1. Improve matriculation, orientation, and educational planning services. 2. Improve curricula and instructional delivery with a focus on course completion and

certificate/degree/transfer attainment. 3. Offer comprehensive student services and programs to facilitate student success. 4. Provide staff and faculty with knowledge and skills required for effectively teaching and

engaging students from diverse backgrounds. 5. Expand and improve institutional technology infrastructure to increase the capacity of the

college to better communicate with and serve students. 6. Increase fiscal stability by increasing the capacity of the college to implement and maintain

sustainable and scalable programs. Measurable objectives.

Title V Institutional Objectives Objective #1: Increase the number of students with educational goals of certificate/ degree completion and/or transfer to baccalaureate-degree granting institutions. By September 2017, the number of students with a declared educational goal of earning a certificate/degree and/or transfer will increase by 10% from a baseline of 21,050 in Fall 2011. Relates to Institutional Goals 1, 2, 3, 5, 6; HSI Goals 1, 2b, 2d, 5a, 6; Problems #1, 2, 4, 5


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Objective #2: Increase the number of students with a declared major program of study. By September 2017, the number of students with a declared major program of study will increase by 20% from a baseline of 15,522 in Fall 2011. Relates to Institutional Goals 1, 2, 3, 5, 6; HSI Goals 1, 2b, 2d, 5a, 6; Problems #1, 2, 4, 5 Objective #3: Decrease the rate at which students are placed into the lowest levels of developmental English and mathematics courses. By September 2017, the rate at which students are placed into developmental English and mathematics courses will decrease among pilot students from an average of 77% in 2010-11 to 67% in English (ENGL 67 or lower) courses; and 67% in 2010-11 to 57% for mathematics (MATH 51 or lower) courses [CPP 1]. Relates to Institutional Goals 1, 2, 3, 6; HSI Goals 1b, 2a, 2b, 2d, 3, 6; Problems #2, 5 Objective #4: Increase the retention rate among first-year students, as defined by percentage of first-year students who had persisted in or completed their educational program one year later. By September 2017, the rate at which students persist from fall term to fall term will increase among pilot students from an average of 76% in Fall 2010 to 86% for full-time students [CPP 1]. Relates to Institutional Goals 2, 3, 6; HSI Goals 1b, 2, 3, 6; Problems #1, 2, 3, 5 Objective #5: Increase the number of students receiving certificates and/or degrees. By September 2017, the number of students receiving certificates and/or degrees will increase by 20% from a baseline of 2,338 in 2010-11 [CPP 1]. Relates to Institutional Goals 2, 3, 6; HSI Goals 1b, 2, 3, 6; Problems #2, 4, 5 Objective #6: Increase the number of and rate at which students transfer to baccalaureate degree-granting institutions. By September 2017, the number of students transferring to baccalaureate degree-granting institutions within three years of entry into the college will increase by 15% from a baseline of 355 in 2010-11 [CPP 1]. Relates to Institutional Goals 2, 3, 6; HSI Goals 1b, 2, 3, 6; Problems #2, 4, 5

Institutionalizing practices and improvements.

Mt. SAC recognizes that only through continued commitment will substantial and

enduring solutions to institutional problems be affected. Mt. SAC will make financial

commitments to supplement Title V funds during the grant period, especially in the area of

personnel. The overarching goal of Mt. SAC’s proposed Title V project is to develop sustainable

and scalable curriculum design models and support structures that accelerate students’ certificate

completion, graduation, and/or transfer to baccalaureate degree-granting institutions [CPP 1, 3].

Much of the Title V funds will be used for the design and redesign of methods to help

students prepare for and select a program of study, to help students prepare for assessment, and

to provide program delivery models built around cohorts, to research and validate the


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effectiveness of these new methods [CPP 2], to revise institutional processes to accommodate

these new methods [CPP 2], and to provide training of program faculty and support personnel to

assist students with these new methods. Thus, the proposed project has been designed with

sustainability in the forefront of all planning activities [CPP 3].

Post-grant Continuation of Personnel and Fringe Benefit Expenses College leaders have analyzed each of the positions necessary for achievement of the grant’s objectives and determined those to be institutionalized post-grant. They are summarized in the table below; detailed information and rationale is in the budget narrative. Post-grant Continuation of Travel A portion of faculty travel will be continued post-grant, at approximately $6,000/year. Post-Grant Equipment and Supplies Maintenance, Replacement, and Upgrades On a planned four-year computer replacement cycle, the cost will be $24,000 (average of $6,000/year). In addition, annual software licenses will be required, at an estimated $5,000/year. Additional materials and supplies of $5,000/year will be required post-grant. Post-grant Continuation of Contractual and Construction The external evaluation and external research group will not be required post-grant. Post-grant Continuation of Other Expenses Printing services will not be required post-grant. The college will continue supporting professional development of faculty and staff after the grant period through the Professional and Organizational Development program. In addition, stipends for student internships will be institutionalized post-grant at $14,400/year.

For activities to be sustained, the college has two options for funding. The first is re-

allocation of existing resources; if this were possible, the college would have already

implemented these crucial improvements. The second is to increase its state FTE reimbursement

and tuition collections through increased enrollment or retention [CPP 1, 3]. The college is

planning to fund institutionalization of Title V activities through increases in student retention.

The total recurring costs are $277,889 per year. This is equivalent to the tuition ($1,080/year)

and state FTE reimbursement ($4,565/FTE) of less than 50 full-time students. The college is

confident that it can grow by 50 FTE through the efforts proposed in this activity.


17

Line Item Budget 2012-13 2013-14 2014-15 2015-16 2016-17 Post-grant

Source

Title V Project Director Title V College

$0 $100,632

$0 $102,888

$0 $105,120

$0 $107,568

$0 $109,728

N/A

Tutorial Services Specialist Title V College

$48,101 $0

$50,506 $0

$53,031 $0

$41,762 $13,921

$29,234 $29,234

$58,468

Increased student retention

Clerical Specialist Title V College

$18,912 $0

$19,857 $0

$20,851 $0

$21,893 $0

$22,988 $0

N/A

Educational Research Assessment Analyst

Title V College

$27,603 $0

$28,983 $0

$30,432 $0

$31,954 $0

$33,551 $0

N/A

Web Developer Title V College

$22,848 $0

$23,990 $0

$25,190 $0

$26,449 $0

$27,772 $0

N/A

Counselor Coordinators (2) Title V College

$62,842 $0

$66,200 $0

$69,558 $0

$54,622 $18,208

$38,094 $38,094

$76,188


Faculty Coordinators (6) Title V College

$47,538 $0

$47,538 $0

$47,538 $0

$47,538 $0

$47,538 $0

N/A

Faculty (hourly) Title V College

$23,760 $0

$47,520 $0

$47,520 $0

$47,520 $0

$47,520 $0

N/A

Tutors: Writing Center Title V College

$15,200 $0

$15,200 $0

$15,200 $0

$12,160 $3,040

$9,120 $6,080

$15,200


Tutors: Learning Assistance Center

Title V College

$15,200 $0

$15,200 $0

$15,200 $0

$12,160 $3,040

$9,120 $6,080

$15,200


Tutors-in-the-classroom Title V College

$12,000 $0

$19,200 $0

$19,200 $0

$14,400 $4,800

$14,400 $4,800

$19,200


Lab Assistants Title V College

$8,493 $0

$8,493 $0

$8,493 $0

$6,370 $2,123

$4,246 $4,246

$8,493


Peer Advisors Title V College

$13,300 $0

$13,300 $0

$13,300 $0

$10,640 $2,660

$7,980 $5,320

$13,300


Fringe Benefits Title V College

$88,050 $0

$94,470 $0

$96,705 $0

$90,710 $8,572

$84,607 $17,267

$35,440


Travel Title V College

$11,150 $0

$11,485 $0

$11,829 $0

$25,304 $0

$12,549 $0

$6,000



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Equipment Title V College

$8,000 $0

$0 $0

$0 $0

$0 $0

$0 $0

N/A

Supplies Title V College

$55,000 $0

$20,000 $0

$9,500 $0

$9,500 $0

$30,500 $0

$16,000


Contractual Title V College

$40,000 $0

$40,000 $0

$40,000 $0

$40,000 $0

$40,000 $0

N/A

Construction Title V College

$0 $0

$0 $0

$0 $0

$0 $0

$0 $0

N/A

Other Title V College

$30,900 $0

$24,500 $6,400

$21,300 $9,600

$49,300 $49,600

$80,800 $69,600

$14,400


Total Title V College

$649,529 $0

$649,330 $6,400

$649,967 $9,600

$649,850 $90,964

$649,747 $175,721

$277,889

Total costs to institutionalize (including fringe benefits): $277,889 Total costs transitioned to College funds prior to end of grant: $120,721* Total new costs for institutionalization post-grant: $157,168

*Total costs minus endowment contribution


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Five-year plan for improving services to Hispanic and low-income-students.

Five-year Plan for Improving Services to Hispanic and Low-income Students Title V

Five-year Institutional Goals HSI Five-year Plan Goals

1. Improve matriculation, orientation, and educational planning services with a focus on student access, course completion, and certificate/degree/ transfer attainment.

1a. Increase the number of Hispanic and low-income students who have educational goals and declare a program of study.

1b. Increase the number of Hispanic and low-income students using technology to continuously track their progress in completing a program of study.

1b. Increase the number of Hispanic and low-income students who achieve their goals.

2. Improve curricula and instructional delivery with a focus on student access, course completion, and accelerated certificate/degree/ transfer attainment.

2a. Improve the rate at which Hispanic and low-income students matriculate from developmental to college-level coursework.

2b. Develop and offer programs that integrate student services and instruction in promoting the success of underprepared students.

2c. Improve teaching methods that support new educational models to address the needs/learning styles of the diverse student body.

2d. Explore innovative models of accelerating the college completion rates of Hispanic and low-income students.

3. Offer comprehensive student services and programs to facilitate student success.

3a. Increase the number of Hispanic and low-income students using learning assistance and student support systems.

3b. Identify and improve areas of academic difficulties for students based on gender, ethnic, age, and disability groups by increasing interventions with at-risk ethnic minority students on probation.

4. Provide staff and faculty with knowledge and skills required for effectively teaching and engaging students from diverse backgrounds.

4a. Increase the college community’s awareness of the unique needs of ethnic minority, single parents, re-entry, and students with disabilities through purposeful, professional training on sensitivity to the needs of special student populations.

4b. Provide professional development and training opportunities for faculty and staff to enhance their effectiveness in the classroom and in meeting the support needs of under-prepared and ethnically diverse students.

5. Expand and improve institutional technology infrastructure to increase the capacity of the college to better communicate with and serve students.

5a. Use the portal to engage Hispanic and low-income students in their educational planning process.

5b. Employ the Web, the portal, and the online learning management system to further engage and connect Hispanic and low-income students to the campus community.


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6. Increase fiscal stability by increasing the capacity of the college to implement and maintain sustainable and scalable programs.

6a. Maximize FTE revenues and institutional resources through increasing the retention and success of Hispanic and low-income students.

6b. Implement cost-effective strategies that have the largest return-on-investment in promoting success among Hispanic and low-income students.

PART II: ACTIVITY OBJECTIVES

Activity Objectives Relation to CDP Goals and

Problems Objective 1.1: The number of students with a declared educational goal of earning a certificate/degree and/or transfer will increase from a baseline of 21,050 students in Fall 2011 by 1% (Fall 2013), 3% (Fall 2014), 5% (Fall 2015), 7% (Fall 2016), and 10% (Fall 2017).

Institutional Goals 1, 2, 3, 5, 6 HSI Goals 1, 2b, 2d, 5a, 6 Problems 1, 2, 4, 5

Objective 2.1: The number of students with a declared major program of study will increase from a baseline of 15,522 in Fall 2011 by 3% (Fall 2013), 7% (Fall 2014), 11% (Fall 2015), 15% (Fall 2016), and 20% (Fall 2017).

Institutional Goals 1, 2, 3, 5, 6 HSI Goals 1, 2b, 2d, 5a, 6 Problems 1, 2, 4, 5

Objective 3.1: The rate at which students are placed into developmental English (ENGL 67 or lower) will decrease among pilot students from an average baseline of 77% in 2010-11 to 76% (2012-13), 74% (2013-14), 72% (2014-15), 70% (2015-16), and 67% (2016-17). [CPP 1] Objective 3.2: The rate at which students are placed into developmental mathematics (MATH 51 or lower) will decrease among pilot students from an average baseline of 67% in 2010-11 to 66% (2012-13), 64% (2013-14), 62% (2014-15), 60% (2015-16), and 57% (2016-17). [CPP 1]

Institutional Goals 1, 2, 3, 6 HSI Goals 1b, 2a, 2b, 2d, 3, 6 Problems 2, 5

Objective 4.1: The rate at which students persist from fall term to fall term will increase among pilot full-time students from an average of 76% in Fall 2010 to 78% (Fall 2013), 80% (Fall 2014), 82% (Fall 2015), 84% (Fall 2016), and 86% (Fall 2017). [CPP 1]

Institutional Goals 2, 3, 6 HSI Goals 1b, 2, 3, 6 Problems 1, 2, 3, 5

Objective 5.1: The number of students receiving certificates and/or degrees will increase from a baseline of 2,338 in 2010-11 by 3% (2012-13), 6% (2013-14), 10% (2014-15), 15% (2015-16), and 20% (2016-17). [CPP 1]

Institutional Goals 2, 3, 6 HSI Goals 1b, 2, 3, 6 Problems 2, 4, 5

Objective 6.1: The number of students transferring to baccalaureate degree-granting institutions within three years of entry into the college will increase from a baseline of 355 (2010-11) by 2% (2012-13), 4% (2013-14), 7% (2014-15), 11% (2015-16), and 15% (2016-17). [CPP 1]

Institutional Goals 2, 3, 6 HSI Goals 1b, 2, 3, 6 Problems 2, 4, 5


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PART III: IMPLEMENTATION STRATEGY AND TIMETABLE ACTIVITY: Developing Curriculum Design Models and Support Structures that Accelerate Students’ Certificate Completion, Graduation, and/or Transfer Rates

Introduction to activity and overview.

The aims for the proposed project’s single activity are to (1) enable students to make

more informed educational goals through targeted support services, career assessment, and

educational planning; (2) provide support services that accelerate students into and promote

retention in college-level coursework (improved enrollment/matriculation activities and referral

to services); (3) create sustainable and scalable cohort models that move students quickly into

college-level coursework and promote faster completion of certificate/degree/transfer programs

in specific disciplines; (4) increase and enhance communication with students through

student testimonials, mixed media messages, and faculty engagement; (5) provide faculty with

professional development opportunities and resources that promote student success.

Year 1 Year 2 Year 3 Year 4 Year 5 Enable Students to Make an Informed Choice of Educational Goal

Pilot career assessment and computerized educ. plans

Pilot electronic dashboard/ digital roadmap

Develop and pilot career-based curricular units

Assess and institutionalize successful strategies

Offer student services information sessions Provide Support Services that Accelerate Students into and Promote Retention in

College-level Coursework Pilot assessment preparation; develop/pilot preparation for college seminar

Develop and pilot student success courses; address/ modify registration priority guidelines; develop and pilot online directed learning activities (DLA) in Writing Center


Expand early alert for referral of students to campus-based support services Create Sustainable and Scalable Cohort Models

Develop and pilot summer boot camps, refresher workshops, freshman seminars, program-specific cohort models, and “soft links” between critical courses



22

Increase and Enhance Communication with Students Gather student feedback on effective communication strategies

Pilot customized mixed media messages; create faculty best-practice models

Pilot student messages on the Web; pilot interactive online resources; pilot phone/ tablet-based applications, pilot online chat sessions with peer advisors


Provide Faculty with Professional Development Opportunities and Resources Develop and offer CTE retreat for counselors and CTE faculty; create just-in-time advising faculty tool kits

Offer professional development workshops on a variety of topics (application of developmental education principles across the curricula; materials that use cross-disciplinary criteria for essential skills; innovative program delivery systems; and effective pedagogy and strategies in implementing learning communities and other cohort models, etc.)


Rationale for implementation strategy.

The identification of Mt. SAC’s weaknesses, major problems, goals, and institutional

objectives involved broad campus and community participation. The Title V Planning Team,

made up of faculty, administrators, student services staff, and students, conducted extensive

research and analysis before recommending the strategies proposed in this application. They

reviewed research, attended workshops, visited peer institutions, dialogued with colleagues, and

investigated successful implementation of the proposed strategies. The strategies ultimately

selected for implementation were based on (1) evidence in both literature and at peer institutions

of their success; (2) cost-effectiveness and sustainability; (3) past experience at Mt. SAC and fit

within the campus culture; and (4) congruence with the college’s mission, goals, and priorities.

The following table shows the colleges/universities visited and/or consulted,

workshops/conferences attended, and references cited.

College/University Visited Research Area Chaffey College (CA) Directed learning activities East Los Angeles College (CA) Cohort Models College/University Consulted Research Area Delgado Community College (LA) Financial aid/educational advising Louisiana Technical College-West Jefferson Financial aid/educational advising Manchester Community College (CT) Summer boot camps


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Bronx Community College (NY) Summer boot camps University of Pikeville (KY) Freshman seminars Florida Community College System Student success courses Kingsborough Community College (NY) Learning communities, cohort models Workshops/Conferences Attended Focus Strengthening Student Success Conference offered by the Research and Planning Group for California Community Colleges

Cohort models, setting, freshman seminars, student engagement and communication, scalability

Institute for First-Year Seminar Leadership Freshman seminars, student engagement

California Community College Association for Occupational Education

Cohort models

Institute on High Impact Practices & Student Success High-impact practices, roadmap AACU: Global Positioning: Essential Learning, Student Success, and the Currency of U.S. Degrees

Outcomes assessment and degree attainment

International Conference on the First-Year Experience

Freshman seminars, student engagement

Publications and Research Consulted Selected (due to page limitations) citations: Baker, E., Hope, L., & Karandjeff, K. (2009). Contextualized teaching and learning. Sacramento, CA: Center for Student Success. Boroch, D., Fillpot, J., Hope, L., Johnstone, R., Mery, P., Serban, A., . . . Gabriner, R. S. (2007). Basic skills as a foundation for student success in California community colleges (2nd ed.). Sacramento, CA: Center for Student Success. Carnevale, A. P., Smith, N., Stone, J. R., Kotamraju, P., Steuernagel, B, & Green, K.A. (2011). Career clusters: Forecasting demand for high school through college jobs, 2008-2018. Washington, DC: Georgetown University Center on Education and the Workforce. Gomez, M. (2010). Effects of integrating a strengths-based curriculum into a freshman seminar for at-risk college freshmen. (Doctoral dissertation). Retrieved from ProQuest. 3366113. Kraemer, B. A. (1997). The academic and social integration of Hispanic students into college. The Review of Higher Education, 20(2), 163-179. Long, B. (2008). What is known about the impact of financial aid? New York, NY: National Center for Postsecondary Research. Mallinckrodt, B., & Sedlacek, W. E. (2009). Student retention and the use of campus facilities by race. NASPA Journal, 46(4), 566-572. Morisano, D., Hirsh, J. B., Peterson, J. B., Pihl, R. O., & Shore, B. M. (2010). Setting, elaborating, and reflecting on personal goals improves academic performance. Journal of Applied Psychology, 95(2), 255-264. Quint, J., Byndloss, D. C., Collado, H., Gardenhire, A., Magazinnik, A., Orr, G., & Welbeck, R. (2011). Scaling up is hard to do. Oakland, CA: MDRC. Scott-Clayton, J. (2012). Do high stakes placement exams predict college success? New York, NY: Community College Research Center. Shulock, N., & Offenstein, J. (2012). Career opportunities: Career technical education and the college completion agenda. Sacramento, CA: California State University, Sacramento. Sidle, M. W., & McReynolds, J. (2009). The freshman year experience. Journal of Student Affairs Research and Practice, 46(3). Terrion, J. L., & Daoust, J. (2011). Assessing the impact of supplemental instruction on the retention of undergraduate students after controlling for motivation. Journal of College Student Retention: Research, Theory and Practice, 13(3), 311-327. Tirpak, D. M. (2011). Evaluating Focus-2’s effectiveness in enhancing first-year college students’ social cognitive career development. (Doctoral dissertation). Retrieved from Seton Hall University. Paper 8.


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In 2009, President Obama announced the “American Graduation Initiative,” which calls

upon community colleges to increase completions by 5 million by 2020. The Lumina Foundation

for Education has found that American colleges need to increase college attainment rates among

adults from 37.9% to 60% in order to become the worldwide leader in college attainment (Lay,

2010). According to the Georgetown University Center on Education and the Workforce, by

2018, jobs for middle skill workers (certificate or Associate’s degree) will make up 29% of the

workforce. Moreover, Lay (2012) states that the United States “will need at least 4.7 million new

workers with postsecondary certificates. At a time when every job is precious, this shortfall will

mean lost economic opportunity for millions of American workers” (p. 5).

Considering the President’s goal of increasing community college completions,

California’s portion is 1,065,000 completions. This breaks down to a need for each community

college in the state to produce, on average, 3,500 completions each year. Last year, Mt. SAC

produced just 2,338 certificate and associate degree completers. Thus, the college acutely

understands the critical need to improve and enhance its academic programs and support services

to promote better educational goal-setting, accelerate underprepared students into college-level

coursework, and build upon successful strategies in cohort design to increase course success,

retention, persistence, and completion of programs that lead to jobs and/or transfer [CPP 1].

Component 1: Enable Students to Make an Informed Choice of Educational Goal

Student services information sessions – Long (2008) has examined the impact of financial

aid on college success and completion, particularly among low-income, ethnic minority, and other at-

risk students. She explains that low income families have the least amount of information about how

to pay for college, and they have very little understanding about tuition levels, financial aid options,

and how to apply for college. This lack of knowledge is an automatic barrier to potential first-

generation college students’ success in college. Demystifying the process and providing various


25

information sessions ahead of college registration deadlines better prepares first-time students for the

college-going process, especially the process of choosing an educational goal and program of study.

Upon application to the college, students will be directed to attend one of these robust orientation

sessions [CPP 1]. These sessions will be offered year-round (Years 1-5), and students will be

encouraged to attend well in advance of their first term of enrollment.

Career assessment – A key element to setting appropriate educational goals is to examine

the initial career interests and aptitude of students. Computer-assisted career guidance aids

support counselors in steering incoming and current students down the appropriate educational

path to achieve their desired career. They are a cost-effective tool [CPP 3] in assisting students

and are second only to individual counseling in relation to effectiveness per unit of time (Tirpak,

2011). Just as their placement results in English, reading, and mathematics shape their

educational plans, their aptitude for certain careers should also contribute to the development of

a plan that enables students to set appropriate educational goals and meet them in a timely

manner. Career assessments will occur year-round (Years 1-5). The project will develop

curricular units that build on students’ career assessment results, which will enable students to

research possible college majors and visit departments linked to their career interests (Years 3-5).

Giving students a GPS: The American Association of Colleges and Universities’ LEAP

(Liberal Education and America’s Promise) campaign recommends that students be given a

compass and a roadmap. They must feel ownership of their chosen educational pathway.

Morisano, Hirsh, Peterson, Pihl, and Shore (2010) found that students’ failure to persist is

typically the result of poor academic progress and lack of clear goals and motivation. Their study

showed that academically at-risk students who participated in intensive, online and written goal-

setting activities out-performed their peers who did not participate in such a program. Moreover,

technology-based tools that complement individual counseling (career assessment, educational


26

goal setting, academic advising, etc.) have a positive impact on student retention and academic

performance (Hooley, Marriott, and Sampson, 2011; Tirpak, 2011).

The project will develop (Year 1) and make available (Years 2-5) an electronic dashboard

or digital roadmap within the student portal. This roadmap will be designed to guide students

along a route marked by success milestones, including the achievement of general education and

student learning outcomes, beginning when a student enters college and continuing to the final

goal of earning a certificate/degree and/or transferring to a four-year institution. Counseling staff

will be able to track students’ progress and intervene when conditions indicate that a student is

most at risk of dropping a class or failing. The dashboard/roadmap will also be an interactive and

easily-accessible tool for students that incorporates various self-service functions [CPP 1, 3].

Component 2: Provide Services that Accelerate Students into and Promote Retention in College-level Coursework

At Mt. SAC, 97.5% of incoming students place into developmental English and 80.2%

place into developmental mathematics through the college’s mandatory assessment process.

However, many of these students simply need a primer to bump their placement up to the next

level or even higher. This would speed students’ entry into college-level coursework and

ultimately attainment of a certificate/degree in their chosen program of study [CPP 1]. As will be

pointed out in Component 3, the ability to achieve college readiness is a necessary component of

students’ ability to enter into the program cohort models that this project will design. Scott-

Clayton’s (2012) research shows that only 58% of mathematics placements and 43% of English

placements accurately reflect students’ ability. Providing pre-assessment preparation is one

mechanism of ensuring that students are placed into appropriate levels.

Preparation for assessment testing – Very few students take steps to prepare for

placement testing. Results are frequently not a clear representation of students’ actual knowledge


27

of the subject matter, leading to placement in basic skills courses. Many students just need to

“brush up” on their English or mathematics skills prior to the assessment. During the student

services information sessions, counselors will direct students to the Learning Assistance Center

(tutoring) for preparation for assessment testing (Years 1-5).

Preparation for college seminar: Students who receive borderline assessment test scores

(just below testing into the next level) will be encouraged to enroll in a one-unit, for-credit

“Introduction to College” course during the summer intersession (Years 1-5). This course will be

supplemented by basic skills preparation workshops on reading, writing, and mathematics. The

concluding element of the seminar will be re-taking the assessment test. The end goal is to bump

these borderline students into the next level of English or mathematics [CPP 1].

Student success courses. Fain (2012) suggests that community colleges may improve

graduation rates by offering courses that teach students how to navigate college with lessons on

study skills and time management. A study (2006) of the Florida Community College System’s

Student Life Skills (SLS) courses revealed that students who completed a SLS course

outperformed their peers who did not complete a SLS course in the following ways: stay enrolled

in college courses (38% versus 24%), earn a certificate/degree (29% versus 22%), and transfer

(19% versus 14%). This project will integrate career development units into student success

courses (Years 2-5). These courses will be supplemented by student success modules that can be

offered in 0.5- to 1.0-unit courses covering specific topics and/or skill areas [CPP 1].

Referral to campus-based support services: Connecting at-risk students to support

services is critical to their success. Early-alert intervention has proven effective at reducing

dropped classes and improving within-term success, as documented by Fort Valley State

University (GA) and Lehigh Carbon Community College (IL). A summary of major studies on


28

best practices in developmental education (Boroch, et al., 2007) concluded that offering

comprehensive support services lead to GPA improvement and course retention. The College’s

previous Title V grant established an early alert system among English faculty that allowed for

student referrals to academic support services. This project will scale that model [CPP 3] across

the college (Years 1-5). A feedback loop will ensure that faculty will know if and when their

students received services. Students may be referred to various services offered at campus

tutoring centers and the library, including but not limited to the following [CPP 1]:

Academic Support Services for Available for Early Alert Referral • Tutoring: supplemental instruction, online tutoring, directed learning activities • Workshops: writing topics, readiness for using online tools, information competency • Online support: virtual reference librarian, online chat reference, online learning tools in

video clips, online library resources

Directed learning activities (DLA): At Mt. SAC, DLAs have been successful in

increasing the number of developmental writers using tutoring services. DLAs save valuable

class time by reducing the amount of review done in the classroom (Sosa, 2011). These activities

will include a 40-minute, interactive, self-directed activity involving online resources, followed

by a 20-minute review of the work with a tutor targeting specific grammar and rhetorical issues.

In order to reach even more students, the project will expand DLAs into an online format [CPP

3]. Enabling students to complete the DLA off-campus and consulting with a tutor online will be

a convenient, cost-effective, and innovative approach to an emerging tool in academic support.

Component 3: Create Sustainable and Scalable Cohort Models Cohort models focused on college readiness.

Summer boot camp – Summer “bridge” programs have been effective in helping high

school students successfully transition to college-level work (Kezar, 2000). Research reveals that

interdisciplinary bridge programs can address many of the non-financial reasons students leave


29

college by helping them to (1) stay connected on a college campus (Braxton, et al., 2002); (2)

become involved or engaged in curriculum (Astin, 1993); and (3) be able to identify, through the

support of a seminar course, how to deal with a lack of academic preparation or family support

(Silverman & Casazza, 2000). After completing mandatory assessment, students who place into

the lowest levels of English and mathematics will be directed to enroll in a six-week summer

boot camp (Years 1-5). Boot camps [CPP 1] will link either an English or a mathematics course

with a student success course. Students will also enroll in a community class, which will be co-

taught by a counselor and a basic skills professor. This class will provide opportunities for peer

advising, study groups, one-on-one tutoring, and visitations from key campus support services.

Refresher workshops: The dire financial situation of the State of California and its impact

on the community college system has forced the College to reduce course offerings, while

demand has increased. This project will pilot refresher workshops (Years 2-5) for students who

are unable to register for the next level of writing, mathematics, or other critical courses due to

reductions in course schedules. The purpose of these workshops is to keep students’ skills fresh

while they wait for the next class in their course sequence to become available [CPP 1].

Freshman seminars: Research on the effects of first-year seminars on at-risk college

freshmen shows that participating students are more likely to have a sense of purpose, complete

their first academic year, persist from fall term to fall term, earn a higher cumulative GPA, and

earn a higher number of credit hours than students at large (Gomez, 2010; Sidle and McReynolds,

2009). This project will implement freshman seminars (Years 2-5) that comprise linked courses

but will capitalize on students’ full-time enrollment and a fast-track model [CPP 3]. Freshman

seminars will incorporate academic support through both classroom tutoring and referrals to


30

campus tutoring centers. Tutors-in-the-classroom and peer advisors will enable students to

maximize their learning and will provide direct assistance to faculty members [CPP 1].

Freshmen Seminars English – Two sequenced English courses, library skills unit, educational planning unit Math – Elementary Algebra, Intermediate Algebra, study skills unit, educational planning unit Learning Assistance – For students placing into the lowest levels of development English or mathematics, including Learning Assistance or Reading courses to aid in successful transition Start with Speech – For transfer-focused students with initial placement one level below Freshman Composition, consisting of two general education speech communication courses, a library skills unit, and an educational planning unit.

“Soft links” between critical courses – Faculty will create shared texts and projects (Year

1) that promote student success and ease in transition from one course to the next in the sequence.

These linkages will also include counselors’ visits to the classroom during critical times of the

semester. Academic support activities will be designed into the course delivery, rather than

referring students to such services. This will be both a more efficient use of college resources

and will ensure that students are actually accessing these support services [CPP 1, 3]. In addition

to the specific linkages (Years 2-5) listed in the Implementation Strategies Timetable on pages

38-41), faculty will develop and pilot additional “soft links” throughout the project period.

Cohort models focused on programs of study.

Boroch, et al. (2007) expressed that programs that integrate counseling with teaching in a

highly-structured, easily accessible, and proactive environment positively impact students,

especially underrepresented students from disadvantaged backgrounds. Further, Bettinger and

Baker (2011) have found that a strong peer mentoring component of academic programs leads to

higher levels of both course retention and term-to-term persistence. At-risk students involved in

programs that have a well-planned, step-by-step sequence of course offerings with proactive

academic support are more successful than their peers (Boroch, et al., 2007).


31

Visher and Teres (2011) discuss the program of study-based learning communities at

Kingsborough Community College. This grant proposes to develop cohort models that further

integrate students’ educational development by creating pathways between basic skills mastery

and accessible entry into program of study-based learning communities [CPP 1]. This will enable

students to experience a second learning community experience after their initial semester or first

year of freshmen enrollment. Two examples of successful models include the following:

Cohorts formed from pre-requisites – Students are required to continue the program from semester to semester (e.g., nursing, allied health, etc.). Open-entry, accelerated cohorts – Students take two courses each half semester in a program that does not require pre-requisites. Once in the program, students who successfully pass their courses have guaranteed enrollment for the next two courses in the sequence. New students may enter the rotation at any point

Keeping the successful aspects of these cohort models in mind, the project will pilot five

program-specific cohorts (Year 1) that are in high-demand (by both students and industry)

disciplines: Fire/Emergency Services, Cybersecurity, e-Commerce, Child Development, and

Hospitality & Restaurant Management. As successful strategies and lessons learned from these

cohorts are identified [CPP 3], the college will extend cohort models (Years 2-5) to other

disciplines to promote faster and more successful completion of in-demand programs [CPP 1].

Pre-entry preparation for rigorous cohort models: Students wanting to enroll in a variety

of existing cohort-based programs at the college must complete a substantial number of pre-

requisite units prior to qualifying for advanced training. In recent years, various industry

advisory boards have vocalized the need to improve students’ reading and writing skills prior to

entering the workforce. Combining these skills with degree completion would greatly enhance

initial employability as well as advancement [CPP 1].

As such, the Fire/Emergency Services cohort model will address these needs. Students

will take a community class that embeds basic skills development into the curriculum.


32

Contextualized writing workshops, as well as tutoring support will assist students in developing

the soft skills that industry desires in addition to the technical skills acquired through disciplinary

coursework. Implementation of a cohort model for pre-academy students will build a foundation

of mathematics and English competency that will ensure success in the academy/advanced

training, increase degree completion, and support graduates’ future success in the workforce.

An additional component of CTE programs that has proven critical to the success of

graduates entering the workforce is work experience related to their program of study. The

College has already forged relationships with local agencies to create paid or for-credit work

experiences for students as they near program completion. The faculty involved in this pilot

cohort will ensure that such opportunities are available to qualified students.

Accelerated closed cohort models: Two programs within the Computer Information

Systems department are in high-demand among industry: Cybersecurity and e-Commerce. The

proposed project will develop cohorts for each of these certificate programs, accelerating

students’ progression through the required coursework and ultimate completion of the program.

Students will apply to participate in each program. In order to be accepted, students must be

eligible for ENGL 67 and MATH 61 (based on placement testing). Students who remain in good

academic standing will be guaranteed program courses in the subsequent term.

Students will progress together from course to course during the fall, winter, and spring

terms. Courses will be offered in eight-week sessions and scheduled two days per week. Offering

courses in a hybrid format will maximize the faculty’s ability to cover multiple courses, not only

accelerating students through the program but also opening up slots for additional students [CPP

1, 3]. The following table provides a snapshot of both cohort programs, which will create several

benchmarks for students, awarding meaningful, industry-demanded certificates in the field.


33

Accelerated Closed Cohorts Cybersecurity – After successful completion of each term, students will earn a distinct certificate (up to three). Upon completion of the cohort program, they also will have finished the core courses for the Computer Network Administration and Security Management degree. e-Commerce – Upon successful completion of the cohort program, students will have earned a certificate in e-Business. In addition, the college has established transfer pathways with California State Polytechnic University, Pomona (Cal Poly Pomona), to ensure that credits are transferrable to the university’s Technology Operations Management department.

Progressive open cohort models: The Child Development program at Mt. SAC offers

many entry points and a variety of final occupation positions with varying requirements and

regulations. As such, the proposed cohort model will offer various benchmarks to students,

depending on their educational goal. Students will apply to participate in this program. In order

to be accepted, students must be eligible for ENGL 67 and MATH 61. Students who remain in

good academic standing will be guaranteed program courses in the subsequent term. Since these

certificates and degrees build upon each other, the cohort may move together and also pick up

students when others reach their desired benchmark [CPP 1, 3]. These benchmarks will include

three levels of occupational certificates, a transfer certificate, and two different levels of teacher

permit certificates. Like the Fire/Emergency Services cohort, the Child Development cohort will

offer internships to qualified students through the California Early Childhood Mentor Program.

Laddered certificate cohort models: The Hospitality & Restaurant Management

(HRM) cohort model will progress from course to course during the fall and spring semesters.

Students will apply to participate in this program. In order to be accepted, students must be

eligible for ENGL 67 and MATH 61. Students who remain in good academic standing will be

guaranteed program courses in the subsequent term. Like the Security and e-Commerce

programs, the courses will be offered in eight-week sessions and taught two days per week, in

order to maximize students’ time and faculty resources [CPP 3].


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The courses will be offered in a smart sequence, which will ensure that students will

qualify for at least one certificate after the successful completion of each eight-week session.

Those who successfully complete the entire cohort program will earn seven occupational

certificates, receive industry certification from the National Restaurant Association in Certified

Food Protection Management, complete the core requirements of the Associate of Science

degree in HRM, complete all core courses required for transfer to Cal Poly Pomona, and

complete at least 60 hours of industry experience [CPP 1].

Transfer cohort models: The project will also offer a cohort model for students who have

the educational goal of transferring to a four-year institution. Students enrolled in the pre-honors

section of ENGL 68 will have space reserved in ENGL 1AH (Freshman Composition – Honors).

This cohort of students will receive priority registration to a series of transfer courses that meet

general education requirements. They will move from course to course together. In addition,

honors students will be encouraged to satisfy the course requirements and formally petition for

an Associate of Arts degree with emphasis in Social and Behavioral Sciences with honors. This

will create a benchmark for success (degree completion) before transferring to a baccalaureate

program [CPP 1]. It will also save students money by completing general education requirements

at the community college before transferring to institutions with much higher tuition rates.

Component 4: Increase and Enhance Communication with Students

Kuh, Kinzie, Schuh, & Whitt (2010) state that student engagement is dependent upon

student learning opportunities and services that induce students to participate in and benefit from

them. In studying key principles of college readiness, Conley (2007) discusses the impact of

“privileged information” related to understanding how a college operates. Students who are not

privileged, in this sense, may “become alienated, frustrated and even humiliated during their


35

freshman year and decide that college is not the place for them.” Conley discusses the

importance of students’ systemic understanding of the college system and the fact that students

should not “disown their cultural backgrounds,” but rather need to understand the inter-

relationship between their cultural values and the institution’s values and expectations of them.

Student communication methods: Part of enabling students to reach their goals is the

development of a stronger way of connecting with them through various channels of

communication [CPP 3]. In Year 1, the project will gather student perspectives and guidance on

ways in which faculty may communicate more effectively [CPP 2]. With this feedback and a

review of best practices in mind, the project will implement the following activities (and others

that are gauged to be important among students) to enhance communication (Years 2-4):

Student Communication Strategies to be Implemented • Customized mixed media messages utilizing methods frequently used by students,

including text messages, “robo calls,” the student portal, Facebook, Twitter, etc. to inform them of their progress and status and encourage their use of support services

• Best-practice models to assist faculty in implementing modes of student-to-student and student-to-faculty communication, including the use of first-person sharing of their own educational and career development

• Student messages on the Web utilizing student role models to encourage peers by sharing their own academic successes and information about various career fields

• Interactive online resources providing guidance, tips for success in college, and student-to-student “straight talk,” especially designed for underrepresented and at-risk students

• Applications (iPhone, Android) that will connect to FAQs and tips about educational planning, declaring a major, career assessment, transfer, accessing support services, etc.

• Online chat sessions with peer advisors serving as mentors to enable students to seek and receive assistance and referrals more immediately

Component 5: Provide Faculty with Professional Development Opportunities/Resources

CTE retreat for counselors: Few community college counselors are well-informed about

CTE program offerings, which impedes students’ ability to set educational goals and choose

appropriate programs of study. Furthermore, while various benchmarks exist in CTE programs

(levels of certificates/degrees), students often do not capitalize on them (Shulock and Offenstein,


36

2012). Entry-level credentials and advanced credentials may be desirable to employers; however,

without appropriate guidance, students may not opt to formally complete these certificate blocks.

The project will host a retreat (Year 1) and a series of workshops (Years 2-4) for

counselors and CTE faculty to discuss the varied CTE programs, including educational pathways,

certificates, degrees, and career options for these disciplines. In addition, students will provide

their personal experiences with obstacles they have faced in various CTE pathways. Another

important aspect in advising CTE students is knowledge of the time commitments of specific

programs. Counselors will be better-prepared to guide students to appropriate programs of study

and also encourage their attainment of certificate benchmarks that employers desire [CPP 1].

Faculty tool kits for “just-in-time” advising: Effective counseling requires that faculty

understand their crucial role (Habley, 2000). Molina and Abelman (2000) recommend intrusive

counseling/advising that incorporates intervention strategies that help advisers to become an

active part of the student’s life. These intrusive techniques (proactive rather than passive) are

effective in motivating at-risk students (Glennen, 1995; Heisserer & Parette, 2002).

The lack of just-in-time as well as general advising (i.e., study strategies, degree/transfer

programs, career/discipline information, campus resources, life issues, etc.) necessitates the

training of faculty as “field” counselors with knowledge of transfer and degree requirements. The

project will create faculty “tool kits” (Year 1), including online instructional units with strategies

and examples of how to present and organize their classroom on the following topics [CPP 3]:

Faculty Tool Kits • Study groups – To further engage students, leading to greater mastery of the subject matter • Classroom-based assessment – To discern students’ understanding of the material

presented in class, indicating where bottlenecks of comprehension may lie • Goal planning – To assist students in looking at career fields and college majors through

the integration of classroom assignments with student educational planning efforts • Student progress – To guide students through the many options available on the Web and

portal, enabling students to track their progress in classes and link to important resources


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• Academic vocabulary and academic standards – To integrate vocabulary that will assist students in meeting their educational goals and navigating higher education

Innovative teaching strategies: Boroch, et al. (2007) explain that programs with a strong

professional development component yield better student retention rates and better student

performance than programs without such an emphasis. Grant and Keim (2002) explain that

successful faculty development programs involve faculty in every aspect of the planning,

implementation, and evaluation of developmental activities.

The Humanities and Social Science division has set up four task forces (critical thinking,

honors, enrollment management, and student goals and data collection), which will involve

faculty development to strengthen courses offerings and improve student success. Stemming

from the work of these task forces, a core group of faculty will develop teaching strategies and

activities that address the ongoing needs of at-risk students at all levels of the curricula. Both in-

house and external professional development opportunities will better prepare faculty, counselors,

and staff to improve student success, completion, and transfer [CPP 1, 3].

Professional Development Strategies to Improve Student Success • Professional development workshops on the application of developmental education

principles across the curricula • Materials that use cross-disciplinary criteria for essential skills (reading, writing, critical

thinking), including the exploration of shared assessment rubrics • Innovative delivery systems that enable more students to complete programs of study • Effective pedagogy and strategies in implementing cohort models

Implementation strategies timetable.

The following table provides a detailed timeline of tasks, methods, and milestones for

each year of the grant period.


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IMPLEMENTATION STRATEGIES TIMETABLE (2012-17) Tasks & Methods to Achieve Objectives Person(s) Responsible Timeframe

YEAR ONE (October 2012-September 2013) Title V Steering Committee formed and begins meeting bi-weekly. Project Administrator,

President/CEO Oct 2012

Hire Project Director (PD), Tutorial Services Specialist (TSS), Clerical Specialist (CS), Educational Research Assessment Analyst (ERAA), Web Developer (WD), Counselor Coordinators (CC).

Human Resources (HR), Steering Committee

Oct 2012

Hire Tutors, Tutors-in-the-classroom (TC), Lab Assistants (LA), Peer Advisors (PA). HR, PD Jan 2012 Host visit from External Evaluator (EE) to verify baseline data, establish data collection processes, identify pilot and control cohorts, and confirm statistical analysis processes.

PD, Steering Committee Nov 2012

Work with Research & Institutional Effectiveness (RIE) Office to ensure appropriate data collection for measuring objectives and evaluating success.

PD, EE, RIE Nov 2012

Purchase career assessment software. PD Nov 2012 Schedule student success workshops throughout the year. CC Dec 2012 Offer student success workshops, walking students through the steps of enrolling at the college, applying for financial aid, preparing for assessment, and creating an educational plan with an informed goal.

CC All year

Expand early alert for referral of students to campus-based support services. PD, Faculty All year Offer campus-based support services for faculty-referred and self-referred students. PD, TSS, CC, Faculty All year Pilot preparation for assessment testing activities. CC, Tutors Jan 2013 Pilot career assessment as part of placement testing. CC Jan 2013 Develop computerized educational plans for counselors to use with students, showing work completed to date and courses remaining within the declared program of study.

WD, CC Jan 2013

Release Faculty Coordinators (FC). VP of Instruction Feb 2013 Pilot use of career assessment results during educational planning with students. CC, Counselors Feb 2013 Develop refresher workshops for students who are unable to register for the next level of writing, mathematics, or other critical course due to reductions in course schedules.

TSS, Faculty Mar 2013

Develop and initiate student survey regarding effective communication strategies. PD, ERAA Apr 2013 Develop preparation for college seminar. PD, CC, Faculty, TS Spring 2013 Develop cohort models for Fire/Emergency Services, Cybersecurity, e-Commerce, Child Development, HRM, and Honors.

FC, Faculty Spring 2013


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Develop summer boot camps, including cohorts for English and mathematics, linked student success course, faculty-counselor co-taught community class, peer advising, study groups, one-on-one tutoring, and visitations from key campus support services.

PD, CC, Faculty Spring 2013

Develop freshman seminars. PD, CC, Faculty Spring 2013 Develop retreat for counselors and CTE faculty. PD, CC, Faculty Spring 2013 Develop an electronic dashboard/digital roadmap within the student portal, including “what if” queries in an educational planning mode for various career fields, major programs of study, and transfer requirements to various California universities.

WD, CC May 2013

Host retreat for counselors and CTE faculty. PD, CC, Counselors, Faculty

May 2013

Pilot preparation for college seminar. CC, Faculty Summer 2013 Pilot summer boot camps. CC, Faculty, TSS,

Tutors, PA Summer 2013

Train Student Services staff on the use of computerized educational planning and dashboard/roadmap in student portal.

CC Summer 2013

Implement computerized educational planning. CC, Counselors Summer 2013 Conduct annual external evaluation and site visit. PD, EE Summer 2013 Establish internship criteria for cohort models. PD, FC, Industry Summer 2013 Provide priority enrollment into English Bridge or Math Bridge for students completing summer boot camps.

PD, CC Aug 2013

Pilot five program of study-based cohort models and one transfer cohort model. FC, Tutors, LA Aug 2013 Create just-in-time advising faculty tool kits. CC Sep 2013

YEAR TWO (October 2013-September 2014) NOTE: Activities from the previous year that are repeated or continued are not listed again (annual external evaluation, data collection and tracking, regular meetings, student success workshops, career assessment, early alert, assessment testing preparation, computerized educational plans, refresher workshops, preparation for college seminars, summer boot camps, cohort models, and dashboard/roadmap). Address/modify registration priority guidelines and policies to strengthen matriculation and accelerate students through programs of study.

PD, Steering Committee Oct 2013

Develop a series of workshops for counselors and CTE faculty to discuss educational pathways, certificates, degrees, and career options in CTE disciplines.

PD, CC, Faculty Sep 2013 and ongoing

Pilot freshman seminars. CC, Faculty, Tutors, PA Fall 2013 Develop online DLAs. TSS Fall 2013


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Develop student success courses, including 0.5- to 1.0-unit modules covering areas such as: study skills, time management, academic vocabulary, test preparation, career awareness, stress management, and career development.

CC Fall 2013

Develop/pilot customized mixed media messages to inform students of their progress and status and encourage their use of support services

PD, CC, WD Fall 2013

Create best-practice models to assist faculty in implementing modes of student-to-student and student-to-faculty communication

PD, CC Fall 2013

Pilot refresher workshops. TSS, Faculty All year Pilot READ 90/LIBR 1A “soft link,” whereby students will prepare for college-level reading and be introduced to library research, supplemented by in-class tutoring.

Faculty, TC All year

Pilot STDY 85A/LERN 49 “soft link,” whereby students will learn test-taking strategies and stress management techniques and take a mathematics skills review, supplemented by in-class tutoring.


Pilot LIBR 1A/SPCH 1A “soft link,” whereby students will be introduced to library research and apply what they learn in public speaking, supplemented by in-class tutoring


Pilot ENGL 68/HIST 1 “soft link,” whereby students will prepare for college writing by reading and responding to not only discipline-specific primary sources but even discipline-specific fiction (i.e., historical novels). (transfer-focused)


Pilot ENGL68/PSYC 1A “soft link,” whereby students will prepare for college writing by learning how to write in response to a discipline-specific text as well as developing the skills necessary to write a discipline-specific research paper. (transfer-focused)


Develop/pilot additional “soft links.” Faculty, TC All year Offer workshop series for counselors and CTE faculty. CC, Counselors, Faculty All year Pilot online DLAs. TSS, Tutors Jan 2014 Offer student success courses. CC Spring 2014 Implement internship program for qualified students in cohort models. FC, Industry Spring 2014

YEAR THREE (October 2014-September 2015) NOTE: Activities from the previous year that are repeated or continued are not listed again (annual external evaluation, data collection and tracking, regular meetings, student success workshops, career assessment, early alert, assessment testing preparation, computerized educational plans, preparation for college seminars, summer boot camps, freshman seminars, cohort models, dashboard/roadmap, freshman seminars, customized mixed media messages, refresher workshops, soft links, CTE workshops for counselors, online DLAs, student success courses, and cohort internship program). Develop curricular units that build on students’ career interests. CC Oct 2014


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Train incoming students and others interested on the use of the dashboard/roadmap. CC, Counselors Oct 2014 Develop/pilot student messages on the Web utilizing peer mentors to encourage students by sharing their own academic/career successes and experiences.

CC, WD, Students Fall 2014

Develop/pilot interactive online resources especially designed for at-risk students. PD, CC, WD Fall 2014 Develop/pilot additional program of study-specific cohorts. Faculty All year Pilot career exploration curricular units, including student research on possible college majors and visits to departments linked to student career interests.

CC Feb 2015

Develop/pilot applications (iPhone, Android) that will connect to FAQs and tips about successfully navigating the college experience

PD, CC, WD Spring 2015

Develop/pilot online chat sessions with peer advisors serving as mentors to enable students to seek and receive assistance and referrals more immediately

CC, WD, PA Spring 2015

YEAR FOUR (October 2015-September 2016) NOTE: Activities from the previous year that are repeated or continued are not listed again (annual external evaluation, data collection and tracking, regular meetings, student success workshops, career assessment, early alert, assessment testing preparation, computerized educational plans, preparation for college seminars, summer boot camps, freshman seminars, cohort models, dashboard/roadmap, freshman seminars, customized mixed media messages, refresher workshops, soft links, CTE workshops for counselors, online DLAs, student success courses, cohort internship program, student messages on the Web, interactive online resources, career exploration curricular units, iPhone/Android applications, and online chat sessions). Disseminate best practices, lessons learned, and successful models at professional conferences and seminars.

PD, CC, FC, Faculty All year

YEAR FIVE (October 2016-September 2017) NOTE: Activities from the previous year that are repeated or continued are not listed again (annual external evaluation, data collection and tracking, regular meetings, student success workshops, career assessment, early alert, assessment testing preparation, computerized educational plans, preparation for college seminars, summer boot camps, freshman seminars, cohort models, dashboard/roadmap, freshman seminars, customized mixed media messages, refresher workshops, soft links, CTE workshops for counselors, online DLAs, student success courses, cohort internship program, student messages on the Web, interactive online resources, career exploration curricular units, iPhone/Android applications, online chat sessions, and dissemination). Assess and institutionalize successful strategies on the basis of research and statistical analysis

Faculty, Staff, Administrators

All year

Host a conference (free to participants) on best practices in creating sustainable and scalable cohort models that increase completion, degree attainment, and transfer.

PD, CC, FC, Faculty Spring 2017


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PART IV: KEY PERSONNEL

Mt. SAC is unable to successfully develop and pilot these crucial strategies without

additional personnel. Despite prudent financial management, Mt. SAC has been subject to the

same political and economic forces that other California community colleges have encountered

since the turbulent downturn in the State of California budget during the past several years. This

year alone, the cuts to California community colleges are a shocking $564 million; Mt. SAC’s

share of those cuts is over $14 million. Thus, funding is insufficient to address Mt. SAC’s urgent

student service and program needs. With grant funds, the college will hire a full-time Project

Director to oversee the project. The only other full-time position will be a Tutorial Services

Specialist. Additional part-time and hourly personnel will be involved, as described below.

Title V Director (1.0 FTE for 5 Years) Primary Responsibilities: Provide overall leadership to and direct all aspects of the Title V project. Effectively manage Title V personnel to achieve objectives. Express an informed understanding of Title V objectives to all college constituencies. Coordinate activities in a manner that will facilitate maximum effectiveness and utilization of program resources. Authorize all expenditures, maintain control over budget, assume responsibility for appropriate utilization of funds, and establish a procedure for timely process and approval of expenditures. Facilitate the development and implementation of an effective evaluation and assessment process for the project. Remain thoroughly informed regarding Title V and Department of Education policies and grant terms/conditions. Ensure adherence to all applicable district, state, and federal requirements; oversee preparation and submission of required fiscal and annual reports to the college and to Department of Education. Supervise collation and analysis of data to evaluate progress on achievement of Title V goals and objectives and work with administrators and faculty to institutionalize new practices and improvements. Required Education: Master’s degree in education, public administration, or related field. Required Experience: A minimum of five years administrative experience in higher education, preferably in an institution similar to Mt. SAC. A minimum of two years of experience with direct management of federal grant programs and familiarity with the Title V program. A minimum of two years of experience with instruction, counseling, and/or student services in a higher education setting. Experience in budgeting academic programs, grant programs, or an administrative unit. Demonstrated commitment to implementation of research-based strategies to improve retention and institutional effectiveness. Commitment to use of performance indicators for measurement of project success and overall impact on the college. Required Skills/Abilities: Demonstrated ability to work collaboratively as part of a team to achieve challenging objectives. Demonstrated ability to manage large-scale projects requiring management of multiple responsibilities. Strong interpersonal and communication skills.


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Tutorial Services Specialist (1.0 FTE for 5 Years) Primary Responsibilities: Create, implement, and supervise the online DLA program. Expand and oversee tutors-in-the-classroom program. Oversee expansion of early alert program to include disciplines in the humanities, social sciences, and identified cohort programs. Provide guidance and assistance to students requiring tutorial assistance in writing. Screen and assess student needs and determine appropriate action to be taken. Maintain communication with tutoring staff and faculty for continual development of tutorial and writing center services. Develop and monitor recruiting and registration of writing tutors. Select and train tutors. Coordinate various programs and training workshops for tutors, faculty, staff, and volunteers. Required Education: Bachelor’s degree in English, education, or related field. Required Experience: Minimum two years of experience as a teacher or increasingly responsible tutoring experience in a higher education setting, preferably a community college. Required Skills/Abilities: Demonstrated ability to work collaboratively as part of a team to achieve challenging objectives. Commitment to student success for diverse learners.

Additional Personnel (Part-time/Reassigned/Hourly)

• Clerical Specialist (0.475 FTE for five years) – Assist the Title V Director to maintain records; perform clerical tasks; organize meetings; carry out regular word-processing tasks

• Educational Research Assessment Analyst (0.475 FTE for five years) – Provide internal research support to show that objectives are being met and to identify the most effective strategies in order to make informed decisions about institutionalization [CPP 2]

• Web Developer (0.475 FTE for five years) – Develop customized mixed media messages, student messages on the Web, interactive online resources for students, and applications

• Counselor Coordinators (2 positions at 0.475 FTE for five years) – Oversee and/or develop matriculation activities, student success courses, curricular units on careers, faculty tool kits for just-in-time advising, summer boot camps, freshman seminars, and linkages

• Faculty Coordinators (6 positions at 20% reassigned time) – Oversee the development and implementation of cohort models

• Faculty (hourly) – Develop summer boot camps, freshman seminars, linkages, and study skills and professional development activities; explore/develop additional cohort models

• Tutors (hourly) – Provide academic support for linkages, basic skills preparation, early alert referrals, DLAs, pre-assessment preparation, and basic skills preparation workshops

• Lab Assistants (hourly) – Provide academic support in labs for cohort models • Peer Advisors (hourly) – Provide mentoring support for summer boot camps, freshman

seminars, cohort models, and online chat sessions

PART V: PROJECT MANAGEMENT PLAN Plan for efficiently and effectively implementing project.

The Title V Project Director will develop a comprehensive Project Manual to specify all

policies and procedures, detail staff responsibilities and lines of authority, list specific job


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descriptions for all Title V staff, provide examples of all required forms, and state how to

appropriately follow reporting procedures, including timelines. Copies will be distributed to all

Title V staff, the Title V Steering Committee, and other personnel. The following list of

monitoring procedures has been compiled from the college’s previous experience with Title V

grant funding. To assure valid and comprehensive evaluation of all Title V activities, the Title V

Project Director will work with the Director of Research and Institutional Effectiveness, Barbara

McNeice-Stallard, throughout the project. The Title V Project Director will review the data

collection and analysis conducted by Ms. McNeice-Stallard and her staff and monitor objectives.

Procedures the Title V Project Director Will Use to Monitor the Project and Ultimate Institutionalization

1. Regular Title V Oversight Meetings: Title V Project Director and lead staff* meet monthly with the college President throughout the project period.

2. Regular Title V Steering Committee Meetings: Initially the Title V Project Director and lead staff will meet bi-weekly. Staff meetings will become monthly later in the grant.

3. Other grant team meetings? Different facets of the grant to meet? Or not? 4. Time/Effort Reports: Time and effort reports will be completed monthly for each

employee being paid by Title V funds and submitted to the Title V Project Director. 5. Monthly Progress Reports: The lead staff will complete monthly activity progress

reports and submit them to the Title V Project Director’s office within one week after each month has ended. Monthly reports will reflect progress toward objectives and activities as stated in the approved grant application.

6. Quarterly Summary Reports: The lead staff will provide quarterly activity summary reports to the Title V Project Director, reflecting overall progress toward objectives and activities. The Title V Project Director will share the quarterly reports from the lead staff with the President’s Cabinet. The President will include the quarterly Title V report in the informational packet for the Board of Trustees.

7. Annual Reports: These reports will be synthesized from quarterly summaries and will be included in the annual performance reports to justify the substantial progress required for subsequent year funding.

8. Fiscal and Accounting Procedures will be comprehensive. Policies related to travel and purchasing will not deviate from the standard and approved practices at Mt. SAC.

9. Personnel Evaluations will be conducted on all Title V project personnel, consistent with standard approved and negotiated policies for administrators, classified staff, and faculty.

10. Contact with Federal Title V Program Officer will be ongoing. Mt. SAC and the Title V Project Director recognize the importance of good communication and a strong working relationship with program staff.


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Procedures that the Title V Project Director Will Use to Provide Information to Key Institutional Administrators

1. Title V Representation in Existing Organizational Structure The Title V Project Director will report to the President’s Cabinet, the primary

administrative group (faculty, classified staff, management, and students) that creates policy and procedures and directs institutional operations.

The lead staff, in addition to serving on the Title V Steering Committee chaired by the Title V Project Director, will also regularly attend Instruction and Student Services Team (administrators from each area) meetings.

2. Campus Newsletter: The Title V Project Director will have a regular feature article in the campus newsletter.

3. Special Title V Newsletter/Bulletin: Title V newsletters will be printed and distributed to the entire college community quarterly to feature special topics such as exemplary achievements, new practices, and improvements.

4. Annual Reports to Board of Trustees: The Title V Project Director will prepare an annual presentation for the Board of Trustees.

Authority to conduct the project effectively.

Peer Advisors

Bill Scroggins, President/CEO

Board of Trustees

Michael Gregoryk, VP, Administrative

Services

Annette Loria, VP, Human Resources

Virginia Burley, VP, Instruction

Audrey Yamagata-Noji, VP, Student

Services

Title V Project Director

Tutorial Services Specialist

Educational Research Assessment Analyst

Clerical Specialist

Faculty Coordinators: Cohort Models &

Freshman Seminars

Counselors: Matriculation,

Freshmen Seminars

Tutors Lab

Assistants


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Dr. Bill Scroggins, President/CEO of Mt. SAC, will be responsible for the overall

supervision of the Title V project and will be personally involved in order to influence the

quality of the project and oversee its impact on strengthening the institution. The President will,

however, delegate authority to the Title V Project Director for overall day-to-day management of

the project. Since this project is focused primarily on improving student success through

instructional support, the Title V Project Director will report directly to the Vice President of

Instruction, Dr. Virginia Burley. The Title V Project Director will have full authority and

autonomy to administer the project according to this management plan.

The Project Director will have management responsibility for and supervisory authority

over lead project staff and will have the primary responsibility for accomplishing the objectives

of the activity and verifying accomplishments. The preceding organizational chart indicates lines

of authority of the Project Director to key institutional decision-makers and Title V personnel.

PART VI: EVALUATION PLAN Data elements and data collection procedures.

The Project Director will have overall responsibility for the evaluation process with

strong internal assistance from the staff of the Research and Institutional Effectiveness Office,

led by Barbara McNeice-Stallard. The office has worked with the grant planning team during the

development of the proposal to provide baseline data and will continue as an active participant

on the Title V Evaluation Team. Highly credentialed and independent external assistance will

include an External Evaluator and an External Research Team (role and credentials are below).

An independent third-party evaluation will be overseen by Dr. Margaret Grogan, Dean of

the School of Educational Studies at Claremont Graduate University. She will work with project

team to design a sound evaluation plan based on scientifically valid education evaluation


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standards and to ensure rigorous scientific methods and appropriate analysis. She has published

17 referred journal articles, five books, and 25 book chapters. She has led and partnered on

numerous grant projects and research activities and has reviewed/evaluated the effectiveness of a

programs and processes at various institutions. The following table details her qualifications.

Dr. Margaret Grogan, Independent External Evaluation Lead Academic Education & Credentials

• B.A. – Ancient History and Japanese Language, University of Queensland, Australia, 1972

• Dip.Ed. – Teaching subjects: English and Japanese, University of Queensland, Australia (1973)

• M.A. – Curriculum and Instruction, Michigan State University (1982) • Ph.D. – Educational Administration, Washington State University (1994)

Related Professional Experiences

• 2008-present – Professor and Dean, School of Educational Studies, Claremont Graduate University, Claremont, CA

• 2002-2008 – Professor and Chair, Educational Leadership and Policy Analysis, University of Missouri-Columbia

• 2000-2002 – Associate Professor and Program Coordinator, Administration and Supervision, University of Virginia

• 1994-2000 – Assistant Professor, Administration and Supervision, University of Virginia

Mt. SAC stakeholders will link this Title V grant project to ongoing program review

efforts to increase student success and meet accreditation recommendations. The evaluation

process will consist of: (1) Planning Decisions, which influence the selection of institutional

goals and objective; (2) Structuring Decisions, which ascertain optimal strategies and

procedural designs for achieving the objectives that have been derived from planning decisions;

(3) Implementation Decisions, which afford means for carrying out and improving strategies; (4)

Feedback Decisions, which determine whether to continue or modify existing objectives; and (5)

Communications and Reporting, communication to college groups, as well as appropriate

Hispanic constituencies, and reporting to college executives and U.S. Department of Education.

Dr. Grogan and a team of Ph.D. students at Claremont Graduate University will provide

support to the Research and Institutional Effectiveness Office, Project Director, and lead


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personnel to facilitate data collection. They will perform an independent interpretation and

analysis of data, as previously described. Data collection procedures will include gathering

relevant data from existing college sources (e.g., MIS) and outside sources, such as the

California Community College Chancellor’s Office management information system. The

Educational Research Assessment Analyst, in collaboration with the External Evaluator and

Researcher will develop processes to gather new information and data relevant to project

assessments, including surveys or other instruments necessary to conduct assessments.

Data Sources to be Used by the Institutional Researcher and External Evaluator to Measure Attainment of Grant Objectives

Objective # and Focus Data Elements to be Collected

Collection Process/Sources

(1) Increase the percentage of students with educational goals of certificate/degree completion and/or transfer to baccalaureate-degree granting institutions.

Number and percentage of students each term who identify an educational goal of certificate/degree completion and/or transfer, using identical criteria to the baseline data.

Educational goal data from Mt. SAC MIS; analyze for significant difference from the baselines at the 0.95 confidence level; compare with activity objectives for progress toward achievement of objectives.

(2) Increase the percentage of students with a declared major program of study.

Number and percentage of students each term who declare a major program of study, using identical criteria to the baseline data.

Major program of study data from Mt. SAC MIS; analyze for significant difference from the baselines at the 0.95 confidence level; compare with activity objectives for progress toward achievement of objectives.

(3) Decrease the rate at which students are placed into the lowest levels of developmental English and mathematics courses.

Number and percentage of students (who participated in Title V piloted assessment preparation activities) placing into ENGL 67 or lower and MATH 51 year. Same data each year for all other students (who did not participate in Title V piloted assessment preparation activities.

Placement data from Mt. SAC MIS; compare pilot groups with control groups; analyze for significant differences at the 0.95 confidence level; compare pilot groups with baselines and activity objectives for progress toward achievement of objectives.


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(4) Increase the retention rate among first-year students, as defined by percentage of first-year students who had persisted in or completed their educational program one year later.

Number and percentage of first-year students enrolling in the fall term (who participated in Title V piloted activities) who enrolled in the subsequent fall term or completed a certificate/degree and/or transfer. Same data each fall term for all other students (who did not participate in Title V piloted activities).

Enrollment data from Mt. SAC MIS; compare pilot groups with control groups; analyze for significant differences at the 0.95 confidence level; compare pilot groups with baselines and activity objectives for progress toward achievement of objectives.

(5) Increase the number of students receiving certificates and/or degrees

Number of students each year who receive certificates and/or degrees, using identical criteria to the baseline data.

Completion data from Mt. SAC MIS; analyze for significant difference from the baselines at the 0.95 confidence level; compare with activity objectives for progress toward achievement of objectives.

(6) Increase the number of and rate at which students transfer to baccalaureate degree-granting institutions

Number of students each year who transfer to baccalaureate degree-granting institutions, using identical criteria to the baseline data.

Transfer data from Mt. SAC MIS; analyze for significant difference from the baselines at the 0.95 confidence level; compare with activity objectives for progress toward achievement of objectives.

Evaluation plan to measure success of project.

Within this proposed Title V activity, the college has established objectives for each

project year and has identified anticipated results to measure success. The RIE Office, External

Evaluator, and the Project Director will set up tracking mechanisms for each objective area. Data

will be collected with appropriate methodologies to enable assessment of progress toward

solving identified CDP problems; each component of the activity addresses at least one

institutional problem and is deliberately designed to be a corrective action to solve these

identified problems. The project will maintain both longitudinal and cross-sectional data files.

The longitudinal data include, for example, ascertainable changes in student placement levels as


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a result of improved pre-assessment preparation. This data provides the basis for trend studies or

time-series studies as well as exploratory data analysis to examine the accomplishment of the

Title V specific objectives as stated in the CDP. Cross-sectional data typically reflect day-to-

day operations, such as student communication activities, and will be useful as historical records

for each reporting period and will present the conditions of the Title V Project at a given time.

Each term, the emphasis throughout the evaluation process will be of a formative nature

in which the data and information will be used critically to assess and make constructive

suggestions for improvement. All reports related to evaluation will be distributed to the Title V

Project Director and external evaluator, and reviewed by the President, Cabinet, Academic

Senate, and the Title V Steering Committee. The formative evaluation data collected

throughout the grant will be used to identify problems, stimulate alternatives, and generate a

more positive summative evaluation at the conclusion of each grant year.

At completion of the project, the college will prepare a comprehensive summative

evaluation including: (1) budget expenditures (projected vs. actual); (2) an analysis of the

grant’s original objectives versus actual accomplishment of those objectives; and (3) a summary

of the ways the successful completion of this activity has strengthened Mt. SAC. The Project

Director will detail the ways (4) the grant has accomplished the goals set out in the CDP; (5) the

ways the activity has affected Mt. SAC’s policies, procedures, decision processes, and fiscal

allocations; and (6) the ways the activity has shaped plans for future actions. All the information

and data presented in these two reports will be combined in preparing a final performance report

to be submitted at the end of the Title V grant period.


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PART VII: BUDGET A. Personnel 2012-13 2013-14 2014-15 2015-16 2016-17 Title V Project Director $ 100,632 $ 102,888 $ 105,120 $ 107,568 $ 109,728 Tutorial Services Specialist $ 48,101 $ 50,506 $ 53,031 $ 41,762 $ 29,234 Clerical Specialist $ 18,912 $ 19,857 $ 20,851 $ 21,893 $ 22,988 Ed. Research Assess. Analyst $ 27,603 $ 28,983 $ 30,432 $ 31,954 $ 33,551 Web Developer $ 22,848 $ 23,990 $ 25,190 $ 26,449 $ 27,772 Counselor Coordinators (2) $ 62,842 $ 66,200 $ 69,558 $ 54,622 $ 38,094 Faculty Coordinators (6) $ 47,538 $ 47,538 $ 47,538 $ 47,538 $ 47,538 Faculty (hourly) $ 23,760 $ 47,520 $ 47,520 $ 47,520 $ 47,520 Tutors: Writing Center $ 15,200 $ 15,200 $ 15,200 $ 12,160 $ 9,120 Tutors: Learning Assistance $ 15,200 $ 15,200 $ 15,200 $ 12,160 $ 9,120 Tutors-in-the-classroom $ 12,000 $ 19,200 $ 19,200 $ 14,400 $ 14,400 Lab Assistants $ 8,493 $ 8,493 $ 8,493 $ 6,370 $ 4,246 Peer Advisors $ 13,300 $ 13,300 $ 13,300 $ 10,640 $ 7,980

Personnel Total $ 416,429 $ 458,875 $ 470,633 $ 435,036 $ 401,291 Salaries/wages are the same as those paid to existing Mt. SAC personnel with similar job titles/functions. Salaries/wages increase by appropriate step allocation each year. Title V Project Director (1.0 FTE): This position will not be continued post-grant. Tutorial Services Specialist (1.0 FTE): This position is college funded 50% by Year 5 and institutionalized 100% post-grant. Clerical Specialist (0.475 FTE): This position will not be continued post-grant. Educational Research Assessment Analyst (0.475 FTE): This position will not be continued post-grant. Web Developer (0.475 FTE): This position will not be continued post-grant. Counselor Coordinators (0.475 FTE): These positions will be college funded 50% by Year 5 and institutionalized 100% post-grant. Faculty Coordinators for Cohort Models (Reassigned/Hourly): Faculty will receive 20% reassigned time. The figures shown above indicate the hourly rate of replacement. Reassigned faculty will resume normal load post-grant. Faculty (Hourly): The base rate is $1,320/load hour equivalent (LHE) x 9 LHE/semester x 2 semesters in Year 1; and 18 LHE/semester x 2 semesters in Years 2-5. Tutors for Writing Center (Hourly): The base rate is $10/hour x 40 hours/week x 38 weeks/ year. The cost will be college-funded 40% by Year 5 and institutionalized 100% post-grant. Tutors for Learning Assistance Center (Hourly): The base rate is $10/hour x 40 hours/week x 38 weeks/ year. The cost will be college-funded 40% by Year 5 and institutionalized 100% post-grant. Tutors-in-the-classroom (Hourly): The base rate is $1,200/section x 10 sections in Year 1 and 16 sections in Years 2-5. The cost will be college-funded 25% by Year 5 and institutionalized 100% post-grant. Lab Assistants (Hourly): The base rate is $13.27/hour x 20 hours/week x 32 weeks/year. The cost will be college-funded 50% by Year 5 and institutionalized 100% post-grant. Peer Advisors (Hourly): The base rate is $8.75/hour x 40 hours/week x 38 weeks. The cost will be college-funded 40% by Year 5 and institutionalized 100% post-grant.


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B. Fringe Benefits 2012-13 2013-14 2014-15 2015-16 2016-17 Full-time personnel $ 52,125 $ 53,280 $ 54,459 $ 49,958 $ 45,073 Part-time personnel $ 15,115 $ 15,869 $ 16,663 $ 17,496 $ 18,372 Counselors/faculty $ 16,065 $ 20,044 $ 20,306 $ 19,138 $ 17,846 Hourly personnel $ 4,745 $ 5,277 $ 5,277 $ 4,118 $ 3,316

Fringe Benefits Total $ 88,050 $ 94,470 $ 96,705 $ 90,710 $ 84,607 Fringe benefits for full-time personnel include a health and welfare allowance of $5,993year for managers and $9,261/year for classified staff. Full-time personnel (24.79%): 11.2% Public Employees Retirement System + 6.2% OASDI (Social Security) + 1.45% Medicare + 1.61% state unemployment insurance (SUI) + 1.33% workers' compensation (WC) + 3% retiree benefits (RB) Part-time personnel (21.79%):11.2% PERS + 6.2% OASDI, 1.45% Medicare + 1.61% SUI + 1.33% WC Counselors/faculty (15.64%): 8.25% State Teachers Retirement System (STRS) + 1.45% Medicare + 1.61% SUI + 1.33% WC + 3% RB Hourly personnel (7.39%): 1.45% Medicare + 1.61% SUI + 1.33% WC + 3% alternative retirement plan

C. Travel 2012-13 2013-14 2014-15 2015-16 2016-17

Travel Total $ 11,150 $ 11,485 $ 11,829 $ 25,304 $ 12,549 The college requests funds for the Title V Project Director and one Faculty/Counselor Coordinator to attend the annual Title V meeting. The rate is $450 airfare + $40 ground transportation + $250/night lodging for 3 nights + $60 per diem for 4 days. The college requests funds for 4 faculty to attend the Strengthening Student Success Conference each year. The rate is $200 registration + $200 airfare + $20 ground transportation + $200/night lodging for 2 nights + $40 per diem for 3 days. The college requests funds for 3 personnel to attend other professional development conferences each year. The rate is $350 registration + $350 airfare + $30 ground transportation + $200/night lodging for 3 nights + $50 per diem for 4 days. The college requests funds for 2 personnel to participate in 4 professional conferences to disseminate best practices, lessons learned, and successful models in Year 4. The cost is $400 registration + $300 airfare + $40 ground transportation + $220/night lodging for 3 nights + $60 per diem for 4 days. Costs increase by 3% per year for inflation.

D. Equipment 2012-13 2013-14 2014-15 2015-16 2016-17

Equipment Total $ 8,000 $ 0 $ 0 $ 0 $ 0 The college requests funds for equipment to support the development of the new cohort models in CIS (Security and e-Commerce), such as lab switches and modules.

E. Supplies 2012-13 2013-14 2014-15 2015-16 2016-17

Supplies Total $ 55,000 $ 20,000 $ 9,500 $ 9,500 $ 30,500 The college requests funds for desktop computers for project personnel. The cost is $1,500/computer x 4 computers in Year 1. The college requests funds for a networked multi-function printer for project personnel. The cost is $1,000 in Year 1. The college requests funds for desktop computers for Writing Center and Learning Assistance Center to support online


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tutoring and DLAs. The cost is $1,500/computer x 8 computers in Years 1 and 5. The college requests funds for desktop computers for self-service functions of career/educational planning. The cost is $1,500/computer x 8 computers in Years 1 and 5. The college requests funds for instructional materials, supplies, and software to support development of new cohort models and supplement online and in-lab and library resources. The cost is $16,000 in Year 1, $12,000 in Year 2, $2,500 in Year 3, $2,500 in Year 4, and $1,500 in Year 5. The college requests funds for office supplies to support the grant project. The cost is $5,000 in Years 1-2, $4,000 in Years 2-3, and $2000 in Year 5. The college requests funds for food supplies to support workshops, tutor/peer advisor training, advisory committee meetings, and related grant activities. The cost is $3,000 each year. The college will absorb maintenance and licensing fees post-grant.

F. Contractual 2012-13 2013-14 2014-15 2015-16 2016-17

Contractual Total $ 40,000 $ 40,000 $ 40,000 $ 40,000 $ 40,000 The college requests funds for an external evaluator to provide an unbiased evaluation of the grant project’s progress/success in achieving stated objectives. The cost is $20,000 each year. The college requests funds for an external researcher to assess the effectiveness of specific strategies and make suggestions for scalable and sustainable practices/models that can be shared nationally to the college completion agenda. The cost is $20,000 each year.

G. Construction 2012-13 2013-14 2014-15 2015-16 2016-17

Construction Total $ 0 $ 0 $ 0 $ 0 $ 0 The college requests no funds for construction.

H. Other 2012-13 2013-14 2014-15 2015-16 2016-17

Other Total $ 30,900 $ 24,500 $ 21,300 $ 49,300 $ 80,800 The college requests funds for printing services of flyers, newsletters, reports, etc. The cost is $1,500 in Year 1-4 and $1,000 in Year 5. The college requests funds for publication costs of dissemination materials. The cost is $3,000 in Year 4. The college requests funds for professional and organizational development for ongoing faculty and staff training in pedagogy and innovative teaching strategies, just-in-time advising, counseling retreat and workshops, and sustainable/scalable cohort models that improve college completion. The cost is $15,000 each year. The college requests funds for stipends for qualified students participating in cohort internships. The cost is $800/stipend x 18 stipends per year. (The cost will be college-funded by two-thirds by Year 5 and institutionalized 100% post-grant.) The college requests funds to host a conference (free to participants) on best practices in creating sustainable/scalable cohort models that increase completion, degree attainment, and transfer. The cost is $5,000 in Year 5. The college requests funds for matching endowment at $25,000 in Year 4 and $55,000 in Year 5 to support scholarships and internship stipends for Hispanic, underrepresented, and at-risk students. The college understands that these funds are contingent upon raising 1:1 matching endowment funds.

ACTIVITY TOTAL 2012-13 2013-14 2014-15 2015-16 2016-17

Total Request $ 649,529 $ 649,330 $ 649,967 $ 649,850 $ 649,747


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COMPETITIVE PREFERENCE PRIORITIES

In addition to the following summary, throughout this proposal, reviewers will note

indicators embedded in the text, showing the various strategies that relate to each of the three

competitive preference priorities. These indicators appear as [CPP 1, 2, or 3].

CPP 1: Increasing postsecondary success.

The overarching goal of Mt. SAC’s proposed Title V grant project is to develop

sustainable and scalable curriculum design models and support structures that accelerate

students’ certificate completion, graduation, and/or transfer to baccalaureate degree-granting

institutions. The proposed project has set activity objectives (page 20) that increase the number

of students with educational goals of certificate/degree completion and/or transfer, increase

students’ acceleration into college-level coursework, increase persistence among first-year

students, increase the number of students receiving certificates/degrees, and increase the number

of and rate at which students transfer. Proposed strategies that relate to the achievement of these

objectives (and this CPP) include: student services information sessions; dashboard/roadmap in

student portal; assessment testing preparation; preparation for college seminar; student success

courses; campus-based support services; summer boot camps; refresher workshops; freshman

seminars; soft links between courses; and program of study-specific and transfer cohort models.

CPP 2: Enabling more data-based decision-making.

As stated in the narrative addressing CPP 1, the college has set activity objectives (see

page 20) that directly relate to increasing enrollment in college-level coursework, student

persistence, and completion of certificates/degrees that lead to career success and/or transfer to a

baccalaureate degree-granting institution. The project planning team considered a review of the

literature as well as successful models and strategies at other colleges in selecting appropriate


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strategies to meet these objectives. The college’s RIE office provided a wealth of data to

establish baselines and assist the planning team in setting ambitious yet realistic objectives.

If funded, the project will hire a 0.475 FTE Educational Research Assessment Analyst,

whose primary responsibility will be to support the research and data needs of the project. This

person will work with the Project Director, Counselor Coordinators, and Faculty Coordinators in

continually analyzing data related to the proposed strategies. This will enable the Steering

Committee to examine the effectiveness of strategies and make informed decisions about

changes to these strategies that will lead to greater student success. In addition, the External

Evaluator and her team of Ph.D. candidates will provide additional analysis of the project’s

success in achieving its stated objectives (see pages 46-50 for a detailed evaluation plan).

CPP 3: Improving productivity.

Over the years, Mt. SAC has implemented various strategies that have been highly

successful at improving student outcomes; however, many of these strategies have proven labor-

and/or cost-intensive and not scalable across the institution. As previously stated, the ultimate

goal of the proposed project is to create sustainable and scalable curriculum design models and

support structures that are both cost-effective and successful at accelerating students through

programs of study, certificate/ degree completion, and/or transfer. Specific strategies to address

this CPP include: computer-assisted career guidance and educational planning; utilizing

technology infrastructure to better engage, inform, and communication with a higher number of

students; early-alert system allowing for faculty referral of students to academic support services;

online DLAs and academic support services; faculty tool kits for just-in-time advising; freshman

seminars; and various cohort models, including accelerated closed cohorts, progressive open

cohorts, laddered certificate cohorts, and transfer cohorts.

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