1. NC Community College System Conference October 14, 2008 The 75 Minute Title III Strengthening the Institution Louise Mathews, VP College Advancement & Executive Director, Carteret Community College Foundation mathewsl@carteret.edu

2. Title III Purpose ……to improve IHE’s in order to increase their self- sufficiency …(mission) academic programs institutional management fiscal stability

3. What Does Title III Fund? ActivityNo. Funded Assessment/Planning6 Transformation of Science Labs1 Technology, Academic & Administrative Management Information Systems 8 Increase Student Success and Transfer Programs 1 Strengthen Programs1 First Year Advising1 Student Persistence4 Faculty Development3

4. Why Apply?  Catalyst for campus /culture change  Equipment & technology $  New program development  Professional development  Retention Positive outcomes for students

5. $1.64 million Over 5 years Carteret Community College 2006 Title III Grant

6. Carteret Community College Location and Demographics Associate, Diploma, and Certificate programs: 34 Curriculum Enrollment: 1,500 Online Courses Offered: 120+ Full-time Faculty: 65 Part-time Faculty: 100+ Staff/Administration: 108

7. Initial Concerns and Weaknesses on the h Lack of purposeful, systematic, institution- wide assessment process Reliance on anecdotal data DL expanding rapidly No concerted advising program Mean overall retention rate: ~50% Annual graduation rate: ~16%

8. Initial Concerns and Weaknesses In Spring 2006, 31% of online students failed, withdrew, or filed for incomplete In 2006, 39% of faculty reported having received orientation for student advising

9. Proposed Solution Assessment Distance Learning Advisement Three Component Professional Development Activity

10. Goal 1 Improve assessment of student learning and institutional effectiveness Goal 2 Improve student retention through increased focus on instructional technology and methodology Goal 3 Improve student retention through increased focus on advising

11. Outputs and Outcomes The Dialogue - from the top down Professional Development (conversations, workshops, & more workshops) Institutional Level Learning Outcomes Program & Unit Reviews Program Level Learning Outcomes Assessment

12. Assessment Outputs January 2007 6 workshops for 54 FT faculty & 18 PT faculty 20 staff June 2007 - 4 days of workshops with 44 FT faculty One-on-one with Phase I teams ILLO workshop September 2007 - 36 FT faculty & 63 staff 4 overview workshops 12 Admin Outcomes workshops 8 follow-up workshops 4 Instructional Outcomes workshops 2 Survey Writing Workshops for 16 Faculty / 12 Staff

13. Assessment Outputs Program Review Teams

14. Assessment Outcomes Program Level Learning Outcomes

15. Blackboard Boot Camp Comprehensive Professional Development for all online faculty technical aspects of teaching online instructional design strategies and methodology.

16. Online Tutoring Service Available for English, Math, Biology, Anatomy & Physiology 4 Tutors March 08 - September 30. 1998 210 Hours of Online Tutoring 70 Students Served

17. “One on One” Distance Learning Training Any faculty member at make an appointment with our Instructional Technologist or a distance learning intern for one on one intensive and focused course specific training.

18. Faculty Accountability Faculty receive laptops and IPOds; DL project expects reports on monthly benchmarks (goals and objectives) that must be achieved and Documented, that can be posted to T3 Blog. http://ccctitle3.wordpress.com/

19. Established: Career and Academic Planning Services (CAPS) An entity & a physical space Guidance in selecting a career direction Professional assessment services Assistance in selecting an academic or vocational training program Over 2,000 students seen since July ‘07 PD plan of action created Advising Outcome s Advising Outputs

20. Title III, Part A STRENGTHENING INSTITUTIONS PROGRAM CFDA # 84.031A Two Part Process for Grant Applications: Eligibility Grant Proposal

21. Apply for Title III Eligibility Must be eligible to apply for Title III Part A Development, Planning, or Consortium Grant Also, eligibility provides waiver of certain non-federal cost-share requirements

22. Waiver Programs: Federal Work-Study Program Federal Supplemental Education Opportunity Grants Program TRIO Student Support Services Program Undergraduate International Studies and Foreign Language Program

23. Eligible Institutions: Accredited Meet requirements for needy students and per FTE undergraduate Educational & General (E&G) funding

24. Per FTE Funding is not the same formula for Title III as it is for NCCCS Eligibility is usually due Jan – Feb for those who plan to apply for a grant; spring for waiver only applications

25. Where do you get your data for eligibility Institutional Effectiveness Officer NCCCS CC0181SEM – II - from the Data Warehouse Financial Aid Office Financial Aid Reports Controller Audit (can also retrieve from State Auditor’s website) or 112 Report

26. Eligibility – New in 2006 Once you have eligibility, you do not need to apply again for 5 years, unless you intend to apply for a grant. Change in computation of E&G Total Expenses

27. Count only curriculum students… enrolled in a two year transfer program enrolled in a two-year associate degree program enrolled in a two-year vocational or technical program Don’t count foreign students Applies to need-based enrollment & Pell Grant enrollment, too

28. Compute FTE Full-time = Whatever the full-time load is at your institution Part-time Enter total number of credit hours for all part-time students (will automatically be divided by 12 NEW

29. E&G expenditures: The total amount spent by an IHE for: instruction, research, public service, academic support (including library expenditures), student services, institutional support, scholarships, fellowships, operation and maintenance of physical plant, mandatory transfers which the institution is required to pay by law. Do not include Federal student financial aid.

30. Waiver: Needy student requirement Pell Grant – should not be a problem in NC

31. E&G Waiver: Use Option #5: Inclusion of high cost continuing education, diploma & certificate programs distorts E&G Expenditure per FTE

32. What are those functions of your college that are not usual and customary to an institution of higher education? Who are your degree students?

33. Development Grants

34. Recent Title III Grant Funding History YearNumber funded 2 year Funded Next Cycle 2008Estimated 64 new awards 2007 – no competition 20112012 200634212011 2005- no competition 43262010 200453 dev’t 26 planning ----------2009 200374 dev’t 23 planning -----------2008

35. 2008 Grant Application  50 pages of narrative – includes budget  Short Comprehensive Development Plan  “Clear and Comprehensive”  Emphasis on evaluation  One Activity  One Budget

36. Places to find copies of funded proposals grants CCC Title III blog http://ccctitle3.wordpress.com/ Council for Resource Development Website: Lehigh-Carbon Community College (PA) 2004 Development Grant* NC Colleges with grants *Grants written before 2006 had a higher page limit and slight differences in criteria

37. Recent NC Community College Recipients Carteret CC – Louise Mathews or Don Staub Forsyth Technical CC (2005) Catawba Valley, Davidson, Rockingham (2004) Remember: 2004, 2005 grants were allowed more pages than current grants.

38. Tips For Developing a Succcessful Proposal: Have your President’s support and understanding that it may take several attempts to get funded Your President’s support is crucial if you run into road blocks in getting information, help

39. If you have a recent SACS Reaffirmation – use it. It will have identified strengths, weaknesses. A SACS QEP maybe a good starting point for the Activity Plan Work with Strategic Planning process or use recently completed strategic plan.

40. Starting Out: Interviews/ Focus Groups Download 2008 application and look at criteria Talk with president, VP’s faculty, staff, students about their perception of most pressing problems & solutions to those problems Form advisory team of constructive critics

41. Data to have at your fingertips Student body characteristics Faculty characteristics Programs Surveys (CCSSE, institutional effectiveness surveys, faculty, staff, student surveys) Need data for SWP and objectives

42. Title IIIA Development Grant Criteria CDP – 25 points Activity Objectives – 15 points Implementation Strategies – 20 points Key Personnel – 7 points Project Management – 10 points Evaluation - 15 points Budget – 8 - points

43. Comprehensive Development Plan: Short version of a strategic plan College’s SWP Academic Programs Institutional Management and Fiscal Stability. SWP MUST address each of these areas. Weaknesses & Problems are the same thing.

44. CDP Continued College’s Goals for each area – academic programs, institutional management, fiscal stability (Use only those goals that relate to the activity you will write) College’s Objectives relating to the Goals Institutionalization Plan (one of the last things you will write) – how you will sustain the improvements CCC’s 2006 Application: 11 pages mostly double-spaced (SWP section was single-spaced in tables).

45. Back every statement with data…analyze strengths, weakness/problems clearly and comprehensively involve the college's major constituencies…show clearly that all college constituencies were involved in identifying SWP & planning? (CCC lost points in 2004 - left out students). Objectives are realistic and measurable and related to the goals which are related to CDP problems. Institutional Commitment: Over time the college picks up an increasing amount of compensation for faculty time and key personnel involved in the project.

46. Other activities might be: Improvement of Student Support Systems, Teaching and Learning Systems through Technology (grant instructions will give broad topics) Activity Plan CCC – One Activity: Professional Development. Three Components Assessment Distance Learning Advising

47. Activity will solve most pressing problems which cut across academic programs, institutional management and fiscal stability. The Activity flows from identified problems, goals, objectives in the CDP.

48. Activity Objectives: Relate to CDP Goals & Objectives; same objectives written in CDP with shorter time frame Performance indicator & baseline data Realistic and measurable; increase or decrease is measured by whole numbers or percentages; no process objectives (establish, produce, develop, provide) Which objectives will you address in each year?

49. Implementation Strategy Why is it comprehensive? Why did you choose this strategy (rationale) Chart or Table of strategies year by year related to objectives

50. Implementation Strategy Literature review Authorities (not on your campus with whom you consulted) College models Experts on your own campus No longer emphasize alternatives considered

51. Implementation Strategy Chart – strategy, time frame, who will do it, how they will do it, expected results Each strategy must be tied to an objective for that year….and must be tied to the budget for that year Going back and forth between strategies, objectives and budget takes lots of time and it is….a bear.

52. Key Personnel Helps to identify someone on staff or faculty to lead the activity Include key people paid by and not paid by grant ; use short resumes that show why this person has the experience to implement these strategies and achieve objectives For new positions, include a short job description Include time commitment to the project Do not include clerical or support staff

53. Project Management Project Coordinator – Include job description. Will the Project Director and Activity Director be the same person? Always best to have someone in your college who is going to do job. Job Description for Project Assistant

54. Procedures to monitor and manage progress? Advisory Council? Fiscal experience of finance office Procedures for providing information to administration Administrative authority of project staff – Will the staff and faculty pay attention?

55. Director can answer to a Vice President who answers to President, but can’t be any farther away… How close is the T3 Director to the President?

56. Evaluation Procedures to Assure Validity Internal Evaluation External Evaluator (goes on “Other” line in budget) Quantitative & Qualitative

57. Evaluation includes: Data Elements, Collection, Analysis, Reporting Baseline Indicator: Data upon which increase/decrease will be based

58. To Hire or Not to Hire a Consultant Consultants understand how to write it “clearly and comprehensively”. They know how to knit it together. Whether or not you hire a consultant, you and your institution must still develop the CDP, the objectives, the implementation plan. The consultant can walk you through the process, but you will do the drafting. How much time can you devote to the writing? To the grant development process? Do you have a good editor on your campus? Who can help you? Look at cost of your time over the development period & the cost of a consultant.

59. Taking the Plunge http://edicsweb.ed.gov/browse/un approved.cfm http://edicsweb.ed.gov/browse/approved.cfm http://www.ed.gov/programs/iduestitle3a/index.html

60. Contact Information Louise Mathews Carteret Community College 252-222-6262 mathewsl@carteret.edu

61. Contact Information Donald Staub, Director, Title III, Carteret Community College staubd@carteret.edu staubd@carteret.edu 252- 222-6010 Patrick Keough, Distance Learning Director, Carteret Community College pjk@carteret.edu 252-222-6397 http://ccctitle3.wordpress.com/