Document 6526445

U.S. Department of Education
Grant Performance Report (ED 524B)
Executive Summary
OMB No. 1894-0003
Exp. 04/30/2014
PR/Award # (11 characters): P031C110175
(See Instructions)
The HSI-STEM and Articulation Program project, “Creating a STEM Pathway to Increase Hispanic Student STEM Degrees and Transfer” was awarded to Crafton Hills College (CHC) beginning October 1, 2012. The project team has worked to establish a strong infrastructure and relationships with our partners in K-12, four year universities and the community which will serve as the basis for the
project’s operation during the next four years and have made significant progress toward achieving the goals identified in the grant proposal. In particular, we would like to outline the activities associated with recruiting grant personnel as well as the five major activity
areas outlined in the grant.
Personnel
As identified in the grant proposal, the Project Director, Richard Hogrefe began work on the project immediately upon receipt of the
award letter in early October 2011. He was joined as of October 1, 2011 by Ginger Sutphin, who serves as the administrative secretary of
the project. Ms. Sutphin brings a wealth of knowledge and experience to grant team having served in the same role on two HSI Title V
grants. As described in the interim report, circumstances outside the control of the project team delayed the hiring process for three positions identified in the grant proposal. In mid-June, Michelle Riggs began work as the Research Analyst. At the same time, the Alternative Learning Strategies Coordinator position was filled by Dr. Robert Brown. Robert has been employed as a full-time faculty member
at the College for six years, first as the Developmental Studies Specialist, serving on the College’s previous HSI-Title V grant and then as
the Tutoring Center Coordinator. Patricia Menchaca was selected to fill the role of STEM Pathways Coordinator and began work in August. Patricia is completing her doctoral degree at the University of California, Riverside in Soil and Water Science and previously served
as the interim project coordinator of a HSI-STEM grant at Mount San Jacinto College. During the Fall 2012 semester, the hiring process
for the last grant position, the STEM Transfer Services Coordinator was completed and the candidate selected for the position is scheduled to begin work on January 11, 2013.
Major Activities
The goal of the HSI-STEM Pathways project is to create clear pathways by which Hispanic students are exposed to STEM fields and careers in elementary, middle and high school; receive adequate preparation in mathematics and science in high school; receive their first
two years of an academically rigorous STEM education at CHC in an environment which provides an integrated network of social and
academic support; transfer into STEM programs at highly regarded four-year institutions; and ultimately enter the workforce. This goal
will be accomplished through five major activities: outreach to students and faculty at all levels regarding STEM; curriculum alignment,
review, revision and development; curricular interventions and alternative learning strategies aimed at improving the success of Hispanic
students; laboratory up-dates; and professional development.
Outreach. The project team has devoted considerable time and effort to the development of outreach efforts exposing students to careers
in science, engineering and technology. The Project Director and STEM Pathways Coordinator serve on the Yucaipa High School STEM
Advisory Council which has enabled CHC to establish strong partnerships with local educational and industry professionals. In addition,
the grant team has partnered with the SBCCD director of the state-funded CTE Community Collaborative project, a career-technical education grant which has established working relationships with middle and high school STEM teachers and counselors throughout the service area.
In May, the grant team hosted the inaugural Greater Los Angeles Botball robotics competition. Twenty teams of students from middle
and high schools throughout the region participated in the event. The College also welcomed over one hundred 6 th, 7th and 8th grade students to campus as a part of the Summer X-treme Camp, co-sponsored by Colton-Redlands-Yucaipa Regional Occupational Program
(ROP). Students participated in science-related activities, forensic-themed workshops and geology field trip, each overseen by College
faculty and staff. A one week camp for high school students interested in computer science was held in early August. Margaret Yau,
CHC Assistant Professor of Computer Information Systems, planned and executed an experience in which students explored both technology and their Hispanic culture using a variety of open source and free computer applications. The week-long camp concluded with a
celebratory dinner for students and their parents and a presentation of their work. This camp was supported by grant funding as well as
additional funding received through grants from Google and the Computer Science Collaboration Project. In September, the grant team
was a participant in the STEMapalooza outreach event hosted by San Bernardino County Schools Alliance for Education and held in San
Bernardino. Eight hundred middle school students were invited, a majority of which visited the College’ display featuring hands-on
STEM activities. As a result of these activities, the grant team established relationships which will afford us opportunities for future outreach, including participation in the
NASCAR Math and Science Day at California Speedway in March 2013.
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During her first four months in her position, the STEM Pathways Coordinator has established contact with fourteen local feeder high
schools. This work has resulted in strong relationships with many of the schools that will contribute to our success in meeting the grant’s
goals over the next four years. During the Fall 2012 semester, the grant team has devoted considerable energy to planning for the first
ever Sci Fri high school outreach event to be held on February 1, 2013. This event will welcome one-hundred at-risk seniors with an interest in STEM fields to campus for workshops and presentations. The keynote speaker, Dr. Laura Scheopf, who will discuss stem-cell
research and her experiences as a student, then will take fifteen current CHC students to breakfast for an intimate discussion regarding
STEM research and careers.
Curriculum. As detailed in the grant proposal, curriculum alignment, review, revision and development in Year One was to focus on the
physical sciences. Faculty in chemistry, physics and the earth sciences, with the assistance of the STEM Pathways Coordinator completed
work to compare their laboratory curriculum and experiences with those found at four-year institutions. The results of this research promoted only minor revision of curriculum in chemistry and the geosciences . Most notable, however, was the decision to redesign the calculus-based physics sequence (which has the lowest retention and success rates among STEM courses at CHC). In Fall 2012, the course
included required supplemental learning assistance and in Fall 2013, the courses will move from two six-unit courses to three four-unit
courses, a sequence typical at many four-year institutions. While data from this semester is not yet available, anecdotal evidence already
demonstrates that these efforts have resulted in a significant increase in both retention and success in the course. One area in which the
grant team has been less successful in meeting the goals and outcomes identified in the management plan of the grant proposal is creating
formal opportunities for dialogue between community college, K-12 and university faculty regarding curriculum alignment. Efforts to
convene these groups are underway.
During the Spring 2012 semester, the grant supported reassigned time for Margaret Yau to develop transfer preparation curriculum in
computer science. Five courses and two degree options were approved by the College’s curriculum committee and articulation efforts are
underway with an expected start date of Fall 2013. Through the grant team’s work with students and partners in K-12, the need for preengineering coursework was identified. The introductory engineering course which previously had yet to be offered, was redesigned, and
the grant team enlisted the expertise of Corey Hardin, a doctoral student in mechanical engineering at the University of California, Riverside to develop a project based curriculum for ENGR 101, Introduction to Engineering. This course will be offered for the first time in
Spring 2013 as a part of a learning community which will also include a guidance course to help students interested in engineering establish their educational and career pathway. Work also continues on improving the quality and quantity of articulation agreements for all
STEM courses.
Student Success. Throughout Year One, considerable effort has gone into planning and preparation for curricular interventions and incorporation of alternative learning strategies aimed at Hispanic learners in all STEM courses. At the request of the Mathematics department, the Office of Research and Planning conducted research that demonstrates that students successfully completing College Algebra
and Trigonometry with a grade of “B” or better alone are as successful in Calculus I than those who also enroll in Precalculus. On the
basis of this research, the Mathematics faculty have revised the prerequisite for MATH 250, a revision which could significantly increase
the persistence rates of students from pre-collegiate mathematics through Calculus by shortening the sequence of courses required. Given
this change, the grant team is devoting energy to identifying and supporting students who co-enroll in these two courses, including providing supplemental instruction assistance beginning in Spring 2013. Supplemental instruction in ANAT 101, MATH 250, MICRO 102, and
PHYSIC 200 (as described above) was offered in Fall 2012. In addition, three STEM learning communities were offered in Fall 2012,
one pairing general biology and English composition, a second pairing introductory chemistry and intermediate algebra and a third pairing
geology and elementary algebra. Surveys of student satisfaction were administered to students participating in both supplemental instruction and learning communities and this data, coupled with success and retention data will be used to evaluate program effectiveness for
future semesters.
Certainly one of the most significant developments during Year One has been efforts to make STEM a visible and attractive option for
students at the College. Outdoor signage, display cases outside each STEM department featuring research and student and scientist profiles and displays in the College library are each geared toward building a STEM culture on the campus. Early in the fall semester, the
grant team surveyed students in all STEM-directed courses. The results of this survey contributed to the development of the aforementioned pre-engineering learning community as well as a new program on campus, STEMTrek. STEMTrek is a program in which STEM
students will participate in a series of activities, including skill building workshops, mentorship and volunteer activities and participation
in field trips and student/career panels. For their participation, students receive individualized counseling and priority registration. The
program is being piloted beginning Fall 2012 with twenty-one students participating. Plans are also underway to create a summer bridge
program for new students who assess into intermediate algebra and have an interest in STEM as well as a subsequent STEM academy
focusing on the development of study skills, conceptual science skills and a student educational plan.
Laboratory Equipment and Instrumentation. During Year One, considerable resources have been devoted toward the purchase of updated
equipment and instrumentation for science laboratories. These purchases include microscopy equipment for microbiology, cell and molecular biology and geology; electronic data collection systems for anatomy, chemistry and physics; as well as other instructional equipment
and technology for all science disciplines. The project team and discipline faculty have and will continue to evaluate laboratory equipment needs based on curriculum review and revisions and make purchases as needed.
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Professional Development. Finally, the project has already sponsored professional development opportunities for many faculty and staff.
In addition to sending faculty to professional conferences in the areas of biology, physics and computer science, the project has sponsored
local workshops for faculty and staff including a Teaching Success for STEM Educators workshop held in conjunction with CHC’s sister
campus and fellow recipient of an HSI-STEM grant, San Bernardino Valley College. In November 2011, grant personnel were fortunate
enough to attend a presentation by Jan Morrison, White House advisor on STEM education and Executive Director of the Teaching Institute for Excellence in STEM. The Project Director accompanied three STEM faculty members to an NSF-sponsored three-day workshop
on undergraduate research at Irvine Valley College in February 2012. As a result of this experience, STEM faculty developed a comprehensive plan to incorporate various research experiences throughout the STEM curriculum. Members of the grant team attended the HSI
Best Practices Conference sponsored by AHSIE in March 2012 and joined STEM faculty at the STEMTech conference sponsored by the
League for Innovation in the Community College in October 2012. Attendance at these conferences has resulted in positive outcomes,
including the STEMTrek program described above as well as strategies for leveraging the use of technology to achieve the goals of the
grant.
The Alternative Learning Strategies Coordinator has devoted time during the first six months in his position to a needs analysis of professional development needs of STEM faculty. He conducted individual interviews with full-time faculty and has developed a plan to offer
training in a variety of formats including web-based training, facilitated dialogues among faculty and discipline-specific workshops. The
grant is also bringing noted education researcher Avi Ben-Zeev to campus in March 2013 for workshop for faculty and a colloquium for
members of the campus and local community on the role of women and minorities in STEM fields.
Conclusion
As previously stated, the HSI-STEM Pathways project has encountered challenges as a result of delays associated with hiring project personnel. However, as is documented here, CHC has made considerable progress toward meeting the overall goals and performance measures described in the grant proposal. This work has laid the foundation for the next four years and the project team is enthusiastic about
continuing its work and realizing a positive effect on the success of Hispanic and other low income students studying STEM at Crafton
Hills College.
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OMB No. 1894-0003
Exp. 04/30/2014
U.S. Department of Education
Grant Performance Report (ED 524B)
Project Status Chart
PR/Award # (11 characters): P031C110175
SECTION A - Performance Objectives Information and Related Performance Measures Data (See Instructions. Use as many pages as necessary.)
1. To increase the number of Hispanic student receiving degrees in STEM programs.
[ ] Check if this is a status update for the previous budget period.
1.a. Performance Measure
By 2016, CHC will increase the number of Hispanic students graduating with an AA, AS or Transfer Certificate from the baseline of 18
students in 2009-2010 to 54.
Measure Type
Quantitative Data
Target
Project
Raw
Number
Ratio
24
/
%
Actual Performance Data
Raw
Number
Ratio
%
26
/
Explanation of Progress (Include Qualitative Data and Data Collection Information)
Year one target represented a 33% increase over baseline. Actual performance data collected by the Research Analyst shows we have exceeded the Year One goal by
two.
2. To increase the capacity to transfer more Hispanic students to four year STEM programs
[ ] Check if this is a status update for the previous budget period.
2.a.. Performance Measure
By 2016, CHC will increase the number of Hispanic student transferring to UC or CSU systems declaring majors in STEM from the baseline of nine students in 2009-2010 to 27.
Quantitative Data
Measure Type
Target
Project
Raw
Number
Ratio
12
/
%
Actual Performance Data
Raw
Number
Ratio
%
Data Not
Currently
/
Available
Explanation of Progress (Include Qualitative Data and Data Collection Information)
Year one target represents a 33% increase over baseline. Actual performance data remains unavailable as funding for the program used to collect the baseline data and
track students following transfer, the California Post Secondary Education Commission (CPEC) was eliminated. The Project Director and Research Analyst are currently working to identify alternative ways of collecting this data.
ED 524B
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OMB No. 1894-0003
Exp. 04/30/2014
U.S. Department of Education
Grant Performance Report (ED 524B)
Project Status Chart
PR/Award # (11 characters): P031C110175
SECTION A - Performance Objectives Information and Related Performance Measures Data (See Instructions. Use as many pages as necessary.)
3. To increase the use of evidence-based decision making.
[ ] Check if this is a status update for the previous budget period.
3.a. Performance Measure
By 2016, CHC will increase the number of STEM programs that utilize data to inform decision making from the baseline of one program
(CHEM) in 2009-2010 to eight programs (CHEM, ANAT, BIOL, MICRO, PHYSIC, GEOL, CS and GIS).
Measure Type
Quantitative Data
Target
Project
Raw
Number
Ratio
2
/
%
Actual Performance Data
Raw
Number
Ratio
%
3
/
Explanation of Progress (Include Qualitative Data and Data Collection Information)
Year one target represents a 50% increase over baseline. Program review documents completed by the ANAT and MICRO programs during the first six months of the
grant period demonstrate these programs are well on their way to utilizing data to inform decision making in a more significant manner than ever before.
4. To increase the number of Hispanic student entering STEM programs at CHC
[ ] Check if this is a status update for the previous budget period.
4.b. Performance Measure
By 2016, 15% of incoming CHC students who participating in a
STEM related activity in high school will register for at least one
STEM course in the Fall semester following their high school graduation.
Quantitative Data
Measure Type
Target
Project
Raw
Number
Ratio
%
/
15
Actual Performance Data
Raw
Number
Ratio
%
/
NA
Explanation of Progress (Include Qualitative Data and Data Collection Information)
Students who participated in outreach programs during Year One of the grant period have yet to matriculate to the college. All high school students who have or will
participate in grant-related activities and events will be identified and tracked to determine whether they enroll at Crafton Hills College then register and successfully
complete a STEM course in the fall semester following their high school graduation and in subsequent terms.
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U.S. Department of Education
Grant Performance Report (ED 524B)
Project Status Chart
PR/Award # (11 characters): P031C110175
SECTION A - Performance Objectives Information and Related Performance Measures Data (See Instructions. Use as many pages as necessary.)
5. To increase the number of students successfully completing coursework and obtaining a STEM degree and transfer readiness.
[ ] Check if this is a status update for the previous budget period.
5.a. Performance Measure
By 2016, CHC will increase the number of students successfully improving from Intermediate Algebra (MATH 095) to Calculus (MATH
250) from a baseline of five students in 2009-2010 to 50.
5.b. Performance Measure
By 2016, CHC will increase the percent of all students successfully
completing STEM courses with a “C” grade or better from a baseline
of 64.8%1 in 2009-2010 to 70%.
Measure Type
Quantitative Data
Target
Project
Raw
Number
Ratio
14
/
%
15
Target
1
Revised baseline. See explanation below.
/
Quantitative Data
Measure Type
Project
Actual Performance Data
Raw
Number
Ratio
%
Raw
Number
Ratio
%
/
66.5
Actual Performance Data
Raw
Number
Ratio
%
/
65.5
Explanation of Progress (Include Qualitative Data and Data Collection Information)
5.a. Year one target represents a 180% increase over baseline. Actual performance data collected by the Research Analyst shows we have exceeded the Year One goal
by one.
5.b. Curricular interventions designed to increase success were not instituted until Fall 2012 and are not reflected in this data. Year one target represents a 1.6% increase over baseline. Courses originally identified as contributing to the total were too narrowly defined. Data based on aggregate success data in the following courses:
aggregate success rates in the following courses: ANAT 101, 150, 151; ASTRON 150, 160; BIOL 100, 130, 131; CHEM 101, 102, 150, 151, 212, 213; CIS 104, 114, 116;
GEOG 110, 111; GEOL 100, 101, 112, 113, 150, 160; MATH 095, 102, 103, 160, 250, 251, 252, 265, 266; MICRO 102, 150; OCEAN 101; and PHYSIC 100, 110, 111, 200,
201. Revised baseline equals 64.8 percent and revised Year One goal equals 66.5 percent. Actual performance data collected by the Research Analyst shows and increase of success rates by 0.7%, but failed to meet the Year One goal by 1.0%.
ED 524B
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U.S. Department of Education
Grant Performance Report (ED 524B)
Project Status Chart
PR/Award # (11 characters): P031C110175
SECTION A - Performance Objectives Information and Related Performance Measures Data (See Instructions. Use as many pages as necessary.)
6. To increase the number of articulated STEM courses between CHC and local four-year institutions.
[ ] Check if this is a status update for the previous budget period.
6.a. Performance Measure
Measure Type
By 2016, ten (10) new STEM courses, two new STEM programs and
30 revised courses will have completed approval processes, curriculum development and articulation.
Quantitative Data
Target
Project
Raw
Number
Ratio
2/2/6
/
%
Actual Performance Data
Raw
Number
Ratio
%
5/1/19
/
Explanation of Progress (Include Qualitative Data and Data Collection Information)
Five new courses (CSCI 110, 120, 200, 230 and 240) and one new program (Computer Science) were developed and approved during Year One. These courses and program are currently in the articulation process with the expectation of being offered in Fall 2013. Revisions to 19 courses, primarily in the physical sciences, have been
approved by the College curriculum committee during. Efforts to align specific laboratory experiences within these courses at four-year institutions and to expand articulation agreements for these courses are underway and ongoing.
7. To improve the currency of laboratory equipment and experiences.
[ ] Check if this is a status update for the previous budget period.
7.b. Performance Measure
Quantitative Data
Measure Type
By 2016, 100% of the CHC STEM courses will have technologically
current equipment and instrumentation.
Target
Project
Raw
Number
Ratio
%
/
20
Actual Performance Data
Raw
Number
Ratio
%
/
30
Explanation of Progress (Include Qualitative Data and Data Collection Information)
Instructional equipment purchases account for a significant portion of the funds expended during Year One of the grant period. These purchases include microscopy
equipment, updated instructional equipment electronic data collection instrumentations which will be used by students in the anatomy, chemistry, microbiology, geology
and physics programs. Funds redirected from personnel costs and carry-over funds were utilized to acquired equipment originally scheduled for purchase in Years Two
through Five, allowing us to move more aggressively toward our goal in Year One. Estimates based on enrollment figures from 2010-2011 would suggest that over 2000
of the 3700 students enrolled in courses in the Physical and Biological Science department will have access to equipment purchased during Year One of the grant period.
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U.S. Department of Education
Grant Performance Report (ED 524B)
Project Status Chart
PR/Award # (11 characters): P031C110175
SECTION A - Performance Objectives Information and Related Performance Measures Data (See Instructions. Use as many pages as necessary.)
8. To provide faculty development to meet the needs of Hispanic learners in STEM courses.
[ ] Check if this is a status update for the previous budget period.
8.a. Performance Measure
By 2016, 75% of STEM faculty will have taken place in professional
development/training and 50% will include at least one new classroom
technique proven to work with Hispanic learners.
Measure Type
Quantitative Data
Target
Project
Raw
Number
Ratio
%
/
15/10
Actual Performance Data
Raw
Number
Ratio
%
/
38/10
Explanation of Progress (Include Qualitative Data and Data Collection Information)
Year one target represents one-fifth of five year goal. During Year One of the grant period, twelve faculty members have participated in professional development opportunity sponsored by the grant. This represents 37.5% of the total faculty in the Physical and Biological Sciences department at Crafton Hills College. Anecdotal
feedback collected from these faculty suggests a significant portion of them have incorporated at least one strategy into their classroom instruction.
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U.S. Department of Education
Grant Performance Report (ED 524B)
Project Status Chart
OMB No. 1894-0003
Exp. 04/30/2014
PR/Award # (11 characters): P031C110175
SECTION B - Budget Information (See Instructions. Use as many pages as necessary.)
Budget information is as of September 30, 2012. At the end of Year One of the grant period, grant expenditures total $699,485.22 as compared to a total draw down
amount of $652,343.38.00. Draw downs have been made eight times at regular intervals (November 2011, January 2012, February 2012, March 2012, June 2012, July
2012 and two in September 2012) and will continue to occur on a monthly basis from this time forward. Draw downs for remaining Year One funds scheduled are not
reflected in the total draw down amount and accounts for the difference between the total amount expended and the total amount drawn down.
In addition to those funds expended before the end of the grant period, the grant has as of December 1, 2012 expended and encumbered expenses totaling $169,150.27 of
the remaining $170,514.78 Year One carryover. Based on these figures, the total amount expended and encumbered as of December 1, 2012 represents 99.8% of the
total Year One budget and demonstrated the grant is expending funds at an expected rate.
Due to delays in hiring grant personnel outlined in the executive summary, the Project Director submitted a request to reallocated $147,000 of salary savings toward the
acquisition of equipment identified in the grant proposal for purchase in Years Two through Five and equipment not originally identified in the grant proposal which
grant activities have identified a critical need for. This request was approved by the Program Officer on March 22, 2012.
SECTION C - Additional Information (See Instructions. Use as many pages as necessary.)
At this time, we do not anticipate any significant changes to the scope, goals or personnel of the grant.
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