San Juan College, NM
CFDA # 84.382C DUNS #102794005
San Juan College
Table of Contents
PART I
Application for Federal Assistance (SF-424) ........................................................................i
Department of Education Supplemental Information for SF-424..........................................ii
PART II
Budget Information for Non-Construction Programs (ED-524) ......................................iii
PART III
Required Narratives
ED Abstract .......................................................................................................................iv
Project Narrative
Table of Contents ..............................................................................................................v
Overview of the Institution......................................................................................... 1
Introduction ....................................................................................................... 1
Mission and Vision Statement .......................................................................... 2
Characteristics of the Student Body.................................................................. 3
Equal Access and Equal Opportunity .............................................................. 4
Characteristics of the Faculty............................................................................ 4
I. Need for the Project ....................................................................................................... 5
Magnitude of the Need ..................................................................................... 5
Focus on Serving Disadvantaged Individuals ................................................... 7
Gaps or Weaknesses in Services, Infrastructure or Opportunities .............. 7
Consequences of Not Solving the Problem ................................................10
Description of the Process of Involvement of Major Constituencies ...............11
Overall Goals of Institution ..............................................................................12
II. Quality of Project Design .............................................................................................18
Activity Objectives and Their Relationship to Gaps and Weaknesses .............18
Activity Components ...............................................................................18
Narrative Describing Objectives Related to Gaps .............................18
Addressing Needs of Target Population ............................................27
III. Quality of Project Services ........................................................................................28
Implementation Timetable ................................................................................28
Rationale for Choosing Methodology ...............................................................35
IV. Quality of Key Personnel ...........................................................................................37
V. Adequacy of Resources..............................................................................................40
Budget Narrative ..............................................................................................40
VI. Quality of Management Plan .....................................................................................41
Procedures .........................................................................................................42
Project Administration ......................................................................................43
Administrative Authority ..................................................................................43
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NASNTI Organizational Chart .........................................................................44
VII. Quality of Evaluation Plan .........................................................................................45
Evaluation Objective .........................................................................................45
General Outcomes of the Evaluation Process .............................................45
Process Strategies........................................................................................46
Use of Quantifiable Data ............................................................................46
Roles of the NASNTI Teams .....................................................................44
Personnel and Resources for Evaluation.....................................................47
NASNTI Evaluation Plan ...........................................................................48
Other Attachments Form (NASNTI Program Profile)
PART IV
Assurances, Certifications and Survey Forms
GEPA Section 427 Requirement
Assurances for Non-Construction Programs (SF-424B)
Grants.gov Lobbying Form
Disclosure of Lobbying Activities (SF-LLL)
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PART III. OVERVIEW OF THE INSTITUTION
A. Institutional Narrative
Introduction
San Juan College (SJC) is located in the largely rural, sparsely-populated, isolated corner
of northwest New Mexico. SJC is a public, two-year, degree-granting institution offering 124
programs leading to degrees and certificates, including 24 associate of arts and associate of
science degree programs. Its district is San Juan County, New Mexico, but it draws students
from throughout the Four Corners, which extends into Utah, Colorado and Arizona. The nearest
New Mexico public four-year institution of higher education is located 183 miles from
Farmington, in Albuquerque, NM.
The vast Navajo Nation, the largest Native American reservation in the United States,
comprises one-third of the College’s district. As a result, SJC is the fourth highest ranked twoyear institution for awarding Associate Degrees to Native American students.
The service region includes some 125,000 residents in San Juan County, a sprawling
5,560-square mile area larger than the state of Connecticut. Farmington, home of SJC’s main
campus, with a population of 45,000, is by far the largest community. The other principal
population centers are Aztec, Bloomfield, Kirtland, and Shiprock, each having fewer than 9,000
residents. Bordered by the Native American reservations of the Navajo, Southern Ute, Ute
Mountain Ute and Jicarilla Apache tribes, San Juan County (where SJC is located) is also
distinguished by its ethnic and cultural mix -approximately 37 percent Native American, 42
percent non-Hispanic white, 19 percent Hispanic and two percent other.
Despite its endowments of high desert and mountain scenery and extensive reserves of
petroleum, natural gas and coal, the Four Corners is beset with formidable barriers to educational
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San Juan College, NM
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and economic opportunities that challenge the ability of Native American students to seek and
complete college degrees:
Table 1. Economic and Educational Disadvantages of Service Area
77% of the Native American students are from homes where neither parent has completed a baccalaureate degree.
Based on the test used to assess the academic preparation of incoming students, 74% need at least one
developmental course at SJC. Failure in these courses often results in students abandoning their educational goals.
This is most pronounced when students fail developmental math courses. In the fall of 2009, 49.3% of students
who took a developmental math course did not register for courses their next semester.
A 56% unemployment rate on the Navajo Nation versus a 9.6% unemployment rate nationwide.
Significant poverty, with 18.2% living below the poverty level in San Juan County and over half living below the
poverty level on the Navajo Nation compared to 13.5 % nationwide.
Based on the Ready for College 2010 Report published by the New Mexico Office of Education Accountability,
nine New Mexico high schools graduated senior classes where more than 70% required remediation upon
attending college. Six of these lowest performing high schools are in the northwest corner of New Mexico served
by San Juan College.
Table 2. SJC Mission, Vision and Values
SJC Mission Statement
The mission of San Juan College is to inspire and support life-long learning to achieve personal and community
goals by providing quality education, services, and cultural enrichment.
SJC Vision Statement
San Juan College will be an innovative, dynamic learning college built on mutual respect, meaningful
participation and a collective commitment to students, the community and the core values of a comprehensive
community college.
SJC Values
San Juan College is committed to serving the needs of our students and the community through a process of
continuous quality improvement. We uphold and affirm the following core values:
 Innovation – we value… Thinking creatively, Examining and improving procedures, Initiating strategic
change, Sharing new ideas ,Maximizing technology
 Collaboration – we value… Open communication, Collective wisdom, Inclusive decision-making,
Relationship building ,Partnering to create new opportunities
 Accountability – we value… Sound fiscal stewardship ,Responsibility and commitment ,Assessing and
meeting community needs, Assessment that leads to improvement ,Clarity of expectations, Evidence-based
decision making
 Respect – we value… Student centered learning, Diverse peoples, perspectives, cultures and life
circumstances, Environmental and economic sustainability and responsibility
 Excellence – we value… Meeting and exceeding expectations , Modeling and developing best practices
 Continuous improvement, On-going professional development
Guided by its vision, values and mission, SJC’s objective is to be the institution of choice
in the Four Corners. The College aims to achieve its mission and vision through the following
four strategic directions: Value Educational Access and Student Success, Value People, Value
Information and Market Realities, and Value Partnerships. The strategic plan is supported at all
levels of the institution. SJC is governed by a Board of Trustees elected by the residents of the
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county and is funded through tuition and fees (20%), state formula funding (43.5%), local tax
levies from property and production (30.9%) and other revenues such as sales and services
(5.6%). SJC is accredited by the Higher Learning Commission of the North Central Association
of Colleges and Secondary Schools as a degree-granting comprehensive community college
under the Academic Quality Improvement Program (AQIP) accreditation process.
Characteristics of the Student Body
Campus Enrollment The College’s main campus is located in Farmington, the largest
city in the service area, but many of the constituents of the College reside in rural areas. The
college’s west campus in Kirtland serves a predominately Native American population through
which students complete certificates and general education courses.
SJC serves an annual
unduplicated headcount of 18,303 credit students (5,321 FTE) (2010 SJC Fact Book). In 20092010, the college provided financial aid to 84 percent of eligible students.
SJC does not offer
student housing, resulting in a commuter population of 100 percent. In 2009, 32 percent of San
Juan County district high school graduates attended SJC. Since 81 percent of SJC students come
from the service region, it is not surprising that students reflect the ethnic diversity and the
economic and educational disadvantages of the service area.
Table 3. Credit Student Enrollment Characteristics (2010 Fact Book)
57% Female, 43% Male
68% Part-Time, 32% Full-Time, 8% night classes only,16% online classes
only
Attendance
84.9% from this State, 15.1% from other states
Age of First Time Students
1% 17 and Under
57% 18-24
20% 25-34
14% 35-49
8% 50 and older
Race/Ethnicity
28% Native American
14% Hispanic
58% Other races
Gender
Enrolled status
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Equal Access and Equal Opportunity. The College ensures equal access and equal
opportunity for its students through aggressive outreach programs as well as through ongoing
support systems for students. Student support services (including Admissions, Registration,
Student Activities, Native American Center, Advising and Counseling Center and Financial Aid,
Center for Student Engagement, Career Services, and the Office of Retention) provide service
and support for students. SJC’s students – minorities, low-income, and first generation students
– depend heavily upon SJC for higher education opportunities, and the College is the only New
Mexico public, open-door, postsecondary institution awarding the associate degree with
facilities located within 100 miles of Farmington. SJC provides area residents with one of the
few, if not the only, pathway to higher education and a better future.
Table 4. Comparison of Tuition and Entrance Requirements
Area associate and bachelor degreeAnnual FullEntrance Requirements
granting institutions
time Tuition
Other than High School
Diploma or GED?
Distance
San Juan College (Farmington, NM)
$1,692
NO
0-40 miles
University of New Mexico – Gallup Campus
$1,704
NO
124 miles
University of New Mexico (Albuquerque)
$5,550
YES
183 miles
Fort Lewis College (Durango, Colorado)
$5,908
(out-of-state)
YES
50 miles
Characteristics of the Faculty
SJC employs 432 faculty and teaching professionals of which 144 are full-time and 288
are adjuncts. The number of adjuncts fluctuates from semester to semester based on demand.
Student-to-faculty ratio is 19.4:1. Faculty members are expected to be on campus beyond their
classes in order to support students.
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Table 5. SJC Full-Time Faculty Profile
Gender
48% Female, 54% Male
Ethnicity
88% White, non Hispanic
12% Minority
16% Doctorate
64% Masters
13% Bachelors
7% Less than bachelor’s degree
19 Professors
20 Associate Professors
95 Assistant Professors
42 Instructors
7.87 years
Educational Attainment
Ranking
Average Years of Service
I.
NEED FOR THE PROJECT
Note to the Reader: This document was prepared by the college’s faculty and staff; no external
consultants were used to plan or develop this application. The Campus has complete “ownership” of
the project.
Magnitude of the Need
In the Fall of 2010 at San Juan College, 42% of degree-seeking students indicated they
were seeking Associate of Arts (AA) and Associate of Science (AS) degrees designed to provide
transfer to four-year institutions. However, in the Spring of 2011, only 178 students graduated
with these degrees, resulting in a ratio of one graduate to every 15.6 enrolled students. For nonAA/AS students, the ratio of graduates to enrolled students was much better, at 1:6.4. For Native
American AA/AS students, this challenge is even more pronounced. In the fall of 2009, a total
of 932 Native American degree seeking students indicated they were working towards AA/AS
degrees. However, in 2009-2010, only 15 Native American students completed these degrees,
resulting in a ratio of one graduate to every 62 students.
During the past three years, student credit hour production in schools most closely
associated with AA/AS degrees (Humanities and Math/Science) has increased by 9.75%, while
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the number of AA/AS graduates since 2005-06 has decreased by 12%. Clearly, more students
are attending SJC with intent to transfer out, but fewer of these students are actually completing
AA or AS degrees.
Likewise, Native American students are taking far longer than expected to complete their
degrees. Based on the Fall 2007 cohort, only 4.4% of first-time full-time degree-seeking Native
American students completed an AA or AS within three years, compared to 6.8% for non-Native
students. When expanded to all degrees and certificates, the results are not much better. Again,
based on the Fall 2007 cohort, only 5.9% of Native American first-time full-time degree-seeking
students completed any SJC degree or certificate within three years, compared to 9.1% for nonNative students.
SJC students are also not transferring out as successfully as expected. Based on the fall
2007 cohort, only 13.1% of first-time full-time degree-seeking Native American students
successfully transferred out to other colleges within three years, compared to 14.2% for nonNative students.
Finally, SJC students in key AA/AS academic disciplines are not experiencing high course
completion rates. The following table indicates course success rates for Fall 2010 in eight key
disciplines:
DISCPLINE
Business Admin.
Economics
English
History
Table 6. Course Pass Rates in Key AA/AS Disciplines (Fall 2010)
PASS RATE
DISCIPLINE
AVERAGE
COURSE PASS
63.15%
Philosophy
RATE
FOR
ALL
65.07%
Biology
SJC COURSES
65.42%
Chemistry
COMBINED:
69.89%
Mathematics
76.59%
PASS RATE
65.86%
66.73%
67.28%
57.19%
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Analysis of Academic, Institutional and Fiscal Weaknesses
Table 7. Academic Programs Weaknesses/Significant Problems
Students are not provided with transfer exploration experiences or efficient transfer pathways
 At San Juan College, transfer advising is conducted by the Career Services Office and the Advising and
Counseling Office. However, this responsibility is split among staff who have other primary duties and
who do not have time to specialize in establishing efficient pathways for students to transfer to four year
institutions.
 No resources are available to sponsor transfer exploration trips for students to four year institutions that
serve large populations of Native American students and that offer strong support systems for Native
students.
Transfer articulation agreements are limited
 Within New Mexico, general education (or core) requirements are regulated among public institutions by
the Higher Education Department. However, since SJC is situated in the four corners region, many
students transfer to colleges in Arizona, Utah and Colorado, where no such general education articulation
agreements exist.
 SJC has developed few articulation agreements with four year institutions that are program specific within
the AA/AS programs. For instance, the AS in Biology degree is not articulated with the biology program
at the University of New Mexico in order to allow for more efficient transfer.
 As a result, students often transfer from SJC prior to completing their AA/AS degrees, since completing
these degrees may actually add to their time-to-completion for bachelor’s degrees.
Courses are not scheduled to meet the demands of working students or to maximize limited facilities space
 In the Fall of 2010, fifty-eight percent of SJC general education sections were offered Monday through
Thursday starting before 4:00 p.m. No general education courses were offered exclusively on Fridays or
on weekends. Only 21.2% of general education sections were offered in the evenings.
 Over the past three years, student credit hour production in academic disciplines during the summer has
increased 26.6%, compared to 20.97% for career/technical disciplines. However, during that same span,
the number of academic sections offered in the summer has increased only 1.87%. While the demand has
increased, SJC has not responded with a corresponding increase in available summer courses.
 Twenty percent of general education sections are offered online. Online enrollment has grown by 20.3%
over the past three years. However, the infrastructure necessary to support online students has not kept
pace. Most SJC webpages are out-of-date, and serve only a reference function. They do not provide online
students an interactive location to engage with faculty, staff and other students or to receive online
academic support services. They are not designed to be welcoming to Native American students, providing
success stories and success tips from Native American graduates.
 The average age for SJC students is 34, with 64% of students over the age of 25. Sixty-eight percent are
part-time students. Yet SJC has not developed the infrastructure or capacity to meet the diverse scheduling
needs of adult working students.
Students taking AA/AS courses often lack the technical proficiency required to complete their courses,
especially those in online courses
 In a 2011 survey of online instructors, 87% of respondents indicated that their students reported having
technology issues associated with their online courses. Of these, 48% indicated that these issues impacted
more than six of their students.
 SJC has no mechanism in place to assess student technology proficiency, no method for requiring a
specific level of proficiency before enrolling in technology-intensive courses or delivery methods, and no
system in place to remediate technology skills.
Other Challenges Related to this Grant Application:

Native American students are disproportionately likely to come to college from poor performing high
schools. They are less likely to have successfully completed a dual credit course before coming to college
and therefore start college with less developed academic skills and understanding.

Many faculty at the college are unfamiliar with or may hold inaccurate stereotypes about Native American
students, culture, values, and ways of knowing. This lack of knowledge can create a barrier between faculty
and support staff with our Native American students.
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Table 8. Institutional Weaknesses/Significant Problems
SJC does not have access to reliable data regarding retention challenges for AA/AS students
 SJC utilizes two primary surveys in assessing student needs on alternate years: The Noel-Levitz Student
Satisfaction Survey and the Community College Survey of Student Engagement. Both of these tools
provide useful data based on national templates, allowing for comparison between SJC and peer
institutions. However, neither of these provides useful retention information regarding individual students
or groups.
 SJC conducts a limited number of surveys of faculty and staff each year. However, few surveys have been
conducted of student needs relevant to the AA/AS program, and no student surveys have been conducted of
the needs of Native American students.
 Currently the office of Institutional Research at SJC has only one full-time permanent staff member and
one 9-month staff member (reassigned from faculty) to support an enrollment of 18,303 credit students,
1,380 college employees, ten major state and national data reporting projects, and 25 federal and state grant
programs. These individuals simply do not have time to develop customized surveys.
SJC does not have resources to collect and effectively analyze needed student data
 SJC’s Colleague student information system captures many data elements crucial to better understanding
the needs of AA/AS and Native American students. This data is available through two processes:
o Standard reports prepared by institutional research staff, such as IPEDS, Factbook, National
Community College Benchmarking Project, and SJC enrollment trends
o Specially requested reports conducted by two staff members within the Office of Institutional
Research.
 SJC is not currently warehousing data that is essential to developing a deeper understanding of Native
American needs and academic progress.
 Consequently, though SJC departments and cross-institutional teams have identified crucial data questions
in need of research, SJC does not have the staffing to develop the mechanisms needed to tease this data out.
SJC does not have an effective method for collecting student goals when registering for courses
 Since many students come to SJC with diverse backgrounds and goals, it is important for SJC to understand
each student at an individual level. One of the biggest challenges is capturing each student’s goal for
attending college each semester. SJC has no effective system for capturing this data, or for correlating this
information with other factors that impact student success (such as developmental education placement,
and high school g.p.a.). This gap limits SJC’s ability to provide specialized support services for Native
American students.



Table 9. Fiscal Stability Weaknesses/Significant Problems
Headcount enrollment at the college has grown over 30% in the last five years.
During the past five years, state appropriations have decreased per student by over ten percent.
During the 2011 legislative session, the state of New Mexico passed legislation requiring the New Mexico
Department of Higher Education to propose a revised funding formula for higher education by October of
2011. At the heart of this legislation is the desire to provide for greater accountability in higher education,
specifically in degree attainment. Utilizing the National Governors Association’s Complete to Compete:
Common College Completion Metrics, the state funding formula taskforce has identified three outcome
metrics for inclusion in the formula: degree production, graduation rates and transfer out.
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Table 10. Strengths to Leverage for Completion of Grant Objectives
Performance Indicators:
 San Juan College has a rich history of serving Native American students. These students bring with them
important values and strengths that are of benefit to all SJC students, including: involvement of extended
family members in providing support for higher education, awareness of alternative ways of knowing,
connection to site-based learning, and appreciation for collaborative learning. Over the past three years, the
percentage of Native American students in the total student population has steadily increased, from 26% in
2008 to 27% in 2009, and to 28% in 2010.
 SJC has strong commitment throughout the community. As reported in the 2010 National Community
College Benchmark Project, SJC demonstrates 47.38% market penetration/community partnerships for
cultural activities, scoring higher than 98% of peer institutions.
 As reported in The Economic Contribution of San Juan College Report, for every dollar SJC students invest
in their education, they receive a cumulative $2.60 future higher income over the course of their working
careers.
 Based on the 2007 Noel Levitz Survey of Student Satisfaction, the following items were reported by
students as strengths: library resources and services, students feeling a sense of belonging on campus,
college reputation within the community, faculty concern for individual students, students ability to
experience intellectual growth, and approachability of academic advising staff (among others).
 Based on the 2010 Community College Survey of Student Engagement, areas of highest student
engagement at SJC include: peer tutoring, computer labs, and support for learners.
 Native American students at SJC account for 28% of enrolled students and 29% of all degrees and
certificates awarded
 SJC spends 55% of its operating budget on instruction, which is the highest amount of any independent
community college in New Mexico.
 Previous Title III grants have produced pilot projects that continue to reap promising results for helping
Native American students enter health science careers.
Strategic Planning:
 In 2009-2010, SJC faculty converted the Tribal Governance Associate of Applied Science degree into a
Native Studies Associate of Arts degree to provide a more effective transfer pathway to four year Native
American Studies programs.
 In 2008, SJC established the Developmental Education Core Team and appointed two Developmental
Education Faculty Coordinators to strategically improve developmental instruction and student support
services.
 In 2009, SJC established the Center for Student Engagement, bringing together under one umbrella the
areas of tutoring, adult basic education, Title III programs, learning support faculty, online student support
and retention.
 In 2010, SJC established the Office of Retention and appointed a Director of Retention to measure retention
performance indicators and to develop retention strategies, such as re-designed new student orientation and
academic intervention for at-risk students.
 In 2011, SJC announced the development of a faculty taskforce to review the general education
requirements of all degrees and certificates.
 In 2011, SJC re-designed New Student Orientation to allow for smaller student groups at Orientation, more
student-to-staff interactivity, and better introduction to degree planning tools.
 The new SJC Strategic Plan is nearing completion, and it places greater emphasis on quality academic
programs and key performance indicators.
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Table 11. SJC Programmatic Challenges Identified from National Community College Benchmark Project
(based on Fall 2008 data and/or Fall 2006 cohorts)
SJC Scored
Benchmark
Higher than the
San Juan
Characteristic
Schools
following
College Value
Median Value
Percentage of
Peer Institutions
PERSISTENCE: Credit students who enrolled next term
53.48%
70.94%
3%
Percent First Generation Students
43.97%
39.50%
58%
Proportion of full-time students who completed a degree
14.37%
18.24%
33%
or certificate or who transferred out within three years
Enrollee Success Rates in Comp 1
57.33%
70.32%
4%
Enrollee Success Rates in Algebra
55.37%
60.99%
31%
Career Services staff-to-student ratio
1:11855
1:3365
5%
Counseling and Advising staff-to-student ratio
1:1482
1:748
18%
These data show the need for increased staffing, processes and initiatives to facilitate
increased academic success and transfer success for Native American students at San Juan
College.
Consequences of Not Solving the Problem
Serving underprepared and Native American students is central to the SJC mission. If
changes are not made in the course delivery and support infrastructure for AA/AS students, more
students will fail these programs and will be blocked from making academic progress towards
four-year degrees. As students continue to fail and withdraw, their futures are compromised, and
more tuition and state appropriation revenue will be lost to the college and community. The
resulting funding reduction means less money for support service enhancements, new course
development and delivery options, faculty and staff professional development, and resources to
support innovative methods for reaching more students.
SJC will lose credibility and relevancy within the Native American community if it
continues to do “business as usual.” As an institution recently reaffirmed for a maximum of
seven years accreditation through Academic Quality Improvement Program (AQIP) of the
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Higher Learning Commission of the North Central Association of Schools & Colleges, SJC must
continue to demonstrate its capacity to adapt to changing student needs and to implement
updated and effective methods for achieving its mission. Accelerating AA/AS Degree and
Certificate Completion for Native American Students is essential for SJC to reverse the trend of
Native American students not completing associates degrees, not completing their coursework
within an acceptable timeframe, and not transferring successfully to four-year institutions.
Description of the Planning Process and Involvement of Major Constituencies
SJC has a history of broad involvements in efforts to identify and respond to the
educational needs of Native American students, who comprise 28% of the student body of San
Juan College.
In 2006, SJC launched a review of Native American student needs and
communication with our surrounding three Native American nations.
In 2007, the Vice
President for Learning undertook an evaluation of success factors for at-risk students. Both of
these efforts included focus groups and committees, with representation from the college and
community. Major findings of these studies underscored the following institutional and student
needs: (1) Greater outreach efforts and communication with our Native American Nation
neighbors to enhance Native American student college attendance, support services, and success,
(2) Greater flexibility in course delivery to address the difficulty of Native American students in
reaching the college and outreach centers, (3) Innovation in instructional methods to better
engage students and to improve retention and successful course completion, and to reduce time
to graduation, (4) Improved communication between faculty and professional staff, and between
college personnel and students and their families and communities, (5) Culturally sensitive
instruction and student service delivery, and (6) Improved access to student success services,
used for the development of innovative and effective instruction and support.
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In Spring 2011, in preparation for this application, the following groups provided input
regarding student needs related to Native American completion of AA/AS degrees: Native
American leaders among the faculty and staff of SJC; Native American Center staff; School of
Math and Science Faculty; School of Humanities Faculty: Office of Institutional Research staff:
Learning Leadership Team (Deans of each school within the college); President’s Executive
Team; Grants Management Team; Student Services Program Directors. Recommendations from
these groups were combined with a literature review and extensive analysis of available SJC
enrollment, completion, persistence and graduation data in developing the key institutional goals
presented in Table 12.
In addition, in anticipation of this proposal, SJC developed and administered three
surveys to assess institutional needs related to serving AA/AS students: Dual Credit Survey of
regional high school instructors and administrators, Faculty Perceptions of Online Course
Support Survey for SJC online instructors, and Adjunct Faculty Survey of SJC adjunct
instructors.
Key Overall Goals for the Institution
Table 12 Measurable Institutional Goals to be Addressed with NASNTI Funds
Goal 1: Improve degree completion for Native American AA/AS students
Goal 2: Improve transfer rates for SJC students
Goal 3: Improve course success rates in key AA/AS disciplines
Goal 4: Expand capacity for San Juan College to better serve Native American AA/AS students
Goal 5: Improve the ability of SJC personnel to collect, analyze and utilize student data to better serve
Native American students
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Measurable Objectives for the Institution
Table 13. Measurable Institutional Objectives and Time Frame Related to NASNTI
Baseline
Sep
Sep
Sep
Sep
Sep
Data
2012
2013
2014
2015
2016
INSTITUTIONAL GOAL 1: IMPROVE DEGREE COMPLETION FOR NATIVE AMERICAN AA/AS
STUDENTS
Objective 1a. Increase the number of Native
2008-09
American students who graduate with
18
25
30
35
40
15
AA/AS degrees or transfer certificates to:
Objective 1b. Increase the percentage of
Fall
first-time full-time AA/AS degree-seeking
2007
4.6%
5%
6%
8%
10%
Native American students who complete an
cohort
AA or AS within three years to:
4.4%
Objective 1c. Increase the percentage of
Fall
first-time full-time AA/AS degree-seeking
2007
Native American students who complete any
6.5%
7%
8%
10%
11%
cohort
SJC degree or certificate within three years
5.9%
to:
Objective 1d. Improve the ratio of AA/AS
SP11
enrolled students per each AA/AS graduate
15
14
13
12
11.5
15.6
to:
INSTITUTIONAL GOAL 2: IMPROVE TRANSFER RATES FOR NATIVE AMERICAN STUDENTS
Objective 2a. Increase the percentage of
Fall
first-time full-time degree-seeking Native
2007
13.5%
13.8%
14.5%
16%
18%
American students who successfully transfer
cohort
to four-year colleges by:
13.1%
INSTITUTIONAL GOAL 3: IMPROVE COURSE SUCCESS RATES IN KEY AA/AS DISCIPLINES
Objective 3a. Improve course success rates
Fall
for all students in English, Business
2010
65.5%
66%
67%
68%
69%
Administration, Mathematics and Chemistry
64.9%
to:
INSTITUTIONAL GOAL 4: EXPAND CAPACITY FOR SAN JUAN COLLEGE TO BETTER SERVE
NATIVE AMERICAN AA/AS STUDENTS
Objective 4a. Increase the percentage of
Fall
General Education sections offered outside
2010
42%
45%
50%
52%
56%
of M-Th 8:00 am – 4:00 pm traditional
41.2%
format to:
Objective 4b. Increase the number of fulltime and adjunct faculty who participate in
NA
8
12
20
24
30
grant-sponsored professional development
each year to:
Objective 4c. Increase the number of
students who participate in grant-sponsored
NA
500
800
1000
1300
1500
assessment of technology skills each year to:
Objective 4d. Increase the number of
students who participate in grant-sponsored
NA
25
150
250
300
350
remediation of technology skills each year
to:
Objective 4e. Increase the number of
distinct web pages enhanced each year by
NA
20
30
50
60
70
this grant to:
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INSTITUTIONAL GOAL 5: IMPROVE THE ABILITY OF SJC PERSONNEL TO COLLECT, ANALYZE
AND UTILIZE STUDENT DATA TO BETTER SERVE NATIVE AMERICAN STUDENTS
Objective 5a. Administer retention
assessments to the following number of
NA
350
750
1000
1000
1000
students each year:
Objective 5b. Through the grant, survey the
following number of Native American
NA
500
750
1000
1000
2000
students regarding satisfaction and needs
each year:
Objective 5c. Based on surveys of SJC
personnel, the following percentage of
survey respondents will indicate that they
NA
50%
65%
70%
80%
85%
are using grant-sponsored data in strategic
planning each year:
Objective 5d. Build the following number
NA
20
10
10
10
10
of customizable reports:
Institutionalizing Practices and Improvements
SJC is committed to the institutionalizing successful activities and programs developed
through NASNTI funding. To ensure institutionalization of viable programs and services, grant
activities and staffing were developed with realistic appraisal of ongoing implementation
opportunities, as well as an assessment of declining annual state appropriations and local tax
revenues. Therefore, no grant positions are slated to continue after the grant. However, training
and institutional involvement throughout the grant cycle will assure continuation of grantinitiated procedures and successful practices after the grant, in accordance with the following
institutionalization plan.
For the following table, “Leadership Under the Grant” is defined as the grant staff person
assigned to oversee and/or implement the designated strategy. “SJC Partners” is defined as the
college personnel who will partner with the grant staff from day-one of the grant in
implementing the designated strategy. “Leadership Following the Grant” is defined as the
college staff person assigned to oversee and/or expand the designated strategy following the
completion of the grant. “Beginning Leadership Transition Period” is defined as the time-frame
during which grant staff will transition college staff into the leadership role for the designated
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strategy. During this time, grant staff will gradually release oversight responsibility, providing a
gradual transition to college personnel.
Table 14. Sustainability Plan
AREA OF
RESPONSIBILITY
Partnerships with Native
American four-year
institutions
Alternative Course
Delivery Formats &
Schedules
Professional
Development for Faculty
Related to Native
American Cultural
Infusion Across the
Curriculum
Transfer Articulation
Agreement Development
for AA, AS and Transfer
Certificate graduates
LEADERSHIP
UNDER THE
GRANT
(collaborating
with SJC
partners):
Native American
Center and
Research
Specialist
LEADERSHIP
FOLLOWING
THE GRANT
(collaborating
with SJC
partners):
BEGINNING
LEADERSHIP
TRANSITION
PERIOD
Native American
Center
Year Three
AVP For
Learning
Year Three
Director of the
Center for
Teaching
Excellence
Year Five
Vice President
for Learning
Year Three
Sr. Director for
Student
Engagement
Year Four
SJC Webmaster
Year Five
Director of
Retention
Year Four
Research
Specialist
Director of the Native
American Center,
Director of Institutional
Research, AVP for
Learning, Sr. Director of
Student Engagement
Sr. Director of
Student
Engagement in
partnership with
the Manager of
Institutional
Research
Year Five
Research
Specialist
Office of Technology
Services, Manager of
Institutional Research,
Sr. Director of Student
Engagement
Vice President
for Technology
Services
Year Four
Grant Director
Grant Director
Research
Specialist
Technology Readiness
Assessment and
Remediation
Grant Director
Enhanced Interactive
Electronic Student
Resources
Web Developer
Retention Assessment
Implementation
Research
Specialist
Selected Annual Surveys
and Reports, including
Annual Native American
Student Profile
Maintaining Report
Queries
SJC PARTNERS
Sr. Director for
Enrollment Management,
Sr. Director for Student
Engagement
AVP for Learning, Sr
Director for Enrollment
Services, Registrar,
School Deans
Convocation
Coordinator, Coordinator
of the Center for Teacher
Excellence, Director of
Human Resources
Vice President for
Learning, Sr. Director for
Enrollment Services,
Registrar, Director of
Advising/Counseling
Sr. Director for Student
Engagement, Office of
Technology Services
SJC Webmaster, School
Deans, Director of
Institutional Research,
AVP for Learning
Director of Retention,
VP for Student Services,
Sr. Director of
Enrollment Services
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This institutionalization plan will ensure a strategic institutional commitment and context
for the adoption and implementation of successful NASNTI instructional activities and support
services.
The Senior Director of the Center for Student Engagement will have overall
responsibility for the management of the project, and will serve as the NASNTI Activity
Coordinator. The Senior Director will have direct access to the Vice President for Learning, the
Vice President for Student Services and the President in all issues and procedures related to
NASNTI. A grant director will be hired to supervise daily functions of the grant and to help
design grant initiatives. In managing grant activities, the grant director will also work closely
with faculty from all AA/AS related schools and with professional staff member within the
Division of Student Services, particularly within the Native American Center, the Advising and
Counseling Office and the Career Services Office. In addition, a research specialist will be hired
to build data-based infrastructures, a web developer will be hired to expand web-based student
academic support services, and an administrative assistant will be hired to assist with grant
reporting and other administrative tasks. The Vice President of Learning will oversee the
institutionalization of grant functions and actively support implementation of grant activities.
It is important to note that the structure of the NASNTI project described in this
proposal places all activities with the existing offices of the Vice President for Learning, the
Vice President for Student Services, and the Vice President for Technology Services. Each
of these administrators has been involved in the development of this grant application and reports
directly to the President. This involvement of the executive leadership team in grant-related
activities and assessment provides for informed leadership to facilitate grant implementation and
fiscal/operational institutionalization of grant objectives, processes and staffing. Assessment of
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the grant outcomes will also involve all of the college uppermost leadership positions through the
Learning Leadership Team, the President’s Cabinet and the Executive Leadership Team. Fiscal
integration is demonstrated by the College’s cost sharing commitment for NASNTI activities,
ultimately absorbing fiscal responsibility at the end of the five year period for continued
achievement of grant outcomes after completion of the grant.
Because the NASNTI project objectives in the Activity Narrative flow directly from the
college’s student success and operational objectives, the project is a part of, not separate from,
the highest level of institutional administration. In order to facilitate college support for grant
activities, the VP for Student Support Services, VP for Learning, and the VP for Technology
Services will, by design of the project, report annually to the college president and the Title III
Grant Oversight Team on achievement of NASNTI objectives and support for grant objectives.
Ranking of Proposed Activities
SJC is proposing a single NASNTI activity Accelerating AA/AS Degree and Certificate
Completion for Native American Students, with two integrated components: (1) increasing
postsecondary success, and (2) enabling more data-based decision making. In order of priority,
Component One includes (a) building partnerships with Native American serving four-year
institutions, (b) enhancing interactive electronic student resources, (c) creating a technology
readiness assessment and remediation program, (d) developing alternative delivery formats, and
(e) strengthening professional development for faculty. In order of priority, Component Two
includes (a) empowering data-based decision making, (b) collecting extensive qualitative and
quantitative data to improve Native American student success, and (c) conducting a pilot
research project: retention assessment.
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II. QUALITY OF PROJECT DESIGN
Activity Objectives and their Relationship to Gaps and Weaknesses
In today’s economy, a college education is increasingly essential to Native American
students’ ability to earn a living wage. Likewise, as national and state agencies tighten budgets
in the current economy, colleges are facing increased scrutiny regarding degree completion and
time-to-completion rates. For community colleges, this presents a unique challenge in that many
students come to college with weak academic skills and/or choose to attend college with intent to
transfer out after completing their general education courses, but prior to completing an
associate’s degree. At SJC, this challenge is especially significant for Native American students
who experience lower AA/AS and Transfer Certificate completion rates than non-Native
students, while at the same time experiencing lower transfer rates to four year institutions.
In developing this proposal to improve Native American AA/AS completion, San Juan
College staff and faculty prioritized those areas most in need of improvement, as well as those
which hold the most promise for positively impacting the most Native American students. As a
result, this proposal represents a single activity that includes five strategies to increase
postsecondary success for Native American students in AA/AS degree programs (programs are
listed in table 15) and three strategies to allow SJC to gather and utilize information necessary to
improve degree completion efforts for Native American students. The strategies are divided into
the following two components: Increasing Post-secondary Success and Enabling More DataBased Decision Making.
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Table 15. Associate of Arts And Associate of Science Degree Programs
(also including Transfer Certificate)
ASSOCIATE OF ARTS
ASSOCIATE OF SCIENCE
Business Administration
Biology
Early Childhood Education
Chemistry
Elementary Education
Computer Science
Secondary Education
Engineering
Special Education
General Science
Human Services: Criminal Justice
Geography
Human Services: Generalist Studies
Geology
Human Services: Substance Abuse
Mathematics
Liberal Arts
Physics
Native Studies
Psychology
Each of the proposed strategies is designed to build long-term institutional infrastructure,
new processes and capacity that will extend beyond the end of the grant. Access to new survey
and student success data will help SJC focus support on those areas of greatest impact for Native
American students.





Table 16. Accelerating A.A./A.S. Degree and Certificate Completion for Native American Students
Components and Strategies
COMPONENT TWO:
COMPONENT ONE:
ENABLING MORE DATA-BASED DECISION
INCREASING POST-SECONDARY SUCCESS
MAKING
Building Partnerships with Native American
 Conducting a Pilot Research Project: Retention
Serving Four-Year Institutions
Assessment
Developing Alternative Delivery Formats
 Collecting Extensive Qualitative and Quantitative
Data to Improve Native American Student Success
Strengthening Professional Development for
Faculty
 Empowering Data-based Decision Making
Creating a Technology Readiness Assessment and
Remediation Program
Enhancing Interactive Electronic Student Resources
This Activity, outlined below, responds to the need to identify and develop strategies that
support Native American student academic progress, degree completion and increased transfer.
This proposal also squarely addresses the college mission, Academic Quality Improvement
Program accreditation standards, college strategic directives and departmental operating plans.
The Grant activity is critical to helping the college meet its measurable institutional objectives as
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outlined in Table 13, Measureable Institutional Objectives and Time Frame Related to NASNTI.
Successful implementation of this proposal will: (1) support Native American student
academic progress through the timely completion of associate of arts and associate of science
degrees, (2) improve institutional infrastructure, processes and capacity to better serve Native
American students in AA/AS programs and general education courses, (3) build stronger
connections between students and the SJC Native American Center, and between Native
American support services at regional colleges, and (4) build capacity for SJC to better collect,
analyze and apply data towards the improvement of instruction and student support services for
Native American students.
The two major grant components directly address critical student and college needs for
our Native American students. Currently available SJC data demonstrate that Native American
students are less likely to complete their AA/AS degrees, are more likely to take longer than
expected to do so, and/or are less likely to transfer to four year institutions. Grant activities
change the way SJC serves Native American AA/AS students and the culture surrounding the
use of data to inform decision making across the institution in order to enhance Native American
student progress and success.
Each of the proposed grant strategies is constructive in nature.
They each build
processes, standards, instructional approaches or new course delivery options that will be
sustained beyond the life of the grant. After the completion of this grant, SJC will maintain
successful activities and continue to innovate on the basis of lessons learned through this grant in
accordance with the implementation plan provided in section one of this proposal.
Description of Grant Components
The Activity title is Accelerating AA/AS Degree and Certificate Completion for Native
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American Students at San Juan College. This effort will result in an increased number of
Native American students who successfully complete AA/AS degrees in a timely fashion, and
who successfully transfer to four-year institutions. This effort will also result in a more strategic
institutional approach to data collection, analysis and integration with planning and program
improvement.
Component 1: Increasing Post-secondary Success
San Juan College has a variety of general support resources available to all students.
Indeed, in CCSSE and Noel Levtiz surveys, students indicate satisfaction with most of these
services and with the concern shown them by faculty and staff members.
Likewise, SJC
program chairs have developed extensive support strategies for students in vocational and
professional programs. However, AA/AS students are a mixture of poorly prepared, undecided
and transfer-oriented students, and the college has not developed targeted strategies for
improving AA/AS degree completion rates, reducing time to completion, or improving
successful transfer rates. It is AA/AS students who are most numerous on campus, and it is these
students who are least likely to complete their degree programs. The following strategies will
allow SJC to develop effective strategies designed for AA/AS students, designed specifically
around the values, strengths and needs of Native American students.
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Table 17. Increasing Post-Secondary Success Strategies
NEED AND RATIONALE
 SJC has developed no AA/AS program transfer articulation with any four-year institutions
 SJC Native American Center staff have not had the travel resources necessary to establish strong student
transfer pathways with any four year institutions
 Only 8% of SJC students are enrolled in only night courses, despite the college serving a population that is 68%
part-time. Students simply cannot complete most degree programs if they attend school after 5:00 pm
weekdays.
 Eighteen percent of SJC sections are offered completely online. Eighty-one percent of SJC sections are offered
face-to-face, primarily during the day, resulting in delivery methods that are not conducive to working adult
learners returning to school, or Native American learners attending school from rural reservation communities.
 Based on Fall 2007 Noel Levitz student satisfaction survey results, students indicated frustration that classes
were not scheduled at times that were convenient to them, and that they were often unable to register for classes
they need with few conflicts. In addition, students also indicated that academic advisors are not as
knowledgeable about the transfer requirements of other schools as they should be.
 In a recent Chronicle of Higher Education Eduventures national survey, 33 percent of prospective students
indicated a preference for hybrid programs. However, SJC has only 1% of its sections offered as hybrid options
that allow students to complete the majority of coursework online, supplemented by infrequent visits to campus
for face-to-face instruction.
 In a 2011 survey of adjunct instructors, only 28% of respondents indicated they regularly teach in the summer,
though 49% indicated they are interested in doing so.
STRATEGY: Building Partnerships with Native American Serving Four-Year Institutions
ACTION PLAN
This strategy will allow SJC faculty, administrators and Native American Center staff to develop stronger
relationships with four year institutions for the purpose of easing transfer transitions for Native American students,
including travel between institutions for college faculty, staff and students.
 Develop partnerships and supportive transfer processes between the SJC Native American Center and Native
student support programs at our most commonly used four-year transfer institutions.
 Develop transfer articulation agreements with four-year institutions related to AA/AS programs and the SJC
Transfer Certificate. Prioritize those schools that have the highest Native American student enrollment and that
have strong support systems in place for Native students.
 Through the Native American Center, develop transfer exploration trips for students to explore BA/BS options
at regional four-year schools (designed to encourage Native American participation, but open to all students)
and to build connections with Native American Center staff at the four-year institutions.
STRATEGY:Developing Alternative Delivery Formats
ACTION PLAN
This strategy will allow SJC to research and develop course delivery formats that better meet the needs of rural,
adult learners, especially those traveling to SJC from the reservation.
 Develop a comprehensive analysis of course-scheduling and service needs for AA/AS students. Utilize this
analysis in building and/or strengthening grant and instructional delivery and related student support operations
to enhance Native American student success and retention
 Develop an analysis of enrollment and degree completion trends for Native American students, taking into
consideration travel times to school, technology availability in rural areas, and college readiness rates of rural
high schools (among others).
o Based on these two elements of analysis, coordinate scheduling of AA/AS and developmental courses
to allow for expanded alternative delivery formats, possibly including one or more of the following:
Weekend, Evening, Summer, Off-campus and extended campus locations, Hybrid, Block scheduling
(courses sequenced to allow one trip to campus instead of multiples), Accelerated cohort, Expanded
online delivery options, Cohort-based delivery options, and multi-course learning communities.
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Table 17 (continued). Increasing Post-Secondary Success Strategies
NEED AND RATIONALE
 During the budget crisis over the past three years, SJC has drastically reduced professional development travel
for faculty.
 Through a grant-funded program, a cultural immersion experience introduces a small number of faculty
members to Native American values and traditions. However, there is no professional development experience
designed to help a wide array of faculty members infuse these values into their curriculum, even though 28% of
SJC students are Native Americans.
 In a 2011 survey of regional high school instructors and administrators involved in dual credit with San Juan
College, only 54% indicated they were satisfied or somewhat satisfied with the support they received from the
college regarding LEA (high school) based dual credit courses.
 In a 2011 survey of adjunct faculty, 67% of respondents indicated they would be interested in attending an
Adjunct Faculty Academy offered in the Center for Teaching Excellence.
STRATEGY: Strengthening Professional Development for Faculty
ACTION PLAN
This strategy will allow SJC to improve instruction in General Education and AA/AS courses by infusing Native
American culture throughout the curriculum, and by ensuring that LEA-based dual credit instructors are better
connected to college processes and expectations.
 Provide training and coordination for SJC faculty through a contracted educational training organization to help
faculty members to strengthen general education learning outcomes throughout the curriculum, to infuse Native
American culture into curriculum and to infuse writing and presentation skills into appropriate courses. Provide
professional development learning communities, especially for adjunct instructors who teach a significant
portion of first year course sections.
 Provide funding for faculty and selected staff to attend professional development opportunities which focus on
Native American and applied learning educational strategies.
 Provide training of Dual Credit LEA-Based Instructors for such topics as college processes, expectations,
standards, assessment measures, technology, Native American culture and instructional methods to help
students start college with credits earned.
STRATEGY: Creating a Technology Readiness Assessment and Remediation Program
ACTION PLAN
This strategy will allow SJC to ensure that new students are adequately prepared for the technological requirements
of college learning, especially those attending via online courses from rural regions.
 Purchase or build a technology readiness assessment tool, tied to SJC’s Colleague student data management
system (Datatel) such that the college can institute a tech readiness requirement for students, with the AA/AS
admitted online students serving as a pilot group.
 Purchase or build a technology remediation course or modules that could be offered either credit-based or noncredit, and that are designed to help students effectively use the Microsoft suite, college network, student portal,
online research databases, and the college’s online delivery options (among others).



Table 17 (continued). Increasing Post-Secondary Success Strategies
NEED AND RATIONALE
Currently, only three full-time staff members serve the web development needs of 18,303 credit students, 1,380
college employees, and over 100 departments. These staff members are charged with putting content online for
more than 3500 web pages, and for overseeing the student portal. No dedicated staff members within the
divisions of Learning or Student Services are charged with developing interactive online learning resources.
SJC has not undertaken a systematic review of current web pages in order to provide for a more welcoming,
interactive and useful online environment for Native American students.
SJC’s website is used primarily as a static resource site, rather than a robust interactive platform for students to
develop educational plans, track progress and engage with faculty and staff.
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STRATEGY: Enhancing Interactive Electronic Student Resources
ACTION PLAN
This strategy will allow SJC to enhance key websites so they are designed to be welcoming to Native American
students, are effective at providing crucial program information, and are avenues for interaction between students
and college personnel.
 Work with Native American students and employees to analyze key websites based on their ability to welcome
Native students, and on their usability and functionality, and enhance websites accordingly.
 Increase student usage of newly available electronic degree planning tools through new websites to be used as
an expanded resource by AA/AS students.
 Build/acquire and build student access to new student resources for AA/AS students, such as e-portfolio,
learning styles assessments, career exploration & job search software, financial planning & management
electronic tools, and online collaboration/presentation tools.
 In collaboration with relevant program directors in student support programs, develop a comprehensive
interactive SJC Learning Support Website and expand resources on the Native American Center website.
 Enhance selected SJC websites to allow AA/AS students to quickly access information, services and
interactions related to degree planning, program completion, transfer options and materials,and re-careering.
 Work with Native American employees and community leaders to identify Native American SJC graduates to
provide success testimonials and strategies for success for inclusion in print and electronic resources developed
by the grant.
Component 2: Enabling More Data-Based Decision Making
San Juan College is blessed with a committed and caring faculty, and with staff members
who go the extra mile to help students achieve their educational goals. However, SJC is limited
in its ability to provide these faculty and staff members with customizable data targeted to
serving Native American students. The institutional research office is understaffed; faculty and
staff cannot create customized data reports from the college’s datatel system; there is not system
in place to ensure that data is used in all levels of institutional planning, including budget; there
is no system for communicating to faculty and staff the specific needs of our student population,
particularly those of Native American students. The following strategies create a long-term
infrastructure of collection, analysis, and application of data-based findings, and will shift the
college culture further into data-based planning and decision making.
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Table 18. Enabling More Data-Based Decision Making
NEED AND RATIONALE
 While SJC has recently created the Office of Retention to improve retention and success strategies for students,
retention staff members and academic advisors do not have access to retention assessments to use with
individual students in developing success plans. Systematic use of these assessments will help students and
staff members to identify and address specific risk factors that impede successful completion of degrees.
STRATEGY:Conducting a Pilot Research Project: Retention Assessment
ACTION PLAN
This strategy will allow SJC to better identify students-at-risk and to develop appropriate strategies for ensuring
retention in AA/AS programs, particularly for Native American students.
 Purchase and administer retention assessments to new students, tied to retention and advising strategies. Use
this to provide data to college and grant-funded planners regarding strategies for supporting SJC students,
particularly those most at risk of dropping out of college.
 This project will be developed as a phased pilot during the grant period, with the college institutionalizing the
costs of assessments following completion of the grant. The first phase of this project will include
administration to Native American students who self-identify as AA/AS degree seeking. Over subsequent
years, the pilot will gradually be expanded to all AA/AS students, and possibly to all new students regardless of
degree program.
Table 18 (continued). Enabling More Data-Based Decision Making
NEED AND RATIONALE
 SJC has a variety of data resources available to faculty and administrators on the Institutional Research website,
but these reports are not customizable to tease out important individual elements such as student progress and
challenges.
 SJC has only two full-time staff members to support the institutional research, state reporting and grant
compliance reporting needs of the entire institution, and one of these two is on temporary assignment from the
faculty.
 Though SJC has purchased new software that will allow for customizable reports to be generated, current
staffing shortages make it highly unlikely that a significant number of detailed customizable reports will be built
in the near future. Current resources do not currently allow for the development of data warehouse and data
access strategies specifically targeting the needs of Native American students.
 Outside of standardized national surveys (such as the Noel Levitz Student Satisfaction Survey and the
Community College Survey of Student Engagement), SJC has not developed a systematic approach to
developing, administering or analyzing student needs through specialized student surveys or focus groups. No
survey of Native Student needs and satisfaction has been developed or administered at SJC. Instead, SJC has
relied on ad hoc surveys conducted by individual departments with little engagement or collaboration across the
institution and poor communication of results.
STRATEGY: Collecting Extensive Quantitative and Qualitative Data to Improve
Native American Student Success
ACTION PLAN
This strategy will allow SJC to build a broad qualitative and quantitative understanding of Native American student
needs specific to the four-corners region; to create a library of customizable reports that tie to key performance
indicators and track the success of individual student populations; and to better identify student intent upon
enrollment.
 Contract with a consultant to build a series of ongoing customizable reports that are accessible to faculty and
staff through a simple point & click interface. These reports will be used to build and strengthen Native
American serving strategies.
 Each year, conduct at least one SJC-designed survey of Native American and other relevant student groups
focusing on a perceived student need (topic may vary each year, but could include: information literacy,
presentation skills, degree and career planning, etc). Coordinate the choice of survey topic with Institutional
Research and AQIP assessment teams to expand student data collection for planning and program improvement.
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


Develop or adopt a survey of Native American student satisfaction regarding their educational experience at
SJC. Administer this survey each year of the grant in order to develop longitudinal data to be used in designing
programs and allocating resources. Build the survey in collaboration with the SJC Native American Center,
utilizing available relevant literature and reports from other NASNTI institutions.
Disaggregate other college data and focus more directly on progress and needs of Native American students.
Develop an improved system for capturing student goals during admission and/or registration process, and
reporting and analyzing this data in relation to student course completion, student persistence and student
degree completion.
Table 18 (continued). Enabling More Data-Based Decision Making
NEED AND RATIONALE
 The strategies presented in this proposal will provide the college with a wide variety of customized data
regarding the success of Native American and AA/AS students at San Juan College. However, it is crucial that
SJC develop a clearly defined system for ensuring that this data is communicated to faculty, staff and
administrators, and that the data is used in strategic planning at the departmental and institutional levels.
STRATEGY: Empowering Data-Based Decision Making
ACTION PLAN
This component will monitor how grant-collected data is used in making decisions at SJC, and will ensure that staff,
faculty and administrators utilize this data to enhance student success strategies for Native American students. The
following strategies will be utilized to ensure that the data created by the grant and lessons learned from grant
activities will be incorporated into institutional planning, instruction and resource allocation.
 Develop and distribute the following annual reports
o Native American Student Profile, presented annually to college personnel, students, community leaders
and the SJC Board of Directors. Report will also be made publicly available on the SJC website.
o Annual Data Summary, presented to the Executive Leadership Team for use in building budgets, and
to the Learning Leadership Team and the Enrollment Management Team for use in designing and
completing institutional initiatives. Report will also be made publicly available on the SJC website.
College directors and executive leadership will be surveyed each year to identify their methods for
incorporating this data into their processes, and the Learning Leadership Team will be surveyed to
assess how they used data in their development of and implementation of initiatives.
o Retention Assessment Data Summary, presented annually to faculty (through school meetings), student
support staff, college administrators and college-wide improvement teams (retention, developmental
education, enrollment management, assessment, etc).
o Each year, grant staff will develop a “Best Practices” summary based on grant initiatives and best
practices learned at the national Title III conference. These strategy summaries will be provided to
faculty, student support staff and college administrators through Center for Teacher Excellence
programming, and will be publicly available online.
 Develop and administer the following training initiatives
o Provide informational sessions of data findings to interested employees each fall and spring.
o Provide Native American Student Profile and selected portions of annual data and survey summaries as
handouts to faculty and other new employees during initial orientations and related programs.
o In collaboration with staff from the Native American Center, conduct annual information sessions for
Executive Leadership Team members and the members of the President’s Cabinet to ensure that SJC
leaders share a common data-based framework regarding our Native American student population in
order to unify staff and faculty under a common college vision in relation to the needs, strengths and
progress of our Native students.
o During each fall convocation, SJC will host a meeting for faculty and staff which links grant-collected
data and college key performance indicators to the SJC mission, vision and strategic plan to help
faculty and staff better track student success.
o Data analysis workshops will be held at various college locations (such as the Center for Teaching
Excellence, the Office of Career Services and the Native American Center) to encourage faculty and
staff to collaboratively analyze and critique data, and to apply data to planning at the individual and
departmental levels.
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Addressing the Needs of the Target Population
This plan targets improved degree-completion outcomes for Native American students by
implementing targeted strategies specifically developed to enhance success in AA/AS programs.
Partnerships with four-year institutions will provide smoother transfer transitions for Native
American students continuing their educations after SJC. Alternative delivery formats will
provide rural Native American students more options for attendance and completion, reducing
the time needed to complete coursework. Professional development opportunities for faculty
will provide Native American students a teaching staff better prepared to support their strengths,
values and traditions. Technology readiness assessment and remediation will provide Native
American AA/AS students from rural under-funded regions the opportunity to build their skills
before being overwhelmed in technology-intensive courses. Enhancement of electronic student
resources will allow SJC to better tailor key web pages to provide for more interactive and
welcoming online experiences for Native American students.
Retention assessments will allow SJC personnel to work closely with Native American
students in identifying possible obstacles to their education before they encounter them.
Collecting extensive qualitative and quantitative data will allow SJC to regularly track the needs
and satisfaction of Native American students, and to build a stronger set of key performance
indicators related to serving Native American AA/AS students.
Finally, data-based decision making will bring all of these elements into focus for San
Juan College. By collecting and utilizing student enrollment and success data to guide planning,
resources can be directed towards those activities with the most positive results for Native
American students. In this way, SJC can assure that grant funds will provide long-lasting
benefits
for
students
and
for
the
viability
of
the
institution.
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III.
QUALITY OF PROJECT SERVICES
SPECIFIC TASKS
TO BE COMPLETED
1. Convene the Grant
Oversight Committee
to hold a two-way
discussion with all
members on grant
objectives, activities,
schedules and staffing.
2. Hire and orient
grant director and
other grant staff
PRIMARY
PARTICIPANTS
Table 19. Implementation Strategy and Timetable
METHODS INVOLVED
TANGIBLE RESULTS
 Sr. Director of Student
Engagement will convene
the meeting and facilitate
the discussion.
 Committee members are
listed in Table 24
 Vice President for
Learning
 Sr. Director Of Student
Engagement and Activity
Director
 Representative search
committee
 HR staff
 President approves all
contracts
 Grant Compliance
Specialist
 Copies of grant and agenda
distributed before the meeting.
 Review grant objectives and
confirm timelines
 Draft position descriptions
presented for consideration
 Initial contacts identified in
the community for further
communication with them
about upcoming grant
activities
 Local, regional and national
advertising, including
advertising specifically
targeted to Native American
population centers and
organizations
 HR reviews applications
against position requirements
 HR completes reference and
background checks
 Committee interviews
applicants that meet position
requirements
 Sr. Director makes
recommendation to VP who
recommends to the President
 Appointments are finalized
and starting dates set
TIME FRAME
FROM
TO
 Well orientated Grant Oversight
Committee with a schedule of
upcoming meetings
 List of community members to
be contacted to build foundation
for involving students and full
grant implementation
 Identification of any Committee
concerns and suggestions to
address in starting the grant.
 Confirmation of needed steps for
first month
Meet within
two weeks
of receiving
notification
letter
Share
minutes
from the
meeting
and activity
updates
within two
weeks.
 Well qualified grant director and
staff are on board no later than
January 1 of first grant year
 New grant staff orientated to
NANSTI grant requirements and
specifics of the SJC grant as well
as EDGAR, OMB circulars and
compliance
 New grant staff complete
onboarding orientation to college
policies and procedures
 New grant staff begin work and
build on preliminary grant work
performed by Sr. Director and
VP for Learning in the early
months of funding
Sept 15,
2011
Jan. 5,
2012
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3. Meet with those
most central to
implementation of
post-secondary success
strategies
4. Meet with those
most central to
implementation of
data-based decision
making strategies
 Grant Director
 Sr. Director Of Student
Engagement and Activity
Director
 Native American Center
Director
 Chair of the Native
American Title III
Advisory Council
 Assoc. VP for Learning
 Deans of the Schools of
Humanities,
Math/Science and
Business
 Faculty representatives
from Humanities, Math
/Science and Business
 Representatives from
Enrollment Services,
Advising & Counseling,
Career Services, Online
Student Support and the
Office of Technology
Services, including SJC
Webmaster
 Grant Director
 Manager of Inst. Research
 Native American Center
Director
 Representatives from the
Office of Technology
Services, Enrollment
Management, Executive
Leadership Team and
Learning Leadership
Team
 Individual and group meetings
on and off campus with clear
agenda and distributed
minutes
 Establish time line for regular
communication and share
forms to be completed as part
of tracking student course
progress
 Agreement on the steps to be
taken to support Native
American AA/AS students in
compliance with grant and
institutional initiatives
 Provide stakeholders with
copy of successful grant
application
 Individual and group meetings
on and off campus with clear
agenda and distributed
minutes
 Review grant objectives and
assessment plan
 Establish time line for regular
communication and share
forms to be completed as part
of tracking student course
progress
9/12
 Plans between college personnel
for the implementation of grant
strategies related to postsecondary success
 Strong partnership and open
communication between the
related departments on campus
 Plans between college personnel
for the implementation of grant
strategies related to data-based
decision making
 Strong partnership and open
communication between the
related departments on campus
 Schedule of meetings and
products be developed or
implemented
10/11
And each
year
throughout
the grant to
incorporate
new
personnel
and to
gather
feedback
for
program
improvements
9/12
10/11
And each
following
year
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5. Convene the Native
American Title III
Advisory Council
6. Meet with grant
staff to develop
implementation plan
for year one
7. Communicate grant
objectives and
strategies to SJC
faculty and staff
8. Build partnerships
with Native American
Serving four-year
institutions
 Council Chair
 Grant director
 Native American Center
Director
 Sr. Director of Student
Engagement and Activity
Director
 Vice President for
Learning
 Vice President for
Student Services
 Council Members
(Faculty, Staff and
Community Leaders)
 College President
 Grant Director
 Research Specialist
 Web Developer
 Administrative Assistant
 Sr. Director of Student
Engagement and Activity
Director
 Grant Director
 Director of Public
Relations
 Director of the Center for
Teacher Excellence
 Grant Director
 Director of the Native
American Center
 Research Specialist
 Representatives from
Enrollment Services,
Career Services, Advising
& Counseling
 VPs for Learning &
Student Services
 Work with the council to
establish communication
networks, review grant
strategies, provide advice for
implementation and evaluation
of grant initiatives, and
identify supporting resources
for print and web materials
and other grant initiatives
 Advisory council fully informed
of the grant objectives and
strategies
 Suggestions and resources
collected from members of the
Native American Title III
Advisory Council
 Meeting Calendar for the
subsequent year
 Clarify goals to be met before
next meeting
 Individual meetings
 Grant staff meetings
 Center for Student
Engagement staff meetings
 Implementation plan for year one
 Program mission statement,
outcomes and key performance
indicators communicated to
peers in the Center for Student
Engagement
1/12
And each
following
year
 Communicate through emails,
campus publications,
community newspaper articles
and presentations at meetings
 Collected emails, publications
and powerpoint presentations
10/11
1/12
 Establish contacts with
personnel at four-year
institutions
 Conduct trips to these fouryear institutions to establish
transfer pathways and transfer
articulations
 Lead student trips to these
institutions to explore transfer
options and pathways
 Formal transfer articulations and
pathways between AA/AS
programs at SJC and
corresponding BA/BS programs
at four-year institutions
 Plan for institutionalizing
partnerships in accordance with
the grant sustainability plan (see
table 14)
9/12
11/11
And each
following
year
9/12
9/12
1/12
And each
following
year
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9. Research and
develop alternative
course delivery
formats and schedules
10. Strengthen
Professional
Development for
Faculty
 Grant Director
 Research Specialist
 Associate Vice President
for Learning
 Manager of Institutional
Research
 Deans of Humanities and
Math/Science
 Faculty representatives
from Schools of
Humanities and
Math/Science
 Sr. Director of Enrollment
Services
 Director of Advising and
Counseling
 Academic Electronic
Scheduler
 Director of Online
Services
 Chair for Academic
Calendar Committee
 Grant Director
 Director of the Native
American Center
 Director of West Campus
(and Coordinator of
Cultural Immersion
Program)
 YEAR ONE: Conduct
systematic analysis of Native
American AA/AS student
needs regarding course
scheduling, formats and
course delivery locations &
methods; Develop a pilot
proposal for implementation in
Year Two.
 YEAR TWO: Implement at
least one new alternative
delivery format as a pilot
beginning in the spring
semester 2013; Study resulting
data related to student success,
enrollment and satisfaction.
 YEAR THREE: Modify pilot
based on research. Develop at
least one additional pilot
proposal for implementation in
Year Four.
 YEAR FOUR: Implement new
alternative delivery format;
Continue delivery of modified
formats from previous years.
 YEAR FIVE: Continue
delivery of alternative delivery
formats; Continue researching
data to improve program.
 YEAR ONE: Refine outcomes
for professional development
opportunities; Develop
structure for meeting
outcomes; Contract with
regional organization to offer
training as appropriate.
 Two formal proposals for
alternative delivery formats (one
for Year Two and one for Year
Four)
 Analyses of student success,
enrollment and satisfaction data
regarding alternative delivery
formats
 Seek HLC approval for delivery
of select AA degrees online
 Plan for institutionalizing
alternative delivery formats in
accordance with the grant
sustainability plan (see table 14)
 Learning outcomes for grantfunded professional development
activities
 Professional development
schedule/calendar
 Assessment artifacts from each
participant
9/12
10/11
And each
following
year
9/12
2/12
And each
following
year
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San Juan College, NM
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 Director of the Center for
Teaching Excellence
 Vice President for
Learning
 Representatives from the
Adjunct Faculty Advisory
Committee and the SJC
Assessment Taskforce




11. Build Technology
Readiness Assessment
and Remediation
Program
12. Enhance Interactive
Electronic Student
Resources
Grant Director
Research Specialist
Web Developer
Representatives from
Enrollment Services,
Native American Center,
Advising & Counseling,
Office of Technology
Services, Online Services,
and SJC Library
 Vice President of
Learning
 Vice President of Student
Services
 Research Specialist
 Web Developer
 Director of the Native
American Center
 Representatives from
Enrollment Services,
Advising & Counseling,
Learning Leadership
Team and the College
Website Oversight
Committee
 YEAR TWO THROUGH
FIVE: Offer training each
year; Collect and analyze
participant success and
satisfaction data; Modify the
program accordingly for the
next year.
 Establish a team of faculty and
staff to research technology
readiness assessment tool
options, and to research
technology readiness
remediation options
 Purchase and/or build these
tools
 Develop a plan for
implementing these tools
 Each year, evaluate student
success and satisfaction
related to technology
readiness, making
modifications as needed
 Conduct an initial survey of
Native American students
regarding the effectiveness
and welcoming atmosphere of
SJC web pages
 Develop strategies for
enhancing web pages and
adding interactive online tools
 Prioritize web pages and tools
based on impact for Native
American students
 Implement enhancements,
revising prioritized list
annually
 Participant success and
satisfaction data
 Identification of off-campus
conferences targeted at
addressing needs and successful
programs for Native American
students
 Technology assessment tool
 Technology remediation options
 Annual assessment of student
satisfaction and success data
related to technology readiness
 Increase in student success in
AA/AS courses
 Plan for institutionalizing
technology readiness tools in
accordance with the grant
sustainability plan (see table 14)
 SJC websites enhanced to
support and welcome Native
American AA/AS students
 Comprehensive learning support
website including transfer
planning
 Enhanced Native American
Center website
 Plan for institutionalizing
electronic resources in
accordance with the grant
sustainability plan (see table 14)
9/12
11/11
And each
following
year
9/12
1/12
And each
following
year
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13. Conduct a pilot
research project:
retention assessment
14. Collect extensive
qualitative and
quantitative data to
improve Native
American student
success
 Research Specialist
 Director of Retention
 Director of Native
American Center
 Representatives from
Enrollment Services,
Advising & Counseling
and Career Services
 Faculty representatives
from the SJC Retention
Committee
 Vice President of
Learning
 Vice President of Student
Services
 Grant Director
 Research Specialist
 Sr. Director Of Student
Engagement and Activity
Director
 Members of Grant Teams
 Manager of Institutional
Research
 Director of the Native
American Center
 VPs of Learning and
Student Services
 Representatives from
Student Services
 YEAR ONE: Convene a team
of faculty and staff to identify
and purchase a specific
retention assessment tool;
Develop a plan for
implementing tool in
subsequent years, including
targeted student populations
and implantation calendar:
Develop a plan for analyzing
data at the end of each spring
semester and communicate
results
 YEARS TWO-FIVE:
Implement assessment each
year; SJC Retention office and
Advising & Counseling office
use results to assist individual
students; Each spring review
data from the project and
make modifications as needed
 Formal purchase proposal for
retention assessment tool,
including desired outcomes and
features
 Implementation plan for
conducting assessment each year
 Annual analysis of data received
from assessment by the Grant
Oversight Team, the Learning
Leadership Team, the Executive
Leadership Team and the SJC
Retention Committee
 Confirm plans for warehousing
data in appropriate databases
(WEAVE, etc)
 Plan for institutionalizing
retention assessment in
accordance with the grant
sustainability plan (see table 14)
 Working with Native
American Center, develop and
implement Native American
student satisfaction survey
 Contract with external
company to build a series of
ongoing customizable reports
 Design and implement at least
one additional focused survey
or focus group project each
year
 Capture student goals each
semester
 Analysis and results of each
survey posted online and
presented to faculty at
convocation
 Customizable reports made
available to faculty and staff
 Analysis of student goals
presented to faculty and staff
 All data presented to Learning
Leadership Team, President’s
Cabinet, Executive Leadership
Team, Retention Committee and
Enrollment Management Team
 Plan for institutionalizing data
collection in accordance with the
grant sustainability plan (see
table 14)
9/12
11/11
And each
following
year
9/12
11/11
And each
following
year
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15. Empower databased decision making
16. Work with external
evaluator in assessing
the effectiveness of
grant initiatives,
requesting changes to
strategies as supported
by data
 Grant Director
 Research Specialist
 Sr. Director Of Student
Engagement and Activity
Director
 Executive Leadership
Team
 Learning Leadership
Team
 Student Services
Directors
 All College Personnel
 Grant Director
 Research Specialist
 SJC Compliance
Specialist
 SJC Grants Accountant
 Manager of Institutional
Research
 Sr. Director Of Student
Engagement and Activity
Director
 Vice President of
Learning
 Grant Oversight Team
 President’s Cabinet
 In accordance with the Action
Plan detailed in Table 18,
develop and distribute the
following documents: Native
American Student Profile,
Annual Data Summary, survey
and retention assessment data,
Best Practices summary
 Build and make available
Native American student
demographics database
 Survey college administrators
and faculty members to
determine how data is used in
decision making and planning
 Provide informational sessions
to faculty and staff regarding
all grant-collected data
 Conduct annually information
sessions for key decisionmaking teams and committees
 Conduct data analysis
workshops
 Conduct surveys and/or focus
groups of students, staff and
faculty impacted by grant
activities
 Examine grant expenditures,
outcomes, processes and
strategies to ensure grant
compliance
 Meet with Grant Oversight
Team and President’s Cabinet
to present external evaluator
report and discuss possible
program modifications each
year
 Native American Student Profile,
Annual Data Summary., survey
and retention assessment data,
Best Practices summary
 Native American Student
Demographics Database made
available
 Analysis of survey results from
administrators regarding data
implementation
 Powerpoints from informational
sessions and workshops
 Sharing of data with other
NASTNI directors
 Plan for institutionalizing databased decision making in
accordance with the grant
sustainability plan (see table 14)
 External Evaluation Report
 Grant Compliance Report
 Powerpoint slides from Grant
Oversight Team and President’s
Cabinet meetings
 Use of assessment data for
ongoing program improvement
9/12
11/11
And each
following
year
12/12
11/12
And each
following
year
34
Narrative of Rationale for Chosen Implementation Methodology
Several factors were used to develop our multi-faceted approach to helping Native
American students successfully completed AA/AS degrees and transfer to four-year institutions:
(1) literature review regarding effective degree completion strategies for Native American
students, (2) experiences of exemplary organizations, (3) institutional research regarding AA/AS
and Native American student completion, persistence and time to graduation, (4) analysis of
results from previous activities associated with promoting success of Native American students
at SJC. These resources provide a research and practical foundation for the design and
implementation of this program which utilizes the most successful strategies for facilitating
student engagement, retention and success in college.
Table 20. Rationale for Chosen Implementation Methodology
Literature Review - Although many resources were used in the development of this proposal, the following
publications were most prominent in planning:
 Serving Native American Students, by Mary Jo Tippeconnic Fox, Shelly C. Lowe and George S. McClellan
(editors) (New Directions for Student Services, 2005). This text provides a history, context and suggestions
for providing support strategies for Native American students.
 Status and Trends in the Education of American Indians and Alaska Natives: 2008, by U.S. DOE, National
Center for Educational Statistics. Provides comparative demographic and success statistics for building and
evaluating grant initiatives.
 Guaranteeing the Course Schedule, by Jonathan Carroll and Lea Campbell. Community College Enterprise,
Spring 2008. Introduces a framework for developing a guaranteed course schedule, including: scheduling in
different blocks (morning, afternoon/evening, weekend); scheduling one year in advance; paying close
attention to the two weeks before classes begin (new courses added, cancellations, etc); analyzing classes by
fill-rates; avoiding the straight-up recycling of old schedules; planning for growth; engaging academic
advisors in schedule creation; overbooking while taking into consideration historical no-show rates.
Applicable to Alternative Delivery Format strategies.
 Application of the Newell Liberal Arts Model for Interdisciplinary Course Design and Implementation, by
Barara Ann Hass, Judith M. Sheehan, et al. Journal of Nursing Education, October 2009. Presents the
application of an eight-step process for creating effective interdisplinary courses. Applicable to Alternative
Delivery Format strategies.
 Best Practices: Working Adults in Accelerated Cohorts: More than a Learning Community, by Robin Spaid
and Evan D. Duff. Journal of Continuing Higher Education, 2009. Provides strategies for building
accelerated cohort models. Applicable to Alternative Delivery Format strategies.
 Increase Degree Attainment with Streamlined Transfer Process. The Successful Registrar, April 2010.
Provides an overview of successful articulation programs adopted by the University System of Maryland.
Applicable to Building Partnership with Native American Serving Four-Year Institutions strategies.
 Higher Calling, by Ellen Ullman. Community College Journal, April/May 2011. Introduces best practices in
developing transfer articulations and transfer pathways. Schools include Normandale Community College
(transfer advising and personalized degree/transfer plan), Holyoke Community College (new student
orientation presentations, joint admissions programs with four-year institutions, four-year institution
scholarship resources), Tarrant County College (student success conference), Lansing Community College
35
San Juan College, NM
CFDA # 84.382C DUNS #102794005
(transfer articulation agreements), Northern Virginia Community College (partnerships with four-year
institutions). Applicable to Building Partnership with Native American Serving Four-Year Institutions
strategies.
 Colleges Rehab Their Web Sites for Major Payoffs; Analytics tools, some colleges find, can transform
ineffective pages into winners, by Josh Keller. The Chronicle of Higher Education, April 2011. Provides a
context for introducing data analysis to higher education website, providing colleges with information needed
to better serve specific populations of students. Applicable to Enhancing Interactive Electronic Student
Resources strategies.
 Information Literacy and Office Tool Competencies: A Benchmark Study, by John H. Heinrichs and Jeen-Su
Lim. Journal of Education for Business, 2010. Builds a framework for defining technology readiness and
analyzing potential assessment and remediation tools. Applicable to Creating a Technology Readiness
Assessment and Remediation Program.
 Native American Student Retention in U.S. Postsecondary Education, by James A. Larimore (Comanche) and
George S. McClellan. New Directions for Student Services, Spring 2005. Provides a general introduction to
issues, literature and best practices related to Native American student success. Includes recommendations
for practice, and recommendations for research. Applicable as a tool for onboarding new grant staff, and as a
starting-point for data-based research projects.
 The American Indian and Alaska Native Student’s Guide to College Success, by D. Michael Pavel and Ella
Inglebret. Introduces Native American students to key strategies for improving their postsecondary
educational experiences. Includes profiles of successful college graduates. Applicable as a tool for infusing
Native American strengths and values into faculty professional development strategies, and as a model for
building SJC Native American graduate profiles on enhanced websites.
 Native Identity and Community on Campus, by Mark Anthony Rolo. Diverse: Issues in Higher Education,
2009. Provides qualitative description of one Native American student’s culture shock as she transferred
from a small tribal two-year college to a state university. Applicable to building transfer pathways for Native
American students.
 2+2 Statewide Articulation Policy, Student Persistence, and Success in Florida Universities, by Angela M.
Garcia Falconetti. Community College Journal of Research and Practice, March 2009. Presents research
findings that indicate that articulated transfer students graduate with four-year degrees having taken fewer
courses than students who completed their entire academic careers at those four-year institutions. Applicable
to Building Partnership with Native American Serving Four-Year Institutions strategies.
Institutional Research
 Institutional data was collected and analyzed pertaining to Native American student course completion,
persistence and graduation in AA/AS degree/certificate programs.
 SJC data was compared to peer institutions as part of the National Community College Benchmark Project.
 Contributing and comparison data was also gathered from the National Center for Education Statistics, the
New Mexico Office of Education Accountability and the Lumina Foundation.
 College administrators attended the College Board Native American Advocacy Institute, the National
Association of Developmental Education Conference and the Title III IS Project Director Meeting to study
effective practices used at schools serving similar populations.
Rationale Conclusion
Native American students will be more successful in completing AA/AS programs in a
timely fashion, and will more frequently transfer to four year institutions. Strategies detailed
throughout this proposal: (1) are student centered and address the needs of Native American
students with varied learning styles and cultural values (2) build student preparation and
36
San Juan College, NM
CFDA # 84.382C DUNS #102794005
academic skills across a variety of platforms, including course delivery, student support, online
resources and retention assessment, (3) are cost effective through contributed services of staff
across the college to grant activities, (4) are deliberate and strategic in their collection, analysis
and application of data (5) recognize the needs for college faculty to become more versed and
supportive of Native American values, culture, history, language, arts, and activities (6) aligns
strongly with Learning College principles, the SJC Strategic Plan and the AQIP accreditation
process; and (7) provides lasting value that can be sustained after the initial expense of creation.
This project provides a framework for responding to students’ education challenges through a
comprehensive, integrated approach that recognizes the needs of Native American students and
our commitment to meet their needs as an open-door institution focused on student success.
IV.
QUALITY OF PROJECT PERSONNEL
Several key individuals will be put in place for the management and operation of this
project. Mr. Timothy Schroeder, Senior Director of Student Engagement will have primary
responsibility for the coordination and success of the project (25 percent of his time will be
committed to implementing this grant as the PI). Mr. Schroeder has co-authored and managed
more than $12 million in grants, including Title III (NASNTI and Alaska Native-Serving) and
Carl Perkins programs. He has served in higher education for 22 years, and has provided direct
instruction, academic advising, intervention and student support to Native American students in
Alaska and New Mexico. He currently manages the student engagement functions and personnel
for SJC, including academic support, learning skills instruction and the Launch Native American
serving program.
Mr. Schroeder will report directly to the College President for all grant
matters and serves on the President’s Cabinet. He will regularly inform the Cabinet of grant
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progress and activities.
Dr. Sheryl Hruska, the Vice President for Learning, will serve as a conduit for grant
information within the Learning and college executive leadership teams. She will engage faculty
and learning support staff in grant activities and will contribute directly to grant activity
implementation. She will have primary responsibility for institutionalizing grant activities and
resources. Dr. Hruska is a first generation student herself, and she brings 36 years of upper-level
academic and student support leadership experience to her role in the grant. She has directed a
Title III grant in another rural location, as well as serving as the director for Carl Perkins and
Foundation grants.
Her psychology research Ph.D. and years of experience designing and
implementing faculty development programs, curriculum innovations and student support
programs will contribute to successful grant outcomes.
Lorrain Begay Manavi, Assistant Professor of Navajo Language, will convene and chair
the Title III Native American Advisory Council. Ms. Manavi has over 17 years experience
teaching Navajo language and culture, and has worked at the secondary level at Navajo
Preparatory School, and at the postsecondary level at San Juan College, Dine College and the
University of New Mexico. She served as a Title III NASNTI faculty member educating prehealth science students on student success strategies. Growing up in the four-corners region, she
attended college at Dine College, Fort Lewis College and Arizona State University. Lorraine has
served as editorial staff in developing Navajo language multi-media instructional resources. Ms.
Manavi is also an accomplished and renowned Navajo weaver.
Michele Peterson, Director of the Native American Center, will oversee the building of
partnerships with Native American serving four-year institutions (see table 17). Ms. Peterson
has a rich background assisting Native American student exploration of educational options. She
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has worked for the National Indian Youth Council as a Classroom Trainer and Advisor; for the
New Mexico Welfare to Work Program as a Case Manager and Learning Disabilities
Coordinator; for the SJC TRIO program as an Academic Advisor; for SJC as an Admissions
Specialist, Financial Aid Advisor, Native American Outreach Specialist, and now Director of the
Native American Center. Michelle is part Navaho, part Ogalala Lakota, and has built a strong
network of Native American leaders throughout the four-corners region.
A grant director will be hired to oversee the daily administration of the grant, and to
participate in all grant initiatives. The Manager of Institutional Research will work closely with
the grant director and Mr. Schroeder to establish and track all evaluation and assessment data
related to grant activities.
San Juan College is committed to increasing the percentage of underrepresented
populations among faculty and staff. In recruiting grant-funded positions for this grant, SJC will
advertise extensively in publications which serve predominately Native American populations,
such as Catching the Dream, American Indian Higher Education, Tribal College Journal, Indian
Country Today, Native American Jobs.com, Indian Ed Today, Albuquerque Journal, and Aztec
Talon (among others).
Table 21. Position Descriptions
Title: Grant Director (Full-Time)
Duties: Under the direction of the Senior Director of Student Engagement, administer the daily aspects of the
grant program, including budget, compliance and grant initiatives and direct supervision of grant staff. Oversee
the following grant initiatives directly: alternative delivery options, professional development for faculty, and
technology readiness and assessment. Provide for the integration of grant services into college programs and
services.
Qualifications: Master’s degree in related area. Experience in at least one of the following areas: grant
management, program development, curriculum development, course scheduling. Experience teaching at the
high school or college level. Strong written and interpersonal communication skills, supervision and budget
management experience preferred. Familiarity with Native American culture and educational issues required.
Prior college faculty experience preferred.
Title: Research Specialist (Full-Time)
Duties: Work with college and community partners to implement the following grant initiatives: retention
assessment pilot, collecting extensive qualitative and quantitative data, and tracking data-based decision making.
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Support the data collection, analysis and distribution needs of all other grant initiatives. Support the efforts of
Institutional Research in collecting institutional data as needed to complete grant strategies.
Qualifications: Bachelors degree required, masters preferred in education, library science or any of the disciplines
served by the AA/AS degrees at SJC. Experience with institutional research or information management
required. Excellent written communication skills, presentation skills and data analysis skills required. Prior
college faculty experience preferred.
Title: Web Developer (Full-Time)
Duties: Work with college partners to enhance interactive electronic student resources, as indicated in table 17.
Serve the web services needs of all other grant initiatives.
Qualifications: Bachelors degree required. Experience with web analysis and management and experience
building and enhancing websites required. Strong written and visual communication skills and knowledge of
interactive electronic student resources required. Experience working with educational websites preferred.
Experience working in higher education preferred.
Title: Administrative Assistant (Full-Time)
Duties: Provide administrative support for all areas of the grant, including travel, purchasing, reporting, budget,
grant compliance, and contracts (among other). Develop a strong system for managing grant files,
correspondences, presentations and reports.
Qualifications: Associates degree or higher required. Experience in general office work. Must be proficient in
Microsoft office, and must be able to work independently on multiple projects. Must have excellent
organizational skills. Grant experience preferred.
V.
AQEQUACY OF RESOURCES
The NASNTI budget is set to assure that all identified program activities are adequately
funded in order to meet each objective. The most significant expenditure for this program is
personnel costs. Over the course of the grant $1,208,439 will be spent on salary and benefits.
These staff members will collaborate with faculty, staff, administrators, four-year institutions,
tribal leaders and community organizations to implement grant strategies (as indicated in tables
17 and 18).
Included within these personnel costs $66,998 will be allocated to faculty
supplemental contracts for the development of alternative delivery options, involvement on grant
planning and research teams and involvement in grant-funded professional development.
Travel includes four primarily strategies. The Vice President for Learning, Activity
Director and Grant Director will travel to the annual Title III Project Directors Meeting ($30,000
over the course of the grant). Faculty will attend conferences related to serving Native American
students ($45,000 total). Faculty and staff will travel to regional four-year institutions to build
transfer articulations and transfer pathways for Native American students ($106,000 total). Staff
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and students will travel to four-year institutions to attend transfer exploration opportunities,
supervised by the Native American Center ($80,000 total)
The supplies budget encompasses office supplies ($55,000 total), staff recruitment and
individual grant initiatives. Funds allocated to staff recruitment includes significant recruitment
for grant-funded positions in publications which serve predominately Native American
populations ($15,000 total). Supplies for grant initiatives (total $255,400) include technology
readiness assessment and remediation instruments, electronic learning resources, reference
materials, instructional tools, retention assessments, stipends for non-employee participants
involved in planning, review and research. Contractual costs include an external evaluator
($50,000 total), professional development for faculty ($50,000) and creation of ongoing
customizable reports ($102,000 total). All expenditures will comply with EDGAR guidelines
and college policies and procedures.
VI. QUALITY OF MANAGEMENT PLAN
Mr. Mike Tacha, SJC President, has ultimate responsibility for the leadership and
supervision of the NASNTI grant, regularly monitoring project implementation and facilitating
the institutionalization of grant activities by the end of the funding period. The President will
delegate authority for project coordination to Mr. Timothy Schroeder, Senior Director of Student
Engagement who will serve as the NASNTI Activity Coordinator and will have full authority to
administer the project. Mr. Schroeder reports to the Vice President for Learning and serves on
the President’s Cabinet, which includes vice presidents, associate vice presidents, deans and
senior directors. The Vice President for Learning, the Activity Director and the Grant Director
will attend all national Title III conferences and meetings. Mr. Schroeder will have immediate
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access to the President to ensure achievement of project goals and objectives and will keep the
President and Cabinet informed of grant progress. Mr. Schroeder will have full autonomy and
authority over project personnel in implementing tasks. He will devote 25 percent of his time to
grant functions. Procedures developed to administer the project will ensure full project
integration into regular institutional operations, sound fiscal management, full compliance with
grant requirements, efficient project operations and application of data for decision making..
Mr. Schroeder will be assisted by the Title III Oversight Team and the Native American
Advisory Council. The Oversight Team will be composed of leaders throughout the college (see
table 24). The Advisory Council will be composed of Native American leaders at SJC, from
within the community and from four-year transfer institutions (travel funding will be provided
through the grant for non-local members to attend meetings). These teams will meet at least
once per semester to review progress towards grant objectives, and to make changes to programs
as needed. The Oversight Team will ensure that grant initiatives are connected to other similar
services or programs within the college and will work with the external evaluator to assure
compliance and accomplishment of grant objectives.
Procedures
SJC will employ policies and procedures that adhere to NASNTI and related federal
regulations and that promote effective and efficient program administration. Procedures for
project administration will reflect attention to the eventual full integration of the project into
institutional operations. Policies and procedures will be refined as needed during the grant
period. Inherent in the policies and procedures will be internal monitoring and reporting systems
to ensure sound fiscal management, efficient project operation leading to the achievement of
objectives and avoidance of any supplanting of institutional funds with federal funds.
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Table 22. Project Administration
Objectives of Project Administration
 Assure consistent and complete adherence to all federal and institutional policies.
 Establish and maintain open communication among NASNTI staff and between NASNTI staff and other
college faculty members and administrators.
 Monitor the progress of the project toward specific project milestones and objectives.
 Monitor the congruence of project objectives with college priorities and goals. Provide a model of effective
and efficient administration.
 Oversee and facilitate the project evaluation process.
 Exercise fiscal responsibility and avoid supplanting institutional funds with federal funds.
 Integrate all components of the project into regular institutional operations at the end of the development
period.
 Share positive results with NASNTI programs and personnel at other colleges
Projected Outcomes of Project Administration
 The project will operate smoothly and in full compliance with both institutional and federal requirements.
 Both internal and external audits of the project will find no indication whatsoever of supplanting in the use
of NASNTI funds.
 The project will be smoothly and fully integrated into college operations.
 The project will have significant, measurable impact on strengthening Native American student success
and institutional vitality.
 GEPA requirements will be met.
Administrative Authority and Organizational Chart
Mr. Timothy Schroeder, will serve as the NASNTI Activity Coordinator and will have
supervisory responsibility and authority over all grant personnel. Mr. Schroeder has co-authored
and managed more than $12 million in grants, including Title III (NASNTI and Alaska NativeServing) and Carl Perkins programs. He has served in higher education for 22 years, and has
provided direct instruction, academic advising, intervention and student support to Native
American students in Alaska and New Mexico. He currently manages the student engagement
functions and personnel for SJC, including academic support, learning skills instruction and the
Launch Native American serving program. Mr. Schroeder will provide overall direction to grant
personnel for project implementation and will report to the President on NASNTI issues.
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







Table 23. Strategies to Carry Out Activity Coordinator Responsibilities
Chair the Oversight Team and meet with the committee regularly. Among its functions, the Team will be a
vehicle for communication, a valuable resource of advice and counsel, and a dependable source of
suggestions for project improvement;
Convene the Native American Advisory Council each semester. This team will assist the program to
connect to related programs, resources and personnel within the college, the community and at four-year
institutions in the region.
Hold weekly meetings with grant director in order to identify their successes and challenges. Meetings will
also serve to update staff on internal and federal policy or procedure changes.
Attend President’s Cabinet meetings in order to provide strong links with senior administration and provide
regular information on the project.
Attend at least one workshop each year relevant to NASNTI administration
Receive and monitor monthly budget reports on the status of the project’s expenditures.
Receive monthly reports from project staff on the progress of each component and provide feedback.
Utilize success data and student feedback to improve program components and strategies.
Table 24. NASNTI Organizational Chart
GRANT TEAMS
TITLE III GRANT OVERSIGHT TEAM MEMBERS (or their designees): Grant Director (chair), Sr. Director of
Student Engagement, Director of the Native American Center, Grant Compliance Officer, Grant Accountant, Sr.
Director of Enrollment Services, Director of Advising & Counseling, Director of Career Services, Director of
West Campus, Dean of School of Science, Dean of School of Humanities, Associate Vice President for Learning,
Manager of Institutional Research, Director of the Center for Teaching Excellence. Also included will be Native
American student representatives and faculty/staff members from key institutional teams such as the Retention
Team, the Enrollment Management Team, the Developmental Education Core team and the Assessment
Taskforce.
TITLE III NATIVE AMERICAN ADVISORY COUNCIL INITIAL MEMBERS (or their designees): Council
Chair, Director of Native American Center, SJC West Campus Director, Native American faculty representatives
from schools of Math/Science, Humanities and Business, representative from the SJC Board, representative from
Advising and Counseling Office, student representatives from the American Indian Science and Engineering
Society, and representatives from regional four-year institutions.
SJC
President
Grant Oversight Team
and
Native American
Advisory Council
Senior
Director of
Student
Engagement
SJC Executive
Leadership Team
Grant Director
Research Specialist
Web Developer
Administrative Assistant
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VII. QUALITY OF EVALUATION PLAN
Overall project evaluation of the proposed NASNTI activities will be supervised by the
NASNTI Activity Coordinator with primary support from Institutional Research and Planning.
In Year One, an external evaluator will be hired to refine the evaluation plan, instruments and
evaluation timetable. Formative evaluation will allow for adjustment of methods for reaching
objectives and schedules, reallocation of resources, and strengthening of data-based decisions by
project and college administrators based on the preliminary evaluation results.
Summative evaluation, to be conducted at the end of each grant year, will assess progress
toward the specified objectives for that year. A final summative evaluation will occur at the end
of the project, focusing on total accomplishments relevant to project objectives and related SJC
strategic goals.
Evaluation Objectives
The College has established the following objectives for the evaluation process in order
to facilitate success with the NASNTI project and to ensure long-term implementation: (1) To
measure progress toward attainment of goals and objectives and engage in quality improvement
activities; (2) To inform institutional decision-making with timely objective and quantifiable
data about the achievements of the NASNTI project toward improvement of Native American
student success; (3) To improve the institution's use of data for decision making; (4) To achieve
integration of each developed activity into regular institutional operations; (5) To provide databased reports at the conclusion of each grant year; and (6) To provide a summative report at the
conclusion of the five-year grant.
General Outcomes of the Evaluation Process
By the end of the grant period, the following will have been accomplished and
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demonstrated through the grant evaluation processes:
(1) SJC will have objective and
quantifiable data about each component of the project as a result of internal data analysis and
NASNTI year-end reports, (2) The successful NASNTI activities will have been institutionalized
into ongoing college structures, programs and services, and (3) the institution will be stronger
and better able to continue to support Native American students and all students in meeting their
degree and transfer goals.
Process Strategies
Data and information collection will be systematic, and will be available by direct webbased access to data through links to the SJC data warehouse. Specific process strategies
include:
(1) Identifying data/information needs as specified in the grant; (2) Identifying
available sources of data, which can be analyzed and used effectively; (3) Developing new data
sources to provide value-added information (e.g., vendor assessment instruments); (4) Carefully
analyzing available data using appropriate research methodology; (5) Providing regular reports
to the President's Cabinet assessing progress and impact, and (6) Basing planning and budgeting
decisions on analysis of these reports in accordance with the data implementation plan detailed in
Table 18.
Use of Quantifiable Data
The measurable objectives and performance evaluation measures for each activity are
designed to support use of quantifiable data to evaluate the progress of activities and to enhance
their impact on solving student success challenges. Grant objectives and expected measures used
in each area are presented in Table 13.
In addition to quantitative data, satisfaction surveys, focus groups and other observable
outcomes will be collected and evaluated by the external evaluator, with additional analysis
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provided by the Senior Director of Student Engagement, the Vice President for Learning and the
Manager of Institutional Research.
Table 25. Process for Analyzing Formative and Summative Data
Activity Coordinator. Responsible for data collection, analysis and presentation of activity progress reports
relevant to performance evaluation measures, Prepare and present reports to the Oversight Team, Native
American Advisory Council and President’s Cabinet on a regular basis, and to other stakeholders at least
annually. Responsible for writing and submitting annual reports to the College Grants Management Team and
the College Administration.
Title III Grant Oversight Team. Reviews reports and monitors progress and compliance with project
guidelines and time lines, modifies the project as needed to ensure steady progress towards formative and
summative objectives.
Title III Native American Advisory Council. Reviews reports and recommends program improvements.
Identifies educational partners and additional resources. Connects program to leaders within the Native
American community.
President’s Cabinet and College Administration. Uses reports to monitor progress of project and its impact
on the various units of the institution, determines institutionalization. Uses annual reports to ensure grant
compliance and to integrate grant activities with existing college programs.
Vice President for Learning. Success data will be utilized to institutionalize grant functions.
External Evaluator. An external evaluator will provide an annual assessment with a focus on short and longterm project effectiveness and compliance.
Grants Compliance Specialist. Reports evaluated to ensure compliance with institutional and federal
policies.
College President. Provides final review and approval for annual reports and integration plans.
Process and Personnel for Analyzing Formative and Summative Data
Grant-collected and institutional data will be analyzed statistically by the Research
Specialist and the Activity Director. Participation of the College’s personnel and community
partners with the evaluation process constitutes a significant investment of internal resources and
demonstrates the institution’s commitment to the project and the value of evaluation. The
NASNTI Activity Coordinator will direct the overall project evaluation. The Oversight Team
and Native American Advisory Council have essential advisory, integration and networking roles
in the project. These teams will review all data and progress reports prior to submission to the
President’s Cabinet. In addition to other meetings, the teams will be convened at least twice
during the first semester, and once per semester thereafter for the purpose of formative
evaluation and related planning.
The college Grants Compliance Specialist and the External
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Evaluator will ensure that the College complies with EDGAR and OMB circulars. The
President’s Cabinet will work with college administrators to ensure grant data are used to
institutionalize successful grant activities.
Additional resources to be used in the evaluation include the time and expertise of the
project staff and staff of the Office of Institutional Research and Planning, who will design
reports that assess results in the areas being measured, and the time and expertise of the Office of
Technology Services, who will ensure that the student data elements required for analysis are
captured in the institutional data warehouse for long-term use. An external evaluator will be
hired for accountability purposes and to provide an assessment with a comprehensive focus on
long-term program effectiveness and sustained changes. The evaluator will assist in assessment
of activity redesign and ongoing evaluation of the activity.
Ultimate decisions based on
evaluation of data rest with the President.
Table 26. Evaluation of Objectives
Data Analysis: For each objective, the Senior Director of Student Engagement and the Manager of Institutional
Research reviews data by September of each year, and compares with baseline data.
Data Reporting: For each objective, the Senior Director of Student Engagement submits regular reports to the
President, and submits annual reports to the President, the President’s Cabinet, the Vice President for Learning and
the Grant Oversight Team.
Objective 1a. Increase the number of Native American students who graduate with AA/AS degrees or
transfer certificates
Data Elements
Data Collection
Compare the graduation numbers (headcount) from base Extract data each term from student information system,
year to each grant year-end
as reported specifically for this program
Objective 1b. Increase the percentage of first-time full-time AA/AS degree-seeking Native American students
who complete an AA or AS within three years
Data Elements
Data Collection
Compare Native American AA/AS enrolled students in
Extract data each term from student information system,
a fall cohort to the graduating class of AA/AS students
as reported specifically for this program
three years later.
Objective 1c. Increase the percentage of first-time full-time AA/AS degree-seeking Native American students
who complete any SJC degree or certificate within three years
Data Elements
Data Collection
Compare Native American AA/AS enrolled students in
Extract data each term from student information system,
a fall cohort to the graduating class for all degrees and
as reported specifically for this program
certificates three years later.
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Objective 1d. Improve the ratio of AA/AS enrolled students per each AA/AS graduate
Data Elements
Data Collection
Compare the number of AA/AS students enrolled in a
Extract data each term from student information system,
fall term to the number of students graduating with
as reported specifically for this program. Graduation
AA/AS degrees the following spring
numbers are also reported annually in the SJC Factbook.
Objective 2a. Increase the percentage of first-time full-time degree-seeking Native American students who
successfully transfer to four-year colleges
Data Elements
Data Collection
Compare Native American enrolled students in a fall
Extract data each term from student information system,
cohort to students who have successfully transferred to
as reported specifically for this program.
other institutions within three years.
Objective 3a. Improve course success rates for all students in English, Business Administration, Mathematics
and Chemistry (key AA/AS disciplines) to:
Data Elements
Data Collection
Collect the student success rate (percentage of enrolled
Extract data from semester schedules, as made available
students as of census date who complete courses with a
on the San Juan College Institutional Research website
“C” or higher) aggregated by discipline
Objective 4a. Increase the percentage of General Education sections offered outside of M-Th 8:00 am – 4:00
pm traditional format
Data Elements
Data Collection
Count the number of General Education courses that
Extract data each term from student information system,
begin outside of the designated timeframe (including
collected by Student Engagement staff for the Learning
those which are cancelled due to low enrollment).
Leadership Team.
Objective 4b. Increase the number of full-time and adjunct faculty who participate in grant-sponsored
professional development each year
Data Elements
Data Collection
Count the number of faculty who participate in training, Sign-in sheet and other grant records (travel reports, etc)
conferences and other grant-funded professional
development opportunities designed to promote Native
American student success
Objective 4c. Increase the number of students who participate in grant-sponsored assessment of technology
skills each year
Data Elements
Data Collection
Count the number of students who take technology
Student usage statistics provided by assessment software
assessments.
Objective 4d. Increase the number of students who participate in grant-sponsored remediation of technology
skills each year
Data Elements
Data Collection
Count the number of students who participate in
Student usage statistics provided by assessment software
technology remediation.
or by logs kept by grant staff
Objective 4e. Increase the number of distinct web pages enhanced each year by this grant
Data Elements
Data Collection
Count the number of web pages enhanced
Logs kept by SJC Webmaster and the Title III Web
Developer
Objective 5a. Administer retention assessments to the designated number of students each year
Data Elements
Data Collection
Count the number of students who complete retention
Student usage statistics provided by retention software
assessments
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Objective 5b. Through the grant, survey the designated number of Native American students regarding
satisfaction and needs each year
Data Elements
Data Collection
Count the number of students who receive surveys each
Logs kept by Title III Research Specialist, collaborated
year
by survey software or postage reports
Objective 5c. Based on surveys of SJC personnel, the designated percentage of survey respondents will
indicate that they are using grant-sponsored data in strategic planning each year
Data Elements
Data Collection
Count the number of personnel who indicate they use
Reports from survey software
data compared to the number who indicate they do not
Objective 5d. Build the designated number of customizable reports
Data Elements
Data Collection
Count the number of customizable reports completed
Reports from contracting company, collaborated by
and utilized each year
financial records and grant personnel
Additional External Evaluation Elements. Ensure 90% or higher overall student, faculty and staff
satisfaction with all grant activities, services and learning opportunities
Data Elements
Data Collection
Satisfaction with individual initiatives, as measured by
Satisfaction surveys, focus groups and activity
tools and rubrics created by External Evaluator
observations collected by External Evaluator
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