2014 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
2014 Annual Performance Report
Submitted: 02/02/2015 05:03 PM
U.S. Department of Education
Title III - Part F - Native American-Serving Nontribal Institutions
General Information
1. PR/Award #:
P382C110007
2. UNIT (NCES) ID#:
188100
3. Project Title:
Accelerating AA/AS Degree and Certificate Completion for Native American Students
4. Grantee Name:
San Juan College
5. Grantee Address:
4601 College Boulevard
Farmington, NM 87402
6. Project Director Name and Title:
Michaele Brandon, Senior Director, Student Success Center
Phone # and Ext:
(505) 566-3693
Email Address:
[email protected]
7.
Reporting Period:
From: 10 / 01 / 2013
Reporting detail:
Year grant was awarded:
2011
Year grant is supposed to end:
2016
Total expected duration of grant (years):
To: 09 / 30 / 2014 (mm/dd/yyyy)
5
8. Authorized Representative
Name: Toni Hopper Pendergrass, Ph.D.
Telephone: 505-566-3209
Email: [email protected]
Date: 02/02/2015
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2014 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Section 1: Executive Summary
The purpose of the legislation that established the Title III-A, Section 319 and III-F, Section 371 is to "enable Native
American-serving institutions to improve and expand their capacity to serve Native Americans and low-income
individuals."
A. This section summarizes how the grant enabled the institution to fulfill the legislative intent of the Title III Part F program.
1.
The impact of the Title III - Part F grant on the institution's capacity to contribute to fulfilling the goals of the
legislation.
The program consists of a single activity, Accelerating AA/AS Degree and Certificate Completion for Native American
Students. This activity consists of two components. For each of the major components, instructional objectives that are
impacted by grant activities are noted parenthetically. References to major activities and expanded status information are
included in the narrative portion of the Project Status Chart in Section 4.
COMPONENT 1: Increasing Post-Secondary Success
Transfer Center and Transfer Initiatives (Objectives 1a, 1b, 1c, 1d, 2a, and 3a)
•
Three Hundred-Seventeen (317) students received one-on-one transfer advisement.
•
Eight Student Workshops were conducted on transferring. These workshops were attended by 102 students.
•
The 3rd Annual Native Leaders Speaker Series was held on April 09, 2014. San Juan College graduate, Dr. Stanley
Atcitty, was the featured speaker. Over 40 students and faculty members attended this lecture.
•
The first annual Transfer Week was held, including over 250 students who attended the Transfer Fair with 40
college/scholarship representatives.
•
The Transfer Center coordinated the annual “Commit to Complete” campaign in which 153 students committed to
complete their degree within three years.
Building Partnerships with Native American Servicing Four-Year Institutions (Objectives 1a, 1b, 1c, 1d, 2a)
•
Collaboration meetings were held between SJC and New Mexico Highlands University main campus, New Mexico
State University, Eastern New Mexico University, Weber State University, and Santa Fe University of Art and Design.
These collaboration meetings discussed student preparation, creating a transfer network, transfer articulations, the transfer
process, and available student support services. These partnerships are in addition to the nine collaborations that were
developed in years one and two of the grant.
•
Two meetings of the Fast Forward Native American Advisory Council were held. The Advisory Council continues to
provide great advisement for the operations of the grant.
•
Five total Student College Exploration Visits were made to the University of New Mexico, Fort Lewis College,
Colorado School of Mines, and New Mexico State University. Altogether, 32 students participated on these trips.
•
A year-long health science partnership was coordinated with the University of New Mexico’s Center for Native
American Health Program. Twenty-three students participated in this partnership and two of those students did transfer to
UNM-CNAH.
•
Four additional Guaranteed Admission Agreements were signed with New Mexico Highlands University.
•
Two new Articulation Agreements were signed with New Mexico Institute of Mining and Technology in Engineering
and with the University of New Mexico in Nursing.
Developing Alternative Delivery Formats (Objectives 1a, 1b, 1c, 1d, 2a, 3a, 4a)
•
A community survey was administered in year two to gauge student and community interest in offering various
alternative formats of instructional delivery. The survey results led to:
•
An initiative called "Saturday College" was established by the college to help students complete a Liberal Arts A.A.
degree through a hybrid model of face-to-face Saturday sessions and weekly online assignments.
•
An increase in the number of late start classes being offered for the fall semester.
•
ClassTracks, a course schedule program, was purchased to schedule courses, but the program also analyzes course
scheduling for maximum quality management.
Strengthening Professional Development for Faculty (Objectives 3a, 4b, 5c)
•
Fifteen faculty and staff members participated in various national conferences which focused on Native American and
applied learning educational strategies.
•
The Bisti Writing Project again provided a professional learning community (PLC) summer institute for 13 SJC faculty
and adjunct faculty during a five day-workshop. This year’s workshop explored Writing Across the Curriculum &
Working with Diverse Learners.
•
Forty-two faculty participated in Fast Forward-sponsored workshops, including a presentation on the Bachelors of
Applied Arts and Science Degree at Eastern New Mexico University, the American Indian Cohort Student Initiative
Presentation, the Learning Symposium, and the Native Leaders Speaker Series Faculty Presentation.
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2014 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Creating a Technology Readiness Assessment and Remediation Program (Objectives 4c, 4d)
•
A Technology Readiness Assessment, SmarterMeasures, was administered in New Student Orientation and a few
selected on-line courses to 1448 students. This was a change from the previous year when it was administered by the
Online Grassroots Committee in only selected on-line courses.
•
Based on the Technology Readiness Assessment, 24 students were recruited into technology coaching through the
Student Achievement Center.
Enhancing Interactive Electronic Student Resources (Objectives 2a, 4e)
•
Webpage additions and enhancements were made in 61 areas.
•
Academic program content was prepared for a new e-Brochure system that is linked to the SJC website.
•
Assisted in researching and selecting an online student catalog system that will link to the SJC website.
•
Fast Forward participated in a cost-share to purchase a new e-Catalog system, Digital Architecture, Inc.
•
The Transfer Center website was accessed 12,424 times; a 16% increase from the previous year.
COMPONENT 2: Enabling More Data-Based Decision Making
Conducting a Pilot Research Project: Retention Assessment (Objective 5a)
•
A retention assessment continued to be administered as part of New Student Orientation to assess the non-cognitive
concerns of incoming students. Altogether, 1304 students completed the assessment.
Collecting Extensive Quantitative and Qualitative Data to Improve Native American Student Success (Objectives 1a, 1b,
1cc, 1d, 2a, 3a, 5b, 5d)
•
Dashboards were updated on the Native American Graduate Survey, Native American Student Success Rates, and the
Native American Student Profile.
•
Customizable reports were created on American Indian cohort students to track retention, course success, and degree
completion rates.
•
Revisions and distribution of the 2014 American Indian Graduate Survey were made. The 2014 Native American
Student Profile was created and a 2015 draft was created.
Empowering Data-Based Decision Making (Objectives 3a, 5a, 5b, 5c, 5d)
•
Implementation of the Cohort Student Initiative began in 2013-14 to identify and advise American Indian students
categorized in the Fall 2011 and 2012 First Time, Full Time cohorts.
•
Student Success Courses’ impact on American Indian Student Retention Data and Trends among 2010 American
Indian Cohort were shared with the Learning Leadership Team, which is comprised of the Vice President of Learning, the
Associate Vice President, and the Deans of the schools. As a result, the position of the Research Specialist was
recommended to be reprogrammed to Program Advisor.
STAFFING (all objectives)
•
The Fast Forward program lost two grant staff members, the Web Developer and the Research Specialist. As of
September 30, 2014, interviews had been conducted for the Web Developer position, and the Research Specialist position
was being reprogrammed as the Program Advisor, and was awaiting approval by the Program Officer.
2.
How has the grant helped to carry out the mission of the institution?
The mission statement of San Juan College reads, “Inspire and support lifelong learning to achieve personal and community
goals by providing quality education, services and cultural enrichment.”
The Fast Forward Program has supported the college’s mission by expanding institutional capacity to service Native
American students in their desire for degree completion and transfer opportunities. Specifically, the NASNTI, Title III,
Part F grant has helped San Juan College fulfill the mission in the following ways:
QUALITY EDUCATION:
•
Providing professional development opportunities to assist faculty in improving their instructional methods, quality of
education, and classroom pedagogy. Opportunities for professional development were offered through attendance at national
conferences on Native American education, developmental education, and in-house opportunities, such as workshops on
data, curriculum, and transfer advisement.
•
The updated 2014 Native American Student Profile and data on trends in the 2010 American Indian Cohort was
provided to staff to help them to make data-based decisions regarding degree completion or transfer rates.
•
The development of a Cohort Student Initiative pilot program was instituted. This initiative tracks American Indian
cohort groups on their academic progress, retention, course completion, and degree completion rates.
•
Participation in the development of the Academic Quality Improvement Plan for reaccreditation of the college and
participation in the AQIP visit.
•
Participation in the “Finish What You Start” college campaign. This campaign is focused on increasing student degree
completion rates.
•
Sponsorship of the “Commit to Complete” campaign to encourage degree completion.
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2014 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
QUALITY SERVICES:
•
The grant has created a formal advisement support system to aid students in their transfer process through the Transfer
Center and an interactive Transfer Center website.
•
Communicated transfer information and opportunities to students and faculty/staff via classroom visits, workshops,
hallway bulletin board, flyers, posters, transfer exploration trips, and sponsorship of Transfer Week, including the Transfer
and Scholarship Fair.
•
Participated and shared transfer information at the Student Rush, Student Resource Days, “Wear Your College Colors
Day,” Diploma Day, College Daze, and Fall Convocation.
•
Expanded student communication methods to encompass social media platforms (i.e. Transfer Center Facebook).
•
Conducted a student survey to determine preferred communication channels amongst the campus student population.
CULTURAL ENRICHMENT:
•
Participated in and supported Native American Center events and activities.
•
Assisted with the San Juan College Pow-Wow.
•
Assisted with the college information booth at the San Juan County Fair and the Northern Navajo Nation Fair.
•
The Third Annual Native Leaders Series was held on April 09, 2014. Over 40 students, faculty, and staff attended this
educational and transfer lecture.
•
Assisted with the Asaayii Fire Relief Effort.
B. The following information documents the institution's experience with the grant as reported during the current
reporting period.
Tell us about any challenges that you have had during the reporting period or that you anticipate in the coming year
which may affect your ability to meet the goals of your grant. Include, if applicable, your institution's plans to meet
these challenges.
The Fast Forward Program at San Juan College has experienced the following challenges during the third year of the grant:
•
DEGREE COMPLETION AND TRANSFER RATES: The Fast Forward Program does not directly influence or
impact Native American student degree completion. Nonetheless, this past grant year, the Fast Forward program did
institute the Cohort Student Initiative (CSI). The CSI acted as a pilot program this past grant year. During this pilot
program, the Research Specialist was able to track academic progress, retention, course completion, and degree completion
rates of the Fall 2010 and Fall 2011 American Indian cohort groups. Based on the students’ information, the Research
Specialist was able to communicate with students on their progress and to make recommendations regarding course
selections and degree major changes. With the departure of the Research Specialist, approval is being sought from the
Program Officer to reprogram the Research Specialist to a Program Advisor (this approval has since been granted). The
Program Advisor will be able to continue the work of the Cohort Student Initiative and will also be able to provide intrusive
advisement beyond just the periodic communication that the Research Specialist provided. The Program Advisor will also
work closely with the Transfer Specialist to ensure that these students also receive transfer advisement.
•
TECHNOLOGY READINESS ASSESSMENT AND REMEDIATION: Change was made in how the Technology
Readiness Assessment was administered. This change has been overwhelmingly positive. The Student Achievement
Center now administers the Technology Readiness Assessment during New Student Orientation, along with a few on-line
courses. This change now allows college personnel to determine up front if students have adequate technology skills to
enroll in online courses. Ideally, those students who scored low in technology competency will then be targeted for
technology remediation. In the previous grant year, technology remediation was administered to a greater number of
students, but the students who received the remediation were not from the same pool of students who were administered the
technology readiness assessment. The students serviced were students who sought assistance from the Technology Coach
or Smart Lab staff. In grant year three, the students who received technology remediation now came from the same pool of
students who took the technology readiness assessment. Thus, only 24 students of the 233 who scored “low proficient” in
Technology Competency were recruited for technology coaching. It is the challenge that the grant program will be
addressing this grant year.
•
TECHNOLOGY READINESS ASSESSMENT AND RETENTION ASSESSMENT: A combined challenge that the
grant program may potentially face is with the Technology Readiness Assessment and the Retention Assessment. The
college is reassessing how the New Student Orientation is organized. There is a concern that too much of New Student
Orientation is focused on assessments and not enough time is dedicated to creating a positive college community
environment for new students. If changes are made, the Technology Readiness Assessment or the Retention Assessment
may be eliminated. There are some aspects of technology readiness and retention that can be found in both of the current
assessments that are being utilized. If New Student Orientation is reorganized, data will then be extracted from only one of
the assessment instruments.
•
CARRY FORWARD BUDGET: Carry forward funds totaled $178,612.76. This carry over amount resulted from the
resignations of two Fast Forward positions. A replacement Web Advisor was in the process of being hired (and has since
been hired) while the reprogramming of the Research Specialist position to a Program Advisor position was awaiting
approval by the Program Officer (which has since been approved). A plan to redirect and expend these funds on other
program activities has been developed.
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2014 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
How would you improve or change the Program (e.g., customer service, allowable activities, regulations, statute)?
San Juan College has been pleased with the service provided by the Program Officer, Mr. Christopher Smith. Despite a
large caseload, the program officer has always been informative and eager to assist with program’s needs and desires. The
college continues to be happy with the great working relationship with the program officer.
As was mentioned in last year’s annual performance report, one area that could be changed would be to allow more
flexibility to purchase food and/or snacks for program activities. Food brings in students and the ability to provide food
would increase program participation by students.
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2014 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Section 2: Accreditation
Accreditation
Institution's primary accrediting agency.
X
The Higher Learning Commission of the North Central Association
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2014 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Section 3: Grant Activities and Focus Areas
Grant activity carried out during this reporting period in your grant application: Accelerating AA/AS Degree and
Certificate Completion for Native American Students
Total $ spent on this activity during the current reporting period: $431,185.32
Focus Area: Student Services and Outcomes
Title III Part A Legislative Allowable Activities
[Note: All listed activities are directly from the legislation.]
Purchase, rental, or lease of scientific or laboratory equipment for educational
purposes, including instructional and research purposes.
Renovation and improvement in classrooms, libraries, laboratories, and other
instructional facilities.
Support of faculty exchanges, and faculty development and faculty fellowships to
assist in attaining advanced degrees in the faculty's field of instruction.
Curriculum development and academic instruction.
Purchase of library books, periodicals, microfilm, and other educational materials.
Funds and administrative management, and acquisition of equipment for use in
strengthening funds management.
Joint use of facilities such as laboratories and libraries.
Academic tutoring and counseling programs and student support services.
Education or counseling services designed to improve the financial and economic
literacy of students or the students' families.
OTHER ACTIVITIES
GRAND TOTAL
7
Dollars Spent
% of Dollars
0.00
0
0.00
0
38,542.21
9
0.00
0.00
0
0
312,854.55
73
0.00
79,788.56
0
19
0.00
0
0.00
431,185.32
0
100%
2014 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Process Measures for “Accelerating AA/AS Degree and Certificate Completion for Native
American Students”
The following information depicts what the grantee has accomplished in the LAA categories for this Activity.
LAA Category: Funds management, administrative management, and acquisition of equipment for use in
strengthening funds management.
Did the number of FTEs hired for improvement of administrative
management systems increase?
If yes:
Start FTE 0
End FTE 1
Application Objective FTE 1
Yes
Other: Were relevant staff trained in human resources hiring practices?
If yes:
Start 0
End 1
Application Objective 1
Yes
LAA Category: Support of faculty exchanges, faculty development, and faculty fellowships to assist in attaining
advanced degrees in the field of instruction of the faculty.
Did the number of faculty developing new teaching techniques increase?
If yes:
Start # of faculty 0
End # of faculty 13
Application Objective # 6
Yes
Did the number of faculty participating in developmental activities (seminars,
workshops, etc.) increase?
If yes:
Start # of faculty 0
End # of faculty 29
Application Objective # 8
Yes
LAA Category: Tutoring, counseling, and student service programs designed to improve academic success.
Other: Did the number of students using transfer advisement services
increase?
If yes:
Start 0
End 317
Application Objective 5
8
Yes
2014 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Other: Did the number of students satisfied with transfer advisement services
increase?
If yes:
Start 0
End 87
Application Objective 5
9
Yes
2014 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Focus Area: Student Services Outcomes
This section depicts institutional outcomes that can be categorized in the Student Services and Outcomes focus area.
Information is provided on the measures that the grantee felt were most reflective of their activities supported by
Title III/V funds for the current reporting period. Grantees were required to answer at least two of the measures
questions.
No
Has the institution's retention rate improved?
Cohort: Fall 2013
If yes:
Initial rate 56
Final rate 52.1
Goal 58
I would like to provide a brief supporting statement: The institutional measure that best answers this question is
the fall to fall persistence rate. This particular retention rate is only focused on Native American students because
the grant is a Native American Serving Non-Tribal Institution grant. The goal was determined at a 2% growth rate
as based on the college's adopted Retention Plan. Upon the emergence of the Recession, the college experienced
increased enrollment. Now that the economy is rebounding, many of the students who had previously returned to
college or were simultaneously attending college and working are now returning full-time to the workforce. This
occurrence has impacted retention rates campus-wide and across all racial groups.
Has the number of students continuing to further postsecondary education
increased?
No
Cohort: Fall 2011
If yes:
Initial # 0
Final # 10
Goal 23
I would like to provide a brief supporting statement: This goal was not reached; however, the number of students
continuing to further their postsecondary education did increase from the previous year. The addition of a
Program Advisor in grant year 4 should aid in increasing this number. The Program Advisor will continue the
work of the Cohort Student Initiative by providing intrusive advising to American Indian cohort groups.
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2014 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Section 4: Project Status
Continued funding requires evidence of substantial progress towards meeting the activity objectives. Below is a list
of objectives for each activity carried out over the current reporting period of the grant.
ACTIVITY: Accelerating AA/AS Degree and Certificate Completion for Native American Students
Narrative Supporting Completed Objectives
Below are statements with data and references to goals stated in the grant application as appropriate to document the
objectives that were "completed" during each year of the grant.
Activity Objective(s)
Evidence of Completion
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 to 8%.
Using the Fall 2011 Cohort, 8.4% of first-time full-time AA/AS degree-seeking
Native American students completed a SJC degree or certificate within three years.
This compares to 13.0% for all students at SJC. This data is queried from Colleague
SIS by the SJC IR department.
Objective 4b. Increase the number of full-time and
adjunct faculty who participate in grant-sponsored
professional development each year. Target 20.
During year three, 42 unduplicated faculty participated in program professional
development opportunities. The data was collected and reported by grant staff.
Objective 4c. Increase the number of students who
In year three, 1448 students participated in grant-sponsored assessment of technology
participate in grant-sponsored assessment of technology skills. The assessment is administered by the Student Achievement Center during
skills each year. Target 1000.
New Student Orientation, with a few online courses also participating. The results
indicated that 233 students out of 1448 assessed were deemed "low readiness" in
Technology Competency. This data is collected and reported by grant staff.
Objective 4e. Increase the number of distinct web
pages enhanced each year by this grant. Target 50.
In year three, 61 distinct web pages were created or enhanced. These web pages
included the Transfer Center, Veterans Center, Native American Center, Saturday
College, and academic programs and research programs. This data is collected and
reported by grant staff.
Objective 5a. Administer retention assessments to
students each year. Target 1000.
In year three, 1304 students were administered a non-cognitive retention assessment
during New Student Orientation. This data is collected and reported by grant staff.
Objective 5b. Through the grant, survey Native
In year three, the Community College Survey of Student Engagement (CCSSE)
American students regarding satisfaction and needs each survey was administered by Institutional Research. Of the 810 students who
year. Target 25%.
completed the survey, 31% were Native American students. This data is collected
and reported by the IR department and grant staff.
Objective 5d. Build customizable reports. Target 10.
In year three, 77 customizable reports were produced. These customizable reports
mostly centered on the creation of data dashboards based on cohorts of American
Indian students. The data is collected and reported by grant staff.
Changes in Objective Schedule
Below are statements with data and references to goals stated in the grant application as appropriate to support and
explain the need for objective schedule changes.
Activity Objective(s)
Objective 1a. Increase the number of
first-time full-time Native American
students who graduate with AA/AS
degrees within three years to 23.
Reason(s) for Change
Expected Completion
Date
Using the Fall 2011 Cohort, 10 first-time full-time Native
American students graduated with an AA/AS degree within three
years. This compares to 34 for all students at SJC. Additionally,
this is an increase of two students from the previous year. In
response to this objective, the Cohort Student Initiative was
created to analyze and make one-on-one contact with students
from American Indian cohorts to encourage and accelerate degree
completion. Due to a staff resignation, the grant was seeking
approval from the Program Officer to reprogram the position of
Research Specialist to become a Program Advisor who would
continue the Cohort Student Initiative model with greater student
intrusive intervention (this approval has since been granted).
This data is queried from Colleague SIS by the IR department.
September 2015
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2014 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Activity Objective(s)
Reason(s) for Change
Expected Completion
Date
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 to 6%.
Using the Fall 2011 Cohort, 3.1% of first-time full-time AA/AS
degree-seeking Native American students completed an AA or AS
within three years. This compares to 5.0% for all students at SJC.
Additionally, this is an increase of 1.4% from the previous year.
In response to this objective, the Cohort Student Initiative was
created to analyze and make one-on-one contact with students
from the cohorts to encourage and accelerate degree completion.
Due to a staff resignation, the grant was seeking approval from the
Program Officer to reprogram the position of Research Specialist
to become a Program Advisor who would continue the Cohort
Student Initiative model with greater student intrusive intervention
(this approval has since been granted). This data is queried from
Colleague SIS by the IR department.
September 2015
Objective 1d. Improve the ratio of
first-time full-time Native American
AA/AS enrolled students per each
first-time full-time Native American
AA/AS graduate to 23.
Using the Fall 2011 Cohort, the ratio of first-time full-time Native
American AA/AS enrolled students per each first-time full-time
Native American AA/AS graduate was 32.3. This compares to
19.9 for all students at SJC. Additionally, this is a ratio decrease
of 4.7 from the previous year. In response to this objective, the
Cohort Student Initiative was created to analyze and make
one-on-one contact with students from the cohorts to encourage
and accelerate degree completion. A Program Advisor is being
recommended to replace the Research Specialist, who would
continue the Cohort Student Initiative model with greater student
intrusive intervention (this approval has since been granted).
This data is queried from Colleague SIS
September 2015
Objective 2a. Increase the percentage of
first-time full-time degree-seeking Native
American students who successfully
transfer to four-year colleges by 14.5%
Using the Fall 2011 Cohort, 7.1% of first-time full-time
degree-seeking Native American students successfully transferred
to four-year colleges. This compares to 10.0% for all students at
SJC. Additionally, this is a 2% increase from the previous year.
This data is queried from Colleague SIS by the IR department.
September 2015
Objective 3a. Improve course success
In year three, the course success rate for all students in English,
rates for all students in English, Business, Business, Mathematics, and Science was 60.1%. The grant has
Mathematics and Science to 67%.
provided faculty with professional development opportunities and
the purchase of calculators for the Student Success Center. In
addition, the grant is an active partner in the college's initiative for
the "Finish What You Start" campaign. This data is queried from
Colleague SIS by the SJC IR department.
September 2015
Objective 4a. Increase the percentage of
General Education sections offered
outside of M-Th 8:00 am – 4:00 pm
traditional format to 45%.
In year three, 35% of General Education sections were offered
outside of M-Th 8:00 am – 4:00 pm traditional format. Based on
results from a community survey administered by the grant in year
two, Saturday College is now being offered at the East Campus
and more late start classes are being offered in the fall semester.
This data is queried from the Colleague SIS by the SJC IR
department.
September 2015
Objective 4d. Increase the number of
students who participate in
grant-sponsored remediation of
technology skills each year. Target 250.
In year three, 24 students participated in grant-sponsored
remediation of technology skills. This is a decrease of 200
students from the previous year. The reason for the decrease is
that this year, the students who participated in remediation of
technology skills were from the same pool of students who were
assessed on their technology skills in objective 4c, which was not
true with last year's results. The assessment results indicated that
233 were considered "low readiness" in Technology Competency.
Unfortunately, at this time, students must agree to technology
remediation and the majority of the students who are in need of
remediation are not embracing the availability of technology
coaching. This data is collected and reported by grant staff.
September 2015
Objective 5c. Based on surveys of SJC
personnel, survey respondents will
indicate that they are using
grant-sponsored data in strategic planning
each year. Target 70%.
In year three, 68% of selected SJC personnel indicated that they
are using grant-sponsored data in strategic planning. This is an
increase of 9% from the previous year. The grant only missed
this objective by 2%. This data is collected and reported by SJC
IR department and grant staff.
September 2015
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2014 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Section 4: Budget Summary
Category
Carryover
Balance from
Previous FY
Actual Budget
$40,251.99
$242,048.00
$226,982.47
$0.00
$55,317.52
$229,298.00
Yes
$7,538.84
$73,774.00
$83,185.48
$0.00
($1,872.64)
$103,300.00
Yes
$30,037.81
$47,821.00
$29,068.16
$0.00
$48,790.65
$26,516.00
Yes
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
No
$116,125.44
$37,201.00
$80,760.62
$0.00
$72,565.82
$21,200.00
Yes
Contractual
$0.00
$15,000.00
$11,188.59
$0.00
$3,811.41
$19,500.00
Yes
Construction
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
No
Endowment
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
No
Other
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
No
Total
$193,954.08
$415,844.00
$431,185.32
$0.00
$178,612.76
$399,814.00
Personnel
Fringe Benefits
Travel
Equipment
Supplies
Expenditures
13
Non-Federal
Expenditures
Carryover
Balance
Next Year's Changes (Y/N)
Actual Budget
2014 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Section 4: Line Item Budget Narrative
This section provides an explanation of how funds will be expended as a result of changes in each of the selected
line item categories.
Personnel
Four professional staff positions and one support staff continued to be supported by the grant during year three. Two of the
professional staff positions--Web Developer and Research Specialist--were vacated during the grant year due to resignations. A
replacement Web Developer was in the process of being hired (and has since been hired) while approval from the Program
Officer was being sought to reprogram the Research Specialist to a Program Advisor (approval was given in October 2014). The
vacancies created by the two resignations did lead to a larger than expected carry forward balance. These carry forward funds
will be used to fund faculty stipends for a follow up to the Bisti Writing Project Professional Development in December 2014.
Twenty-five percent of the time and effort for the Principle Investigator has been documented towards the grant program.
Fringe Benefits
Fringe benefits were provided for all five grant-hired staff members and for faculty who received supplemental stipends for their
participation in certain professional development opportunities when the faculty members were off contract. The vacancies
created by the two resignations (as explained above) did lead to a larger than expected carry forward balance. Carry forward
funds will be used to fund the fringe benefits of faculty for a follow-up to the Bisti Writing Project Professional Development in
December 2014.
Travel
Travel funds were spent on regional travel to colleges and universities to establish transfer pathway relationships and college
exploration visits for students. Funds also were directed to professional development opportunities for faculty and staff. Carry
forward funds will contribute to additional travel for professional development opportunities for faculty and staff to participate in
conferences concentrated on Native American education, retention, degree completion, and increased transfer rates.
Supplies
Supplies included office supplies and program supplies to support grant initiatives. Among the purchases were included a
Technology Assessment, Retention Assessment, Class Scheduling program, Student Satisfaction Survey, an electronic student
course catalog, and calculators for the Student Success Center. Carry forwards funds will be used for Technology Assessment,
Remediation Assessment, and Transfer Remediation initiatives, which are not accounted for in the Annual Budget projected
expenditures for grant years 4 and 5
Contractual
Contractual expenditures were utilized to contract an External Evaluator and to provide honorariums to individuals who shared
their experience with the transfer process and student success to students and faculty.
14
2014 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Section 4: Budget Summary Narrative
Please explain budget changes, as needed, particularly the use of funds from cost savings, carryover funds and other
expanded authorities changes to your budget. Provide an explanation if you are NOT expending funds at the
expected rate. Describe any significant changes to your budget resulting from modifications of project activities.
1a. Have all funds that were to be drawn down during this respective performance period been drawn down? No
1b. If no, please provide a description of the funds (i.e. the amount) that have not been drawn down in the G5
system, and WHY they haven’t been drawn down.
All expenditures have been drawn down for year three. Remaining funds have been carried over to year four of the grant as
detailed in this application and as approved by the program officer.
2a. Have your project activities had to be modified? No
2b. If YES, please describe any significant changes to your budget resulting from modification of project activities.
3a. Did you have any unexpended funds at the end of the performance period? Yes
3b. If you did, explain why, provide the amount, and indicate how you plan to use the unexpended funds (carryover)
in the next budget period.
Carry forward funds totaled $ 178,612.76. This was a decrease and an improvement from last year by almost $16,000.00.
This carry forward amount resulted from the resignations of the two positions of the Web Developer and the Research
Specialist. A replacement Web Developer was in the process of being hired (and has since been hired) and the grant was
seeking approval from the Program Officer to reprogram the position of the Research Specialist to a Program Advisor.
That approval has since been granted also. This created a larger amount of carry forward funds in personnel.
A spending plan was created this past year for the carry forward funds for Supplies. The Annual Budget amount for
Supplies is minimal, thus the carry forward funds will augment the Supplies budget for the next two grant years to support
annual college initiatives with respect to technology readiness assessment and remediation, retention assessment, class
scheduling program, and a student satisfaction survey. Additional carry forward funds will be allocated for faculty
compensation to allow additional college faculty to participate in a follow-up Bisti Writing Project workshop in December
2014 and additional participation in the summer workshops for the Bisti Writing Project. Funds will also be used for other
professional development opportunities for faculty, college exploration visits, and supplies to support increased course
success.
Additional Information
4a. Is this a cooperative arrangement grant? No Please continue to question 3a.
4b. If yes, describe the type of cooperative arrangement you are in.
5a. Please complete the table below with information related to any partners that you might be working with on your
grant.
Partner Name
Description of Partner's role
5b. In the space below, please describe if and how partners have changed or been added during the reporting period.
If partners changed, describe whether this impacted your ability to achieve your approved project objectives and/or
project activities.
15
2014 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Partner's name whose role has
changed
How their role has changed
What if any impact this has had on
your ability to achieve approved
project objectives/activities
6a. Do you wish to make any changes in the grant’s activities for the next budget period? Yes
6b. If yes, describe any changes that you wish to make in the grant’s activities for the next budget period that are
consistent with the scope, objectives, and/or personnel of your approved application. (*Further approval for these
proposed changes may be required. Please contact your program officer.)
The grant is currently seeking approval by the Program Officer to reprogram the position of Research Specialist to Program
Advisor (this request has since been approved). The Program Advisor will be responsible for updating the profiles, data
trend reports, and dashboards that were created by the Research Specialist. This scope of work should account for 25% of
the Program Advisor's position. The remaining 75% of the scope of work for the Program Advisor will consist of advising
cohorts of Native American students to complete their AA/AS degree and to transfer to a four year institution.
7a. Were there any changes to key personnel during this reporting period? No
7b. If yes, did you receive approval from your Program Officer? No
8. Have you met your goals and objectives as outlined in your approved activities for this reporting period? Yes,
No, or partially. Partially
If no, please explain.
9. Provide any other appropriate information about the status of your project including any unanticipated outcomes
or benefits from your project in the space below;
16