2013 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
2013 Annual Performance Report
Submitted: 01/21/2014 12:29 PM
U.S. Department of Education
Title III - Part F - Native American-Serving Nontribal Institutions
General Informati on
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 / 2012
Reporting detail:
Year grant was awarded:
2011
Year grant is supposed to end:
2016
Total expected duration of grant (years):
To: 09 / 30 / 2013 (mm/dd/yyyy)
5
8. Authorized Representative
Name: Toni Hopper Pendergrass, Ph.D.
Telephone: 505-566-3209
Email: [email protected]
Date: 01/21/2014
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2013 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 Fast Forward Program (internal name) 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.
COM PONENT 1: Increasing Post-Secondary Success
Transfer Center and Transfer Initiatives (Objectives 1a, 1b, 1c, 1d, 2a, and 3a)
•
The Transfer Center was established in November 2012 and a Transfer Specialist began her duties in January 2013.
•
Ninety-eight students received one-on-one transfer advisement.
•
Five Student Workshops were held: Academic Portfolio, The Transfer Quest, Are You Linked In?, The Great
Adventure, and Smart M oney M anagement. In total, 142 students participated in these workshops.
•
The 2nd Annual Native Leaders Speaker Series was held on April 11, 2013. Former Navajo Nation Chairman and
Navajo Code Talker, Peter M acDonald, was the featured speaker. Over 200 students and community members attended
this transfer lecture.
•
The Transfer Center assumed responsibility for coordinating the University Partnership visits.
Building Partnerships with Native American Servicing Four-Year Institutions (Objectives 1a, 1b, 1c, 1d, 2a)
•
Collaboration meetings were held between SJC and the University of Arizona, Arizona State University, New M exico
Institute of M ining and Technology, and Grand Canyon University. These collaboration meetings discussed student
preparation, creating a transfer network, transfer articulations, and the transfer process and support services. These
partnerships are in addition to the collaborations that were developed in the first year of the grant.
•
Two meetings of the Native American Advisory Council were held. The Advisory Council continues to provide great
insight into the operations of the grant.
•
Two College Exploration Visits were made to the New M exico Institute of M ining and Technology; in total, seven
students participated.
•
A College Exploration Visit was made to Northern Arizona University; eleven students participated.
•
College Exploration Visits were made on a combined trip to the University of Arizona, Arizona State University, and
Northern Arizona University; two students participated.
•
A College Exploration Visit was made to the University of New M exico; two students participated.
•
A College Exploration Visit was made to Fort Lewis College; four students participated.
•
Eighteen Guaranteed Admission Agreements were signed in several academic disciplines with New M exico Highlands
University.
Developing Alternative Delivery Formats (Objectives 1a, 1b, 1c, 1d, 2a, 3a, 4a)
•
A community survey was administered to gauge student and community interest in offering various alternative formats
of instructional delivery.
•
In total, 622 surveys were completed.
•
The survey’s major conclusions included: there is a desire for enrollment in degree programs with AA/AS programs
and evening and weekend classes are also desired. Also, Instructor-based and Online courses were the most desired, and
interest was near equally divided among the six schools of the college.
•
The results of the survey were shared with the Learning Leadership Team, which will ultimately determine the next
course of action.
Strengthening Professional Development for Faculty (Objectives 3a, 4b, 5c)
•
A workshop was held during the Adjunct Symposium and was attended by 13 adjunct instructors. This workshop
focused on connecting students to much needed academic and non-academic resources to ensure students have the
opportunity to be successful.
•
A workshop on college success among Native American students was held. Ten faculty and staff members attended
this workshop.
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2013 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
•
The Bisti Writing Project once again provided a professional learning community (PLC) summer institute for 10 SJC
faculty during a five-day workshop. This year’s workshop explored various discipline-specific texts that are grounded in
the students’ home cultures, as well as ways to deal with the concept of “text-complexity” for English Language Learners.
•
Two workshops titled, "Connecting Students to Achieve Academic Success" and "Point and Click Interface
Dashboard", were held during Fall Convocation. Twenty-four faculty and staff attended both workshops.
Creating a Technology Readiness Assessment and Remediation Program (Objectives 4c, 4d)
•
Working in close collaboration with the Online Grassroots Committee, 239 students participated in a technology
readiness assessment.
•
As was noted in last year’s annual report, unfortunately, there is no assessment instrument that is also combined with a
remediation piece.
•
Therefore, remediation of technology skills was administered through the Office of Retention and its Smart Lab. In
total, 224 students received technology assistance for the student management system and computer science courses.
•
Discussions with the Online Grassroots Committee and the Office of Retention have led to the decision to move the
administration of the Technology Readiness Assessment to the New Student Orientation and to provide remediation to those
students as deemed needing remediation by the assessment.
Enhancing Interactive Electronic Student Resources (Objectives 2a, 4e)
•
The new Transfer Center website went live.
•
The Transfer Center website was accessed 10,681 times.
•
Webpage additions and enhancements were made in 35 areas.
COM PONENT 2: Enabling M ore Data-Based Decision M aking
Conducting a Pilot Research Project: Retention Assessment (Objective 5a)
•
A retention assessment was administered to 814 students as part of New Student Orientation.
•
By assessing the non-cognitive concerns of incoming students upfront before they even start classes, the hope is to
increase student success and retention by addressing any potential issues before they escalate later in the semester.
Collecting Extensive Quantitative and Qualitative Data to Improve Native American Student Success (Objectives 1a, 1b,
1cc, 1d, 2a, 3a, 5b, 5d)
•
Dashboards were created for the Native American Graduate Survey, Native American Student Success Rates, and the
Native American Student Profile.
•
Including demographics on specific tribal affiliation on the admissions application was approved.
Empowering Data-Based Decision M aking (Objectives 3a, 5a, 5b, 5c, 5d)
•
Native American Student Success Rates 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.
STAFFING (all objectives)
•
The Fast Forward program did not lose any grant staff. The program did add a Transfer Specialist position, as
approved 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:
•
Professional development opportunities help faculty improve 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.
•
A survey of the Bisti Writing Project Summer Workshop participants indicated the quality of the workshop was rated
excellent by 88.9% and good by 11.2%. The usefulness of the workshop's content to the instructor's classroom instruction
was rated 66.7% excellent and 33.3% good. A participant wrote, "This was one of my favorite workshops that I have been
part of at SJC." Another commented, "This is a great program. I hope it never goes away. . . . It was pure bliss."
•
The updated Native American Student Profile and dashboards on student success rates provide faculty and staff with
data on Native American students that can help them make data-based decisions regarding their educational needs and
challenges. A survey of selected SJC personnel indicated that 59% have used grant-sponsored data in their strategic
planning.
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2013 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 a central
Transfer Center on campus and an interactive Transfer Center website.
•
Transfer information and opportunities available to students and faculty/staff were communicated via classroom visits,
workshops, a hallway bulletin board, flyers, posters, and transfer exploration trips.
•
The Fast Forward Program participated in and supported Native American Center events and activities, such as the
Native American Center Graduation Reception and Scholarship & Transfer Fair.
•
Participated and shared transfer information at the Student Rush, Student Resource Days, “Wear Your College Colors
Day,” and Fall Convocation.
CULTURAL ENRICHM ENT:
•
Assisted with the San Juan College Pow-Wow.
•
Assisted with the college information booth at both the San Juan County Fair and the Northern Navajo Nation Fair.
•
The Second Annual Native Leaders Speaker Series was held on April 11, 2013. Over 200 students, faculty and staff,
and community members attended this educational and transfer lecture. A news article was written in the local newspaper
about the event.
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 second year of the
grant:
•
DEGREE COM PLETION AND TRANSFER RATES: The Fast Forward Program itself does not directly impact
Native American student degree completion. However, the Fast Forward Program does provide data information,
professional development opportunities, and enhanced web pages that impact degree completion. Likewise, the Fast
Forward Program has engaged in the implementation of the Cohort Student Initiative. This initiative is a pilot program to
track the academic progress, retention, course completion, and graduation rate of American Indian cohort groups.
Conversely, the Fast Forward Program does work directly with transfer advisement, but even in this capacity, the Fast
Forward Program is currently only working with those students who are seeking out the assistance of the Transfer Center.
The Cohort Student Initiative is making efforts to reach out to targeted Native American student cohorts to encourage and
facilitate degree completions and increased transfer rates.
•
TECHNOLOGY READINESS ASSESSM ENT AND REM EDIATION: As has been noted previously, there is no
combined technology readiness assessment and technology remediation program. For year two of the grant, the Fast
Forward Program, in conjunction with instructor members of the Online Grassroots Committee, was able to administer a
technology readiness assessment to online course students. The results indicated that only four students out of 239 students
assessed were deemed "low readiness" in Technology Competency. This was not surprising since those assessed were
already enrolled in online courses. The grant has decided that it would be more beneficial to administer this assessment as
part of the New Student Orientation. This new approach will determine whether students are technology proficient for
enrollment in online courses or to reteach technology skills for face to face and hybrid instruction, including proper usage of
email correspondence and the Canvas student management system. Therefore, the students who receive grant-sponsored
remediation in technology skills will be from the same pool of students who participate in the grant-sponsored assessment of
technology skills.
•
CUSTOM IZABLE REPORTS: The grant application required that the grant enter into contract with a consultant to
build a series of ongoing customizable reports and the grant did begin to initiate an extended services contract with Ellucian
Services to provide these reports using ProClarity reports. During these discussions with Ellucian, the college made a
decision to discontinue using ProClarity reports. Thus, it was not prudent to follow through with this contract. The college
is currently deciding on two reporting softwares to replace ProClarity reports. When this decision is made, the funds
targeted for the customizable reports will then be expended. Any remaining funds will be redirected to other program
activities.
•
CARRY FORWARD BUDGET: Carry forward funds totaled $194,484.29. This carry over amount resulted from a
three month delay in hiring a Transfer Specialist and mostly from the decision not to continue with a contract with Ellucian
for customizable reports (see above). A plan to redirect and expend these funds on other program activities has been
discussed and developed.
How would you improve or change the Program (e.g., customer service, allowable activities, regulations, statute)?
San Juan College has been pleased with and appreciates the services provided by the program office, including the
opportunities for supplemental funds. The program officer has been informative and eager to assist. Despite a large
caseload, the program officer has always spoken expertly to the college regarding the grant’s needs and program design.
The grant officer has been receptive and supportive of objective changes that are more realistic and this is appreciated. It
was a great opportunity to meet and visit with our program officer at the Higher Education Programs Project Directors’
M eeting in Washington DC in M arch 2013. The college is happy to continue the great working relationship with the
program officer, M r. Christopher Smith.
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2013 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
If there was one area of the grant that could be changed, it would be to allow more flexibility and ability to purchase food
for program activities. Food brings in students and the ability to provide food would definitely increase program
participation by students. So as not to abuse this program to offer food, perhaps only allowing a cap of 1% of total program
funding to be used on food could be instituted.
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2013 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Section 2: Institutional Profile
(IPEDS information is not included in the APR).
Accreditation
Institution's primary accrediting agency.
X
The Higher Learning Commission of the North Central Association
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2013 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: $385,194.90
Focus Area: Student Services and Outcomes
Title III Part A Legislative Allowable Activities
[Note: All listed activities are directly from the legislation.]
Dollars Spent
% of Dollars
Purchase, rental, or lease of scientific or laboratory equipment for educational
purposes, including instructional and research purposes.
0.00
0
Renovation and improvement in classrooms, libraries, laboratories, and other
instructional facilities.
0.00
0
51,158.57
13
Curriculum development and academic instruction.
0.00
0
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.
0.00
0
298,254.21
77
0.00
0
35,782.12
9
0.00
0
0.00
385,194.90
0
100%
Support of faculty exchanges, and faculty development and faculty fellowships to
assist in attaining advanced degrees in the faculty's field of instruction.
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
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2013 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: 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 trained in new or alternative teaching techniques
increase?
Yes
If yes:
Start # of faculty trained 0
End # of faculty trained 10
Application Objective # 6
Did the number of faculty participating in developmental activities (seminars,
workshops, etc.) increase?
Yes
If yes:
Start # of faculty 0
End # of faculty 17
Application Objective # 8
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 funds management
increase?
If yes:
Start FTE 0
End FTE 2
Application Objective FTE 2
Yes
Were relevant staff trained in how to use new administrative management
systems?
If yes:
Start FTE trained 0
End FTE trained 3
Application Objective FTE 3
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 98
Application Objective 5
8
Yes
2013 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 98
Application Objective 5
9
Yes
2013 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.
Has the institution's retention rate improved?
No
Cohort: 2012
If yes:
Initial rate 54
Final rate 53.3
Goal 56
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. With the advent of the recession, the college experienced
increased enrollment. Now that the economy is improving, 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 ethnicities.
Has the number of students continuing to further postsecondary education
increased?
No
Cohort: FA2010
If yes:
Initial # 0
Final # 8
Goal 18
I would like to provide a brief supporting statement: This goal was not reached; however, the grant was able to
create a new position of a Transfer Specialist who is able to assist students with their postsecondary educational
plans. This Transfer Specialist did not start her position until 3 months into the second year of the grant.
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2013 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 7%
Using the Fall 2010 Cohort, 8.8% of first-time full-time AA/AS degree-seeking
Native American students completed a SJC degree or certificate within three years.
T his compares to 11.9% for all students at SJC. T his 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. T arget 12.
During year two, 35 unduplicated faculty and staff participated in program activities,
of which, 17 were specifically unduplicated faculty. T he recruitment of faculty for
professional development is getting more challenging each year due to an
over-extended faculty. This data was collected and reported by grant staff.
In year two, 224 students participated in grant-sponsored remediation of technology
skills, though these students were not necessarily the same students who were
administered the grant-sponsored assessment of technology skills as described in
Objective 4c. For year three, the students who will receive grant-sponsored
remediation in technology skills will be from the same pool of students who will have
participated in the grant-sponsored assessment of technology skills. This assessment
and remediation will be done during the New Student Orientation. T his data is
collected and reported by grant staff.
Objective 4d. Increase the number of students who
participate in grant-sponsored remediation of
technology skills each year. T arget 150.
Objective 4e. Increase the number of distinct web
pages enhanced each year by this grant. Target 30.
In year two, 35 distinct web pages were created or enhanced. These web pages
included the T ransfer Center, Title III programs, extended campuses, and academic
programs. This data is collected and reported by grant staff.
Objective 5a. Administer retention assessments to the
following number of students each year. T arget 750.
In year two, 814 students were administered a non-cognitive retention assessment
during New Student Orientation. T his data is collected and reported by grant staff.
Objective 5d. Build the following number of
customizable reports. Target 10.
In year two, 31 customizable reports were produced. These customizable reports
mostly centered on the creation of data dashboards. These dashboards advanced
previous data information from paper format to online presentation. This data is
collected and reported by grant staff.
Changes to Activity Objectives
Below are statements with data and references to goals stated in the grant application as appropriate to support and
explain the need for the changes of objectives during the reporting period.
Activity Objective(s)
Proposed Objective
Change
Reason(s) for Change
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Change approved by
the ED Program Office
2013 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Activity Objective(s)
Proposed Objective
Change
Reason(s) for Change
Change approved by
the ED Program Office
Objective 1a. Increase the number
of first-time full-time Native
American students who graduate
with an AA/AS degrees within
three years to 18.
T he previous objective read:
Increase the number of Native
American students who graduate
with AA/AS degrees or transfer
certificates.
Using the Fall 2010 Cohort, there
were 8 first-time full-time Native
American students who graduated
with an AA/AS degree within three
years. T his compares to 22 for all
students at SJC. A T ransfer
Specialist was hired three months
into year two to provide a direct
student service component to guide
the AA/AS Native American
students towards graduation and
completion. In addition, the Cohort
Student Initiative was created to
identify the AA/AS degree-seeking
Native American students and to
track their progress towards
graduation and completion. This
data is queried from Colleague SIS
by the SJC IR department.
T he baseline data was based off of
the Fall 2006 cohort and therefore
it skewed subsequent year's target
goals. T he Fall 2007 cohort was a
more consistent cohort for better
methodology because it aligned
with objectives 1b and 1c (which
also used the Fall 2007 cohort).
Yes
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 24.
T he previous objective read:
Improve the ratio of AA/AS
enrolled students per each AA/AS
graduate.
Using the Fall 2010 Cohort, there
were 8 AA/AS Native American
graduates compared to 296 AA/AS
Native American enrolled students
for a ratio of 37. T his compares to
a 33.6 ratio for all students at SJC.
A T ransfer Specialist was hired
three months into year two to
provide a direct student service
component to guide the AA/AS
Native American students towards
graduation and completion. In
addition, the Cohort Student
Initiative was created to identify
the AA/AS degree-seeking Native
American students and to track
their progress towards graduation
and completion. T his data is
queried from Colleague SIS by the
SJC IR department.
Again, the baseline data was based
off of the Fall 2006 cohort and
therefore it skewed subsequent
year's target goals. The Fall 2007
cohort was a more consistent
cohort for better methodology
because it aligned with objectives
1b and 1c (which also used the Fall
2007 cohort). In addition, it also
made sense to focus on Native
American students to remain
consistent with the intent of the
NASNT I grant program.
Yes
Objective 3a. Improve the course
success rates for all students in
English, Business, Mathematics
and Science to 66%
T he previous objective read:
Improve course success rates for all
students in English, Business
Administration, Mathematics and
Chemistry.
In year two, the course success rate
for all students in English,
Business, Mathematics and
Sciences was 61.1%. T he grant
has provided faculty with
professional development
opportunities, including in the area
of developmental education. This
data is queried from Colleague SIS
by the SJC IR department.
T his change created consistency in
looking at disciplines, and not
specific courses, as stated in
institutional goal 3, “Improve
course success rates in key AA/AS
Disciplines.”
Yes
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2013 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Activity Objective(s)
Proposed Objective
Change
Objective 4a. Increase the
percentage of AA/AS General
Education sections offered outside
of M-T h 8:00 am-4:00pm
traditional format to 40%
T he previous objective read:
Increase the percentage of General
Education sections offered outside
of M-T h 8:00 am – 4:00 pm
traditional format.
In year two, 35.1% of General
Education sections were outside of
the M-Th 8am-4pm format. A
community survey was conducted
and the results were analyzed and
shared with the college's Learning
Leadership T eam. The grant is
investigating a class scheduling
program, ClassTracks, for
implementation in year three of the
grant. T his program will allow
access to enrollment information so
the college can make better
decisions about what courses to
offer, when to offer them, and
when to cancel classes or add new
sections based on student demand.
T his data is queried from the
Colleague SIS by the SJC IR
department.
Objective 5b. T hrough the grant,
T he previous objective read:
survey a representative percentage T hrough the grant, survey Native
of Native American students
American students regarding
regarding satisfaction and needs
satisfaction and needs each year.
In year two, a representative
each year. Target 25%
percentage of 43.6% Native
American students were surveyed
regarding their satisfaction and
needs. T he results indicated 83%
of respondents were somewhat
satisfied, satisfied, or very satisfied
with their overall experience at
SJC. T his data is collected and
reported by grant staff and the SJC
IR department.
Reason(s) for Change
Change approved by
the ED Program Office
T his change better measured those
courses leading to transfer degrees.
Otherwise, this objective measures
all General Education courses,
regardless of whether the student is
a degree seeking student or a
non-degree seeking student, thus,
skewing the results in favor of
non-degree seeking students. T his
change also tracks the targeted
students who are specific to
AA/AS degrees.
Yes
San Juan College has an
established cycle for student
surveys. T hese surveys are done
on a representative sampling of the
student population and usually
involve between 800 and 1,000
students. T hus, the target
measures originally set in the grant
did not reflect actual college
practice. It was proposed to adjust
the target measures to align with
that practice.
Yes
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)
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 5%.
Using the Fall 2010 Cohort, 2.7% of first-time full-time AA/AS
degree-seeking Native American students completed an AA or AS
within three years. This compares to 3.0% for all students at SJC.
A T ransfer Specialist was hired three months into year two to
provide a direct student service component to guide the AA/AS
Native American students towards graduation and completion. In
addition, the Cohort Student Initiative was created to identify the
AA/AS degree-seeking Native American students and to track
their progress towards graduation and completion. T his data is
queried from Colleague SIS by the SJC IR department.
September 2014
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2013 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Activity Objective(s)
Reason(s) for Change
Objective 2a. Increase the percentage of
first-time full-time degree-seeking Native
American students who successfully
transfer to four-year colleges by 13.8%
Expected Completion
Date
Using the Fall 2010 Cohort, 5.1% of first-time full-time
degree-seeking Native American students successfully transferred
to four year colleges. This compares to 8.5% for all students at
SJC. A T ransfer Specialist was hired three months into year two
to provide a direct student service component to guide the AA/AS
Native American students towards graduation and completion. In
addition, the Cohort Student Initiative was created to identify the
AA/AS degree-seeking Native American students and to track
their progress towards graduation and completion. T his data is
queried from Colleague SIS by the SJC IR department.
Objective 4c. Increase the number of
In year two, 239 students participated in grant-sponsored
students who participate in
assessment of technology skills. T his assessment was
grant-sponsored assessment of
administered by online instructors who are members of the
technology skills each year. T arget 800. college's Online Grassroots Committee. T he results indicated
that only 4 students out of the 239 assessed were deemed "low
readiness" in T echnology Competency. This was not surprising
since those assessed were already enrolled in online courses. The
grant has decided that it would be more beneficial to administer
this assessment as part of the New Student Orientation to students
who are not yet registered for classes during year three. T his new
approach will determine whether students are technology
proficient for enrollment in online courses or to reteach
technology skills for face to face and hybrid instruction, including
proper usage of email correspondence and the Canvas student
management system. T his data is collected and reported by grant
staff.
September 2014
Objective 5c. Based on surveys of SJC
personnel, the following percentage of
survey respondents will indicate that they
are using grant-sponsored data in
strategic planning each year. Target
65%.
September 2014
In year two, 59% of selected SJC personnel indicated that they are
using grant-sponsored data in strategic planning. As the grant
continues to provide professional development and training
opportunities in utilizing grant-sponsored data, the grant expects
to meet this objective in subsequent years. T his data is collected
and reported by SJC department and grant staff.
14
September 2014
2013 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Section 4: Budget Summary
Column 1
Budget Categorie s
Personnel
Column 2
Column 3
Column 4
Column 5
Carryove r Actual Budget Expe nditure s Non-Fe de ral
Balance from
Expe nditure s
Pre vious FY
Column 6
Carryove r
Balance
Column 7
Column 8
Ne xt Ye ar's Changes (Y/N)
Actual Budget
24017.23
224526.00
210091.24
0.00
38451.99
242048.00
Yes
7264.08
70191.00
75329.55
0.00
10537.87
73774.00
Yes
25300.36
46500.00
45956.87
0.00
25843.49
51021.00
Yes
0.00
0.00
0.00
0.00
0.00
0.00
No
Supplies
29573.04
36135.00
42752.95
0.00
22955.09
24001.00
Yes
Contractual
74680.14
33080.00
11064.29
0.00
96695.85
25000.00
Yes
Construction
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
Endowment
0.00
0.00
0.00
0.00
0.00
0.00
No
160834.85
410432.00
385194.90
0.00
194484.29
415844.00
Fringe Benefits
T ravel
Equipment
Total
15
2013 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 in each of the selected line item
categories.
Personnel
Four professional positions and one support position continue to be employed during year two, including the new position of
Transfer Specialist. Carry forward funds this year will contribute to additional faculty participants in the Bisti Writing Project
Summer Workshops. Twenty-five percent of the time and effort for the Principal 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. Carry forward
funds will contribute to the fringe benefits of additional faculty participants in the Bisti Writing Project Summer Workshop.
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, degree completion, and increased transfer rates.
Supplies
Supplies included office supplies and program supplies to support grant initiatives. These purchases included a Technology
Assessment and Retention Assessment. Carry forward funds will be used for Technology Remediation initiatives, a Class
Scheduling program, and a Student Satisfaction Survey, in addition to the Technology Assessment and Retention Assessment.
Also, once the college decides on a new reporting software, the funds designated for the customizable reports will then be
expended.
Contractual
Contractual expenditures were utilized to contract an External Evaluator and provide honorariums to individuals who shared their
experience with the transfer process to students and faculty. Funds were intended to be expended on customizable reports but as
described in the Budget Summary Narrative, changes by the college resulted in no expenditures. These carry forward funds will
be reallocated to fund other grant activities.
16
2013 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 grant year two. Remaining funds have been carried over to year three 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 $194,484.29. This carry over amount resulted from a three month delay in hiring a Transfer
Specialist and mostly from the decision not to continue with a contract with Ellucian for customizable reports. An extended
services contract was to be executed in the amount of $20,500 for the construction of 22 new data warehouse objects using
ProClarity reports. During these discussions with Ellucian, the college made a decision to discontinue using ProClarity
reports. Therefore, it was not prudent to follow through with this contract. The college is currently deciding on two
reporting softwares to replace ProClarity reports. When this decision is made, the funds designated for the customizable
reports will then be expended.
The carry forward funds will be spent in year three on the aforementioned instruments and programs. These include: a
technology remediation program, class scheduling program, a student satisfaction survey program, and a reporting software.
Any additional carry forward funds will be reallocated to faculty compensation to allow additional college faculty to
participate in the Bisti Writing Project Summer Workshop and professional development opportunities. Finally, funds will
also be used to increase the number of college exploration visits and student participants and to assist with improving course
success rates.
Additional Information
1a. Is this a cooperative arrangement grant? No Please continue to question 3a.
1b. If yes, describe the type of cooperative arrangement you are in.
2a. 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
2b. 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.
17
2013 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
3a. Do you wish to make any changes in the grant’s activities for the next budget period? No
3b. 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.)
4a. Were there any changes to key personnel during this reporting period? Yes
4b. If yes, did you receive approval from your Program Officer? Yes
(*If no, you were supposed to and you should contact your program officer)
5. 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.
6. Provide any other appropriate information about the status of your project including any unanticipated outcomes
or benefits from your project in the space below;
18