2012 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
2012 Annual Performance Report
Submitted: 01/31/2013 10:34 AM
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, Center for Student Engagement
Phone # and Ext:
(505) 566-3693
Fax #:
Email Address:
[email protected]
Reporting Period Information
7.
Reporting Period:
From: 10 / 01 / 2011
Reporting detail:
Year grant was awarded:
2011
Year grant is supposed to end:
2016
Total expected duration of grant (years):
To: 09 / 30 / 2012 (mm/dd/yyyy)
5
Performance Report Type
8.
Annual
X
Final
Interim
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2012 Annual Performance Report
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Budget Expenditures
9. Budget Expenditures:
Federal Grant Funds
a. Previous Budget Period
b. Current Budget Period
c. Entire Project Period
Non- Federal Funds
(Match/Cost Share)
$0.00
$0.00
$0.00
$0.00
$230,914.55
$2,009,475.00
Human Subjects
10. Annual Certification of Institutional Review Board (IRB) Approval?
Yes
No
X N/A
Performance Measures Status and Certification
11. Performance Measures Status
a. Are complete data on performance measures for the current budget period included in the Project Status Chart?
X Yes
No
b. If no, when will the data be available and submitted to the Department?
____/____/_____ (mm/dd/yyyy)
12. Authorized Representative
Name: Toni Hopper Pendergrass, Ph.D.
Telephone: 505-566-3209
Email: [email protected]
Date: 01/31/2013
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Section 1: Executive Summary
The purpose of the legislation that established the Title III-A, Section 319 and Title 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-A or
Title III-F program.
1.
The impact of the Title III-A or Title III-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. During this first year of the Fast Forward Program (internal name),
San Juan College established key partnerships in regards to increasing post-secondary success and developing; and building
infrastructure to enable more data-based decision making for instructional and priority setting. Furthermore, these two
components align with the college's Strategic Directions, explicitly, Strategic Direction #1) Providing accessible, quality
education that promotes student success and completion (specifically, Goal 1.1: Provide high quality instruction, programs,
and services that promote learning, mitigate obstacles, and help student achieve success); and Strategic Direction #3)
Support institutional effectiveness and sound fiscal stewardship (specifically, Goal 3.2: Develop systems for broad-based
communication and participation in data-informed decision marking, and Goal 3.3: Allocate resources that support
institutional effectiveness). 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
Building Partnerships with Native American Servicing Four-Year Institutions (Objectives 1a, 1b, 1c, 1d, 2a)
•
Collaboration meetings were held between San Juan College and the University of New Mexico, Fort Lewis College,
Northern Arizona University, University of New Mexico—San Juan Center, and New Mexico Highlands University at San
Juan College. These collaboration meetings discussed student preparation, creating a transfer network, transfer
articulations, the transfer process, and support services.
•
The inaugural meeting of the Fast Forward Native American Advisory Council was held on April 13, 2012.
•
Student College Exploration Visits were made to the University of New Mexico on March 21, 2012 and July 31, 2012.
In total, 15 students participated on these two trips.
•
Student College Exploration Visits were made to Fort Lewis College on May 04, 2012, July 25, 2012, and September
28, 2012. In total, 14 students participated on these three trips.
Developing Alternative Delivery Formats (Objectives 1a, 1b, 1c, 1d, 2a, 3a, 4a)
•
Discussions were held with the college's Learning Leadership Team which granted approval to conduct a survey to
gauge student and community interest in offering various alternative formats of instructional delivery.
•
This community survey will be administered during the fall of 2012 and spring of 2013 and the tabulated results will be
shared again with the Learning Leadership Team.
•
Any alternative formats of instructional delivery to enhance student success will be piloted in the 2013-2014 academic
year.
Strengthening Professional Development for Faculty (Objectives 3a, 4b, 5c)
•
Available professional development opportunities focused on the infusion of Native American culture throughout the
curriculum as well as fostering writing and presentation skills into appropriate courses.
•
The Bisti Writing Project of San Juan College provided two professional learning community (PLC) summer
workshops for 16 SJC faculty, including a five day-workshop from June 25-29, 2012. These writing workshops provided
professional development learning communities for both faculty and adjunct instructors who teach a significant portion of
first-year course selections.
•
In collaboration with the Advising and Counseling Department, the Fast Forward program conducted an Advisor
Summer Workshop on July 05, 2012 which focused on catalog changes, a review of Native American student data and
transfer data, and input was solicited on the preliminary Transfer Website.
Creating a Technology Readiness Assessment and Remediation Program (Objectives 4c, 4d)
•
A Technology Readiness Assessment and Remediation program was to be purchased during year one, but it has proved
challenging to locate a program or system that 1) will successfully interface with the college's Datatel Colleague Student
Information System; and 2) includes a remediation module that is fully automated and integrated with the assessment
component.
•
The Fast Forward Program has made this strategy a priority in year two and will continue to collaborate with the
college’s Online Grassroots Committee to identify a proper and compatible technology readiness assessment and
remediation program. Additionally, during the past year, the Online Grassroots Committee efforts were focused on
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completing institutional requirements for the Substantive Change Application for Distance Delivery with the Higher
Learning Commission.
Enhancing Interactive Electronic Student Resources (Objectives 2a, 4e)
•
Completed design and development of the new Transfer Center website.
•
Created a San Juan College Student Transfer YouTube channel explaining the student transfer process.
•
Enhanced webpages for two Associates of Science degree programs.
COMPONENT 2: ENABLING MORE DATA-BASED DECISION MAKING
Conducting a Pilot Research Project: Retention Assessment (Objective 5a)
•
A retention assessment was identified for purchased in year one. During this past year, the college experienced
leadership changes that resulted in a revistation of institutional priorities which slowed the purchasing process of a retention
assessment. Now that this matter has been resolved, the retention assessment will be ordered and implemented in year two.
Collecting Extensive Quantitative and Qualitative Data to Improve Native American Student Success (Objectives 1a, 1b,
1cc, 1d, 2a, 3a, 5b, 5d)
•
Trend reports were built for the School of Sciences and the School of Humanities.
•
Comprehensive trend data was collected on Native American students at San Juan College.
•
A quote and contract was solicited from Ellucian Services for the Fast Forward Program to complete the customized
reports using Proclarity software.
Empowering Data-Based Decision Making (Objectives 3a, 5a, 5b, 5c, 5d)
•
The Native American Student Profile was completed and presented to San Juan College professional staff and faculty.
The Native American Student Profile has been made available to the public on the program website.
•
The profile features trends regarding headcounts and enrollments over the last five academic years.
STAFFING (all objectives)
•
After initial delayed staffing, the Fast Forward Program has not lost or replaced any grant staff.
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. Likewise, the Fast Forward Program
has supported the college's Strategic Directions. Specifically, the NASNTI, Title III, Part F grant has helped San Juan
College fulfill the mission in the following ways:
QUALITY EDUCATION:
•
Professional development programs help faculty improve their instructional methods, quality of education, and
classroom pedagogy.
•
The five-day Bisti Writing Project Summer Workshop was held June 25-29, 2012. This workshop enriched not only
the level of education, but also fostered cultural appreciation and enrichment in certain books that were studied during the
week long classes.
•
The Native American Student Profile provides faculty and staff with data on Native American students that can help
them make data-based decisions regarding their educational needs and challenges
•
Student Data Trends allow a means for continual improvement in instructional delivery and educational services by
helping faculty and staff gain a better perspective on the student body through data analysis.
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.
•
Transfer information and opportunities have been created for students via workshops, a hallway bulletin board, flyers,
electronic messages, and posters.
•
Participated in and shared transfer information at the Fall Student Rush, Student Resource Days, and at Fall
Convocation. The grant also sponsored "Wear Your College Colors Day."
•
Participated in and supported Native American Center events and activities, such as the Native American Center
Graduation Reception and Scholarship & Transfer Fair.
•
Co-sponsored the Advising and Counseling Summer Workshop with the Advising and Counseling Center.
CULTURAL ENRICHMENT:
•
Assisted with the San Juan College Pow-Wow.
•
Participated in the NANSTI Title III Part A Launch Grant Cultural Immersion program.
•
Provided cultural-relevant student workshops on the transfer process and college success.
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B. The following information documents the institution's experience with the grant as reported during the current
reporting period.
Discuss the long-range impact Title III-A or Title III-F has had on your institution's capacity to fulfill the goals of
the legislation.
San Juan College has operated three Title III NASNTI grants over the past five years. The first grant, designated internally
as Pathways, focused on improving Native American student success in health science programs and pre-health science
pathway courses. This two year grant began October 2008 and concluded in September 2011 (with the use of a no-cost
one-year extension). The most successful and influential Pathways initiatives included: a specialized health care academic
advisor for students exploring health care fields; expanded facilities for offering improved tutoring, supplemental
instruction, and computer-assisted instruction; a health science summer bridge program for high school graduates; Native
American cultural immersion program for faculty and staff; expanded math and science tutoring; and expanded capacity to
offer science and health science courses at the West Campus.
Led by the Pathways Program, San Juan College increased the number of students who enrolled in health care pathway
courses at the West Campus; increased the number of students who received science tutoring and supplemental instruction;
increased the number of Native American students who successfully completed their first year health courses; and increased
the number of Native American students who were accepted into competitive health care programs. San Juan College also
institutionalized the costs of continuing the specialized academic advisor and the science tutoring coordinator following
completion of the grant. The two other grant staff were retained by the college and reassigned to related departments;
thereby ensuring the continued institutional knowledge of successful grant practices.
Building upon the success of the Pathway Program, San Juan College was awarded a five year NASNTI Title III Part A
grant, designated internally as Launch, in October 2010. It was determined by the Pathway Program that expanded support
services to students in all science and math disciplines was needed. Specifically, the Launch Program built upon the
success of the Pathways Program by also offering a summer bridge program, math academy, and an expanded Cultural
Immersion program redesigned to service staff as well as faculty of the college. The cornerstone of the Launch Program is
its support of developmental and gateway science and math courses with its student support intervention specialist
personnel. The Launch Program has also expanded its support system to include technical assistance to area secondary
schools in developing their dual credit programs. The Launch Program has completed its second year of operation.
With the previous focus of the Pathways Program on Native American students in health care courses, and the focus of the
Launch Program on Native American students in the math and science courses, San Juan College expanded its efforts to
improve educational attainment for Native American students in degree completion and transfer opportunities. In October
2011, San Juan College was awarded a NASNTI Title III Part F grant, designated internally as the Fast Forward Program.
The Fast Forward Program has completed its first year of operation, and its successes for this program are detailed
throughout this report. Some highlights of the program have included: improved transfer support and relationships
between San Juan College’s Native American Center and Native centers at regional four year universities; the formation of
transfer articulation agreements, increased data collection and analysis of Native American students to aid student success;
development of culturally-connected professional development opportunities for faculty; and improved electronic resources
for students.
Together, the Title III grants of San Juan College have expanded the college’s capacity to better serve Native American
students, have improved culturally-relevant curriculum, have strengthened connections and relationships to the Native
American communities and rural school districts, have shifted strategic planning towards student achievement, and, overall,
has provided opportunities for post-secondary success for Native American students.
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 first year of the grant:
•
DEGREE COMPLETION AND TRANSFER RATES: The grant was not fully staffed until midway through the
second quarter of the first year. Additionally, the original grant application provides for institutional capacity support, not
student face-to-face support, which is crucial to directly impact students at San Juan College. As the need for direct student
student support became more evident, it was determined that a Transfer Specialist would be instrumental in achieving the
grant objectives to increase degree completion and transfer rates. A program change to add a Transfer Specialist for year
two through the end of the grant was submitted to, and approved by, the Department of Education Program Office.
•
TECHNOLOGY READINESS ASSESSMENT AND REMEDIATION: Distance education and any programmatic
changes to distance education are guided through the Online Grassroots Committee at San Juan College. The Fast Forward
program has been collaborating with the Online Grassroots Committee in the purchase of a technology readiness assessment
and technology readiness remediation program. Two major challenges have emerged: 1) upon investigation and research
into potential technology readiness assessment and remediation programs, it has become evident that any such program will
not be compatible with the college’s student information system, Datatel Colleague; 2) this past year, the Online Grassroots
Committee was focused on the institution's Substantive Change Application for Distance Delivery with the Higher Learning
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Commission. In response to these two challenges, the site visit from HLC has been completed; therefore, the Online
Grassroots Committee can now shift its focus to its other priorities, including the purchase of a Technology Skills
Assessment and Remediation program. Second, the Fast Forward Program and the Online Grassroots Committee can
follow up on leads in which other colleges, that utilize Datatel Colleague, have been able to implement a technology
readiness assessment. Additionally, the college is in the midst of implementing a Student Success Course for all first time
students. It may be possible to integrate the technology readiness assessment and remediation program into this Student
Success Course. The implementation of the Technology Readiness Assessment and Remediation program is a top priority
of the Fast Forward Program for year two.
•
CUSTOMIZABLE REPORTS: Prior to the grant, San Juan College purchased the data warehouse system,
Blackboard Analytics, along with the reporting tool, Proclarity. In order to complete the grant objective of creating
customizable reports, the grant's Research Specialist received training in these systems during the summer of 2012, worked
extensively with the Director of Institutional Research to ensure accurate query results, spent numerous hours in
self-training and comparative analysis, and manually developed data extracts to produce the Native American Student
Profile and other reports. The grant also initiated an extended contract with Ellucian Services to provide a series of ongoing
customizable reports for executive staff and faculty. Since this time, the IR Director left San Juan College. Subsequently,
the Interim IR Director, the Senior Director of Strategic Development (the Institutional Research Department's reporting
authority), and the Office of Technology Services have considered cancelling Proclarity due to institutional strategic
objectives. How this will impact the institution's use of Blackboard Analytics as the data warehouse is unknown at this
time. Until a new IR Director is hired and an institutional decision is made on the future of Blackboard Analytics and
Proclarity, the grant will consider whether to revise the initiated services contract for customizable reports. When an IR
Director replacement has been hired, the grant staff will work closely with that person to proceed with the customizable
reports objective.
•
RETENTION ASSESSMENT: A retention assessment was identified for purchased in year one. During this past
year, the college experienced leadership changes that resulted in a revistation of institutional priorities which slowed the
purchasing process of a retention assessment. Now that this matter has been resolved, the retention assessment will be
ordered and implemented in year two. The one concern with the retention assessment is securing an available time to
incorporate it into an already time-consuming New Student Orientation. The grant staff is working with the Retention
Office Director to remedy this issue.
•
SURVEYS: The main concern with the surveys is to create a standardized survey that can produce reliable results that
can be analyzed from year to year. In response to this concern, the grant staff will work with the new IR Director, upon that
person’s hire, to develop reliable surveys for both student satisfaction and staff utilization of grant-sponsored data.
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 office. The program officer has been
informative and eager to help. Despite a large caseload, the program officer has always spoken expertly to the college and
in addressing the grant’s needs and program design. The grant was disappointed the program officer was not able to make
a technical visit to the area last summer, but perhaps another opportunity will afford itself. The college supports the new
program officer and looks forward to a great working relationship with the new program officer.
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Section 2: Enrollment by Race and Ethnicity (2-Year Institutions)
Total number of full-time and part-time degree/certificate seeking students as of October 15, 2011. [Note: This
information was obtained from Part A of the most recent IPEDS Fall Enrollment Survey.]
Enrollment by Race and Ethnicity as of October 15, 2011
Total Number Enrolled
Undergraduates
Degree/certificate seeking students
Students enrolled for
credit who received Pell
Grants
Full-Time
Part-Time
Total
Nonresident alien
20
32
52
1
Black, non-Hispanic
30
59
89
36
1420
1553
2973
1393
Asian or Pacific Islander
22
27
49
15
Hispanic
449
997
1446
376
White, non-Hispanic
1143
3332
4475
991
Race/ethnicity unknown
119
204
323
100
Grand Total
3203
6204
9407
2912
American Indian or Alaskan
Native
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Section 2: Enrollment by Age and Gender (2-Year Institutions)
Total number of undergraduate students, by age and gender, enrolled as of October 15, 2011. [Note: The information
for this table was obtained from Part B of the IPEDS Fall Enrollment Survey for the most recent year available.]
Because these data are taken from the IPEDS survey, the IPEDS definitions for full-time and part-time students is
used.
Enrollment by Age and Gender as of October 15, 2011
Total Number Enrolled
Under-grads
Age/Gender
Full time
Total Students
Part time
Grand
Total
Male
Female
Male
Female
Male
Female
Under 18
129
182
163
219
292
401
693
18-19
322
456
136
170
458
626
1084
20-21
187
281
179
247
366
528
894
22-24
190
240
277
313
467
553
1020
25-29
192
299
544
443
736
742
1478
30-34
122
180
496
341
618
521
1139
35-39
83
108
388
244
471
352
823
40-49
69
117
674
350
743
467
1210
50-64
34
38
783
226
817
264
1081
65 and over
1
0
32
15
33
15
48
Age
Unknown
0
0
0
0
0
0
0
1329
1901
3672
2568
5001
4469
9470
Grand Total
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Section 2: Retention of First Year Students by Race and Ethnicity (2-Year
Institutions)
Please report the percentage of first-time, full-time degree-seeking undergraduate students who were in their first
year of postsecondary enrollment in the previous year and are enrolled in the current year at the same institution
supported by this project.
Year
Retention - 2012
Retention Percentages
Black,
non-Hispanic
American Indian
or Alaska Native
Asian or Pacific
Islander
Hispanic
White,
non-Hispanic
63
56
100
61
55
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Section 2: Graduation of Fulltime Students by Race and Ethnicity (2-Year
Institutions)
Please report the percentage of first-time, full-time degree-seeking undergraduate students who were initially
enrolled three (that is, in academic year 2008 - 2009) years from the same institution supported by this project and
who graduated on or before the end of academic year 2011 - 2012 from the same institution supported by this
project.
Year
Graduation - 2012
Graduation Percentages
Black,
non-Hispanic
American Indian
or Alaska Native
Asian or Pacific
Islander
Hispanic
White,
non-Hispanic
13
12
20
13
40
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Section 2: Awards and Degrees Conferred
The total number of awards and degrees conferred at the institution between July 1, 2011 and June 30, 2012. Note
that categories for awards reflect definitions used in IPEDS.
Number of associate degrees conferred:
506
Number of awards conferred for programs of less
than 1 year:
139
Number of awards conferred for programs of at
least 1 year but less than 2 years:
193
Total number of awards/degrees your institution
conferred:
838
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Section 2: Accreditation
Institution's primary accrediting agency.
Southern Association of Colleges and Schools
X
The Higher Learning Commission of the North Central Association
New England Association of Schools and Colleges
Middle States Association of Colleges and Schools
Western Association of Schools and Colleges
Northwest Association of Schools and Colleges
Other (please specify)
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Section 2: Costs Per Successful Outcome (GPRA Measure)
Total federal dollars spent on your grant during the reporting period: $230,914.55
Total number of degrees and certificates awarded at your institution- For academic year 2011-2012: 838
Cost Per Successful Outcome: $275.55
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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: $230,914.55
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
14
Dollars Spent
% of Dollars
0.00
0%
0.00
0%
57,760.36
25%
0.00
0.00
0%
0%
170,662.20
74%
0.00
2,491.99
0%
1%
0.00
0%
0.00
230,914.55
0%
100%
2012 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 educational technology increase?
If yes:
Start # of faculty trained 0
End # of faculty trained 3
Application Objective # 0
Yes
Did the number of faculty developing new teaching techniques increase?
If yes:
Start # of faculty 0
End # of faculty 16
Application Objective # 0
Yes
Did the number of faculty participating in developmental activities (seminars,
workshops, etc.) increase?
If yes:
Start # of faculty 0
End # of faculty 19
Application Objective # 8
Yes
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 funds management systems?
If yes:
Start # trained staff 0
End # trained staff 2
Application Objective # 2
Yes
Did you establish or enhance a funds management quality control system?
No standardized data elements
Yes
LAA Category: Tutoring, counseling, and student service programs designed to improve academic success.
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Did the number of students using counseling services increase?
If yes:
Start # 0
End # 29
Application Objective # 0
Yes
Did the number of students satisfied with counseling services increase?
If yes:
Start # 0
End # 29
Application Objective # 0
Yes
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Focus Area: Student Services Outcomes (2- and 4-Year Institutions)
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.
Yes
Has the institution's retention rate improved?
Cohort: 2011
If yes:
Initial rate 52
Final rate 56
Goal 54
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 Service Non-Tribal Institution grant. The goal was determined at a 2% growth rate
as based on the college's adopted Retention Plan.
Has the number of students continuing to further postsecondary education
increased?
No
Cohort: FA2009
If yes:
Initial # 0
Final # 13
Goal 18
I would like to provide a brief supporting statement: This goal was not reached, but the grant did not become
operational until five months into the grant due to delays in hiring the personnel for the grant. For year two, a
Transfer Specialist will be hired to assist with this outcome.
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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 in
three years to 6.5%.
Using the Fall 2009 Cohort, 9.9% of first-time full-time AA/AS degree-seeking
students completed any SJC degree or certificate within three years. This data is
queried from the Datatel Colleague SIS by the SJC IR department.
Objective 1d. Improve the ratio of AA/AS enrolled
students per each AA/AS graduate to 15.0.
In Spring 2012, there were 13 AA/AS Native American graduates compared to 292
AA/AS Native American enrolled students for a ratio of 22.5. This data is queried
from the Datatel 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: 8
During year one, 38 unduplicated faculty and staff participated in program activities,
of which, 19 were specifically unduplicated faculty. This data was collected and
reported by grant staff.
Objective 4e. Increase the number of distinct web
pages enhanced each year by this grant. Target: 20.
Twenty distinct web pages were created or enhanced in year one. This data is
collected and reported by grant staff.
Objective 5d. Build customizable reports. Target: 20. In year one, 109 manually created customizable reports were produced. 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)
Objective 2a. Increase the
percentage of first-time full-time
degree-seeking Native American
students who successfully transfer
to four-year colleges to 13.5%
Proposed Objective
Change
Reason(s) for Change
Change approved by
the ED Program Office
This objective was not necessarily
changed, but is included in this
section because a request was made
to add and hire a Transfer
Specialist in year 2.
Using the Fall 2009 cohort, 7.2%
of first-time full-time
degree-seeking Native American
students successfully transferred to
four-year colleges. It became
apparent this grant was missing a
direct student services component
to meet this goal and the need for a
Transfer Specialist was identified.
This data is queried from the
Datatel SIS by the SJC Colleague
IR department.
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)
Objective 1a. Increase the number of
Native American students who graduate
with AA/AS degrees or transfer
certificates to 18.
Reason(s) for Change
Expected Completion
Date
Using the fall of 2009 cohort, there were 13 Native American
students who graduated with an AA/AS degree or transfer
certificate within three years. With the addition of a Transfer
Specialist in year two and beyond, the grant will be able to
provide a direct student service component to identify the AA/AS
Native American students and guide them towards graduation and
completion. This data is queried from the Datatel Colleague SIS
by the SJC IR department.
September 2013
18
2012 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 4.6%.
Using the fall of 2009 cohort, there were 4.5% of Native
American students who graduated with an AA/AS degree within
three years (target was missed by 0.1%). With the addition of a
Transfer Specialist in year two and beyond, the grant will be able
to provide a direct student service component to identify the
AA/AS Native American students and guide them towards
graduation and completion. This data is queried from the Datatel
Colleague SIS by the SJC IR department.
September 2013
Objective 3a. Improve course success
rates for all students in English, Business
Administration, Mathematics and
Chemistry to 65.5%.
In year one, the course success rate for all students in English,
Business Administration, Mathematics, and Chemistry was 63%
(target was missed by 2.5%). The grant is currently developing
an Annual Data Summary report. This Annual Data Summary
report will be shared with the Academic schools of the college and
can be used by instructors to drive instructional delivery methods.
This data is queried from the Datatel Colleague SIS by the SJC IR
department.
September 2013
Objective 4a. Increase the percentage of
General Education sections offered
outside of M-Th 8:00 am – 4:00 pm
traditional format to 42%.
In year one, 34.7% of General Education sections offered were
outside of the M-Th 8am - 4pm traditional format. A community
survey will be conducted in year two and the results will be
analyzed to launch a pilot program or new course selection. This
data is queried from the Datatel Colleague SIS by the SJC IR
department.
September 2013
Objective 4c. Increase the number of
students who participate in
grant-sponsored assessment of
technology skills each year. Target: 500.
In year one, no students participated in grant-sponsored
technology skills assessments. The grant staff has been working
with the college's Online Grassroots Committee which is charged
with making and approving any program management changes for
distant delivery courses. During the past year, the Online
Grassroots Committee was focused on the institution's Substantive
Change Application for Distance Delivery with the Higher
Learning Commission. Now that the site visit from HLC has
been completed, the Online Grassroots Committee will shift its
focus to a Technology Skills Assessment and Remediation
program. This data is collected and reported by grant staff.
September 2013
Objective 4d. Increase the number of
students who participate in
grant-sponsored remediation of
technology skills each year. Target: 25.
In year one, no students participated in grant-sponsored
technology skills remediation. The grant staff has been working
with the college's Online Grassroots Committee which is charged
with making and approving any program management changes for
distance delivery courses. During the past year, the Online
Grassroots Committee was focused on the institution's Substantive
Change Application for Distance Delivery with the Higher
Learning Commission. Now that the site visit from HLC has
been completed, the Online Grassroots Committee will shift its
focus to a Technology Skills Assessment and Remediation
program. This data is collected and reported by grant staff.
September 2013
Objective 5a. Administer retention
assessments to students each year.
Target: 350.
In year one, no students were administered a retention assessment.
A retention assessment was identified for purchased in year one.
During this past year, the college experienced leadership changes
that resulted in a revistation of institutional priorities which
slowed the purchasing process of a retention assessment. Now
that this matter has been resolved, the retention assessment will be
ordered and implemented in year two. This data is collected and
reported by grant staff.
September 2013
Objective 5b. Through the grant, survey
Native American students regarding
satisfaction and needs each year. Target:
500.
In year one, 101 Native American students were surveyed
regarding their satisfaction and needs, including 16 Native
American graduates. It was decided by grant staff though that the
Native American satisfaction and needs survey needed to be
formalized and standardized. This formal standardized survey will
be conducted in year two and beyond. This data is collected and
reported by grant staff.
September 2013
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: 50%.
In year one, no SJC personnel were surveyed to indicate their use
of grant-sponsored data in strategic planning. The intentions of
the grant staff were to administer this survey to SJC personnel
upon delivery of the Native American Student Profile, but the
Profile was not delivered until mid-September. Thus, the
personnel survey was postponed which will also allow grant staff
to standardize the survey and identify the personnel who will
participate in the survey. This data is collected and reported by
grant staff.
September 2013
19
2012 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
20
2012 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Section 4: Budget Summary
Column 1
Column 2
Column 3
Column 4
Column 5
Column 6
Budget Categories
Carryover
Balance from
Previous FY
Actual Budget
Expenditures
Non-Federal
Expenditures
Carryover
Balance
Column 7
Column 8
Next Year's Changes (Y/N)
Actual Budget
Personnel
0.00
138940.00
113122.77
0.00
25817.23
224526.00
Yes
Fringe Benefits
0.00
45850.00
35445.02
0.00
10404.98
70191.00
Yes
Travel
0.00
61000.00
40123.94
0.00
20876.00
48000.00
Yes
Equipment
0.00
0.00
0.00
0.00
0.00
0.00
No
Supplies
0.00
92100.00
26995.96
0.00
65104.04
34635.00
Yes
Contractual
0.00
60000.00
15226.86
0.00
44773.14
33080.00
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
Total
0.00
397890.00
230914.55
0.00
166975.39
410432.00
21
2012 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
Three professional positions and one support position were hired during year one. Hiring delays resulted in carryover funds. If
there is no attrition during year two, it is anticipated that proposed year two funds will be expended as scheduled. 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 this grant program.
Fringe Benefits
Fringe benefits were provided for all four grant-hired staff members. Hiring delays were also the cause of carry forward funds
in this category. Carry forward funds will contribute to the fringe benefits of additional faculty participants in the Bisti Writing
Project Summer Workshops.
Travel
Travel funds were spent on regional travel to colleges and universities to establish pathway relationships and college exploration
visits for students; and professional development for faculty and staff. Carryover funds will contribute to additional travel for
professional development for faculty and staff to participate in conferences concerning Native American education, degree
completion, and increased transfer rates.
Supplies
Supplies included office supplies and program supplies to support grant initiatives. Carryover funds resulted from the delayed
purchase of a Technology Assessment and Remediation Instrument, and a Retention Assessment. This delay accounted for
$30000 of unspent funds. Remaining funds will be reallocated to program administration of the grant.
Contractual
Contractual expenditures were utilized to contract the external evaluator and pay individuals who assisted with the Bisti Writing
Project Summer Workshop. The Bisti Writing Project Summer Workshop was not considered "contractual" in the grant
application, but the grant did pay for five consultants for the summer workshop.
A major portion of carryover funds resulted from the delay in creating customizable reports (see Section 1.B. Challenges). The
extended contract that has been initiated with Ellucian Services to build these customizable reports will utilize these funds in year
two, and will also create the query infrastructure around which all custom reports can be generated for years two through five.
The results is a savings of contractual funds that will be reallocated to the new Transfer Specialist position's salary and fringe
benefits for years two through five.
22
2012 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 yes, 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 the grant year. Remaining funds have been carried over for year two of the
grant as detailed in this application and as approved by the program officer.
2a. Have your project activities had to be modified? Yes
2b. If YES, please describe any significant changes to your budget resulting from modification of project activities.
Two recurring purchases as detailed in the grant application were for the creation of customized reports and software and
hardware to support electronic learning resources. Upon research into these two instruments, it has become apparent that
these purchases will be mostly one time purchases, with perhaps occasional updates. As a result, this funding will be
redistributed to personnel and fringe benefits to support the addition of a Transfer Specialist in years two through five.
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 $ 166,975.42. The primary reason for this carry forward were the delayed hiring of grant staff
($25,000), and delayed purchases of a customizable report instrument ($60,000), a technology readiness and remediation
program ($20,000), and a retention assessment instrument ($10,000).
These carry forward funds will be spent in year two on the aforementioned instruments and programs. Any additional carry
forward funds will be reallocated to faculty compensation to allow an increase in college faculty to participate in the Bisti
Writing Project Summer Workshops and professional development opportunities; and to increase the number of college
exploration visits and student participants.
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.
Partner's name whose role has
changed
How their role has changed
23
What if any impact this has had on
your ability to achieve approved
project objectives/activities
2012 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
3a. Do you wish to make any changes in the grant’s activities for the next budget period? Yes
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.)
The actual grant activities will not change for next budget year, but a Transfer Specialist will be added to the grant
personnel. This addition of a Transfer Specialist has been approved by the Program Officer. The primary duties of the
Transfer Specialist include: organizing and facilitating student trips to explore transfer and degree completion options at
regional four-year institutions; expanding partnerships with admissions offices and Native American Student Center staff at
transfer institutions; providing open office hours to help students plan for transfer including providing support for
completion of college or university applications, scholarship and financial aid applications, and housing applications as well
as to help students select the most appropriate courses for successful course transfer; providing transfer information sessions
for student’s families, staff, and faculty at the college; and contributing to the development and distribution of specialized
transfer materials for students and their families. The salary and fringe benefits for this position will come from funds
originally budgeted to supplies and contractual; it was determined that some of the on-going purchases will suffice with one
time purchases. The grant anticipates that this change will serve the institution well and provide many opportunities for
students that would not be available otherwise.
4a. Were there any changes to key personnel during this reporting period? No
4b. If yes, did you receive approval from your Program Officer? No
(*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;
24