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NC Community College System Conference


NC Community College System Conference October 14, 2008 The 75 Minute Title III Strengthening the Institution Louise Mathews, VP College Advancement & – PowerPoint PPT presentation

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Title: NC Community College System Conference

NC Community College System Conference October
14, 2008 The 75 Minute Title
III Strengthening the Institution
Louise Mathews, VP College Advancement
Executive Director, Carteret Community
College Foundation
Title III Purpose
to improve IHEs in order to increase
their self-sufficiency (mission)
  • academic programs
  • institutional management
  • fiscal stability

What Does Title III Fund?
Activity No. Funded
Assessment/Planning 6
Transformation of Science Labs 1
Technology, Academic Administrative Management Information Systems 8
Increase Student Success and Transfer Programs 1
Strengthen Programs 1
First Year Advising 1
Student Persistence 4
Faculty Development 3
Why Apply?
  • Catalyst for campus /culture change
  • Equipment technology
  • New program development
  • Professional development
  • Retention

Positive outcomes for students
Carteret Community College 2006 Title III Grant
1.64 million Over 5 years
Carteret Community CollegeLocation and
  • Associate, Diploma, and Certificate programs 34
  • Curriculum Enrollment 1,500
  • Online Courses Offered 120
  • Full-time Faculty 65
  • Part-time Faculty 100
  • Staff/Administration 108

Initial Concerns and Weaknesses
  • on the h
  • Lack of purposeful, systematic, institution-wide
    assessment process
  • Reliance on anecdotal data
  • DL expanding rapidly
  • No concerted advising program
  • Mean overall retention rate 50
  • Annual graduation rate 16

Initial Concerns and Weaknesses
In Spring 2006, 31 of online students failed,
withdrew, or filed for incomplete
In 2006, 39 of faculty reported having received
orientation for student advising
Proposed Solution
Three Component Professional Development Activity
Assessment Distance Learning Advisement
Goal 1 Improve assessment of student learning and
institutional effectiveness Goal 2 Improve
student retention through increased focus on
instructional technology and methodology Goal 3
Improve student retention through increased focus
on advising
Outputs and Outcomes
The Dialogue - from the top down Professional
Development (conversations, workshops, more
workshops) Institutional Level Learning
Outcomes Program Unit Reviews Program Level
Learning Outcomes
Assessment Outputs
  • January 2007 6 workshops for 54 FT faculty 18
    PT faculty
  • 20 staff

June 2007 - 4 days of workshops with 44 FT
faculty One-on-one with Phase I teams ILLO
September 2007 - 36 FT faculty 63 staff 4
overview workshops 12 Admin Outcomes workshops
8 follow-up workshops 4 Instructional Outcomes
2 Survey Writing Workshops for 16 Faculty / 12
Assessment Outputs
Program Review Teams
Assessment Outcomes
Program Level Learning Outcomes
Blackboard Boot Camp
  • Comprehensive Professional Development
  • for all online faculty
  • technical aspects of teaching online
  • instructional design strategies and methodology.

Online Tutoring Service
Available for English, Math, Biology, Anatomy
Physiology 4 Tutors March 08 - September 30.
1998 210 Hours of Online Tutoring 70 Students
One on One Distance Learning Training
Any faculty member at make an appointment with
our Instructional Technologist or a distance
learning intern for one on one intensive and
focused course specific training.
Faculty Accountability
Faculty receive laptops and IPOds DL project
expects reports on monthly benchmarks (goals
and objectives) that must be achieved and
Documented, that can be posted to T3 Blog.
Advising Outputs
  • Established Career and Academic Planning
    Services (CAPS)
  • An entity a physical space
  • Guidance in selecting a career direction
  • Professional assessment services
  • Assistance in selecting an academic or
    vocational training program
  • Over 2,000 students seen since July 07
  • PD plan of action created
  • Advising Outcomes

PROGRAMCFDA 84.031ATwo Part Process for
Grant ApplicationsEligibilityGrant Proposal
Apply for Title III Eligibility
Must be eligible to apply for Title III Part A
Development, Planning, or Consortium
Grant Also, eligibility provides waiver of
certain non-federal cost-share requirements
  • Waiver Programs
  • Federal Work-Study Program
  • Federal Supplemental Education Opportunity Grants
  • TRIO Student Support Services Program
  • Undergraduate International Studies and Foreign
    Language Program

Eligible Institutions Accredited
Meet requirements for needy students and per FTE
undergraduate Educational General (EG) funding
Per FTE Funding is not the same formula for Title
III as it is for NCCCS
Eligibility is usually due Jan Feb for those
who plan to apply for a grant spring for waiver
only applications
  • Where do you get your data for eligibility
  • Institutional Effectiveness Officer
  • NCCCS CC0181SEM II - from the Data Warehouse
  • Financial Aid Office
  • Financial Aid Reports
  • Controller
  • Audit (can also retrieve from State Auditors
    website) or 112 Report

Eligibility New in 2006 Once you have
eligibility, you do not need to apply again for 5
years, unless you intend to apply for a
grant. Change in computation of EG Total
  • Count only curriculum students
  • enrolled in a two year transfer program
  • enrolled in a two-year associate degree program
  • enrolled in a two-year vocational or technical
  • Dont count foreign students
  • Applies to need-based enrollment Pell Grant
    enrollment, too

Compute FTE Full-time Whatever the full-time
load is at your institution Part-time Enter
total number of credit hours for all part-time
students (will automatically be divided by 12
EG expenditures The total amount spent by an
IHE for instruction, research, public service,
academic support (including library
expenditures), student services, institutional
support, scholarships, fellowships, operation and
maintenance of physical plant, mandatory
transfers which the institution is required to
pay by law. Do not include Federal student
financial aid.
  • Waiver
  • Needy student requirement
  • Pell Grant should not be a problem in NC

EG Waiver Use Option 5 Inclusion of high
cost continuing education, diploma certificate
programs distorts EG Expenditure per FTE
What are those functions of your college that are
not usual and customary to an institution of
higher education? Who are your degree students?
Development Grants
Recent Title III Grant Funding History
Year Number funded 2 year Funded Next Cycle
2008 Estimated 64 new awards Estimated 64 new awards Estimated 64 new awards
2007 no competition 20 11 2012
2006 34 21 2011
2005- no competition 43 26 2010
2004 53 devt 26 planning ---------- 2009
2003 74 devt 23 planning ----------- 2008
2008 Grant Application
  • 50 pages of narrative includes budget
  • Short Comprehensive Development Plan
  • Clear and Comprehensive
  • Emphasis on evaluation
  • One Activity
  • One Budget

  • Places to find copies of funded proposals grants
  • CCC Title III blog
  • http//
  • Council for Resource Development Website
  • Lehigh-Carbon Community College (PA) 2004
    Development Grant
  • NC Colleges with grants
  • Grants written before 2006 had a higher page
    limit and slight differences in criteria

Recent NC Community College Recipients Carteret
CC Louise Mathews or Don Staub Forsyth
Technical CC (2005) Catawba Valley, Davidson,
Rockingham (2004) Remember 2004, 2005 grants
were allowed more pages than current grants.
Tips For Developing a Succcessful Proposal Have
your Presidents support and understanding that
it may take several attempts to get funded Your
Presidents support is crucial if you run into
road blocks in getting information, help
If you have a recent SACS Reaffirmation use it.
It will have identified strengths,
weaknesses. A SACS QEP maybe a good starting
point for the Activity Plan Work with Strategic
Planning process or use recently completed
strategic plan.
Starting Out Interviews/ Focus Groups
Download 2008 application and look at criteria
Talk with president, VPs faculty, staff,
students about their perception of most pressing
problems solutions to those problems
Form advisory team of constructive critics
  • Data to have at your fingertips
  • Student body characteristics
  • Faculty characteristics
  • Programs
  • Surveys (CCSSE, institutional effectiveness
    surveys, faculty, staff, student surveys)
  • Need data for SWP and objectives

  • Title IIIA Development Grant Criteria
  • CDP 25 points
  • Activity Objectives 15 points
  • Implementation Strategies 20 points
  • Key Personnel 7 points
  • Project Management
  • 10 points
  • Evaluation - 15 points
  • Budget 8 - points

  • Comprehensive Development Plan Short version of
    a strategic plan
  • Colleges SWP
  • Academic Programs
  • Institutional Management
  • and Fiscal Stability.
  • SWP MUST address each of these areas.
  • Weaknesses Problems are the same thing.

  • CDP Continued
  • Colleges Goals for each area academic
    programs, institutional management, fiscal
    stability (Use only those goals that relate to
    the activity you will write)
  • Colleges Objectives relating to the Goals
  • Institutionalization Plan (one of the last things
    you will write) how you will sustain the
  • CCCs 2006 Application 11 pages mostly
    double-spaced (SWP section was single-spaced in

Back every statement with dataanalyze
strengths, weakness/problems clearly and
comprehensively involve the college's major
constituenciesshow clearly that all college
constituencies were involved in identifying SWP
planning? (CCC lost points in 2004 -left out
students). Objectives are realistic and
measurable and related to the goals which are
related to CDP problems. Institutional
Commitment Over time the college picks up an
increasing amount of compensation for faculty
time and key personnel involved in the project.
Activity Plan CCC One Activity Professional
Development. Three Components Assessment Distance
Learning Advising
  • Other activities might be Improvement of
    Student Support Systems, Teaching and Learning
    Systems through Technology
  • (grant instructions will give broad topics)

Activity will solve most pressing problems which
cut across academic programs, institutional
management and fiscal stability. The Activity
flows from identified problems, goals, objectives
in the CDP.
Activity Objectives Relate to CDP Goals
Objectives same objectives written in CDP with
shorter time frame Performance indicator
baseline data Realistic and measurable increase
or decrease is measured by whole numbers or
percentages no process objectives (establish,
produce, develop, provide) Which objectives
will you address in each year?
Implementation Strategy Why is it
comprehensive? Why did you choose this strategy
(rationale) Chart or Table of strategies year by
year related to objectives
Implementation Strategy Literature
review Authorities (not on your campus with whom
you consulted) College models Experts on your
own campus No longer emphasize alternatives
Implementation Strategy Chart strategy, time
frame, who will do it, how they will do it,
expected results Each strategy must be tied to
an objective for that year.and must be tied to
the budget for that year Going back and forth
between strategies, objectives and budget takes
lots of time and it is.a bear.
  • Key Personnel
  • Helps to identify someone on staff or faculty to
    lead the activity
  • Include key people paid by and not paid by grant
    use short resumes that show why this person has
    the experience to implement these strategies and
    achieve objectives
  • For new positions, include a short job
  • Include time commitment to the project
  • Do not include clerical or support staff

Project Management Project Coordinator Include
job description. Will the Project Director and
Activity Director be the same person? Always
best to have someone in your college who is going
to do job. Job Description for Project
Procedures to monitor and manage progress?
Advisory Council? Fiscal experience of finance
office Procedures for providing information to
administration Administrative authority of
project staff Will the staff and faculty pay
How close is the T3 Director to the President?
Director can answer to a Vice President who
answers to President, but cant be any farther
  • Procedures to Assure Validity
  • Internal Evaluation
  • External Evaluator
  • (goes on Other line in budget)
  • Quantitative Qualitative

Evaluation includes Data Elements, Collection,
Analysis, Reporting Baseline Indicator Data
upon which increase/decrease will be based
  • To Hire or Not to Hire a Consultant
  • Consultants understand how to write it clearly
    and comprehensively. They know how to knit it
  • Whether or not you hire a consultant, you and
    your institution must still develop the CDP, the
    objectives, the implementation plan.
  • The consultant can walk you through the process,
    but you will do the drafting.
  • How much time can you devote to the writing? To
    the grant development process?
  • Do you have a good editor on your campus? Who
    can help you?
  • Look at cost of your time over the development
    period the cost of a consultant.

Taking the Plunge
approved.cfm http//
ed.cfm http//
Contact Information
Louise Mathews Carteret Community
College 252-222-6262
Contact Information
Donald Staub, Director, Title III, Carteret
Community 252-
Patrick Keough, Distance Learning Director,
Carteret Community College 252-2