U.S. Department of Education
Washington, D.C. 20202-5335
APPLICATION FOR GRANTS
UNDER THE
STRENGTHENING INSTITUTIONS PROGRAM, TITLE III, PART A OF THE HIGHER
EDUCATION ACT OF 1965
CFDA # 84.031A
PR/Award # P031A100009
OMB No. 1840-0114, Expiration Date: 06/30/2013
Closing Date: AUG 05, 2010
PR/Award # P031A100009
**Table of Contents**
Forms
1. Application for Federal Assistance (SF-424)
e1
2. Standard Budget Sheet (ED 524)
e5
3. SF-424B - Assurances Non-Construction Programs
e7
4. Disclosure of Lobbying Activities
e9
5. ED 80-0013 Certification
e10
6. 427 GEPA
e11
427 GEPA
7. Dept of Education Supplemental Information for SF-424
e13
e14
Narratives
1. Project Narrative - (Table of Contents ...)
Table of Contents
2. Project Narrative - (Program Abstract Applicants are required to su......)
Abstract
3. Project Narrative - (Quality of Applicant's Comprehensive Developmen......)
Quality of Development Plan
4. Project Narrative - (Quality of Activity Objectives (Maximum 15 poin......)
Quality of Objectives
5. Project Narrative - (Implementation Strategy Maximum 20 points (1) ......)
Quality of Implementation Strategy
6. Project Narrative - (Quality of Key Personnel Maximum 7 points (1) ......)
Quality of Personnel
7. Project Narrative - (Quality of Project Management Plan Maximum 10 p......)
Quality of Management Plan
8. Project Narrative - (Quality of Evaluation Plan Maximum 15 points (......)
Quality of Evaluation Plan
9. Project Narrative - (Budget Maximum 8 points The extent to which th......)
Budget part of narrative
10. Project Narrative - (Other Attachments Attach Program Profile Here....)
Program Profile
11. Budget Narrative - (Budget Narrative Insert budget narrative....)
Budget Narrative
PR/Award # P031A100009
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This application was generated using the PDF functionality. The PDF functionality automatically numbers the pages in this application.
Some pages/sections of this application may contain 2 sets of page numbers, one set created by the applicant and the other set created by
e-Application's PDF functionality. Page numbers created by the e-Application PDF functionality will be preceded by the letter e (for
example, e1, e2, e3, etc.).
PR/Award # P031A100009
OMB No.4040-0004 Exp.01/31/2012
Application for Federal Assistance SF-424
Version 02
* 1. Type of Submission
* 2. Type of Application:* If Revision, select appropriate letter(s):
Preapplication
New
* Other (Specify)
Application
Continuation
Changed/Corrected Application
Revision
* 3. Date Received:
4. Applicant Identifier:
7/28/2010
5a. Federal Entity Identifier:
* 5b. Federal Award Identifier:
N/A
State Use Only:
6. Date Received by State:
7. State Application Identifier:
8. APPLICANT INFORMATION:
* a. Legal Name:
West Virginia Northern Community College
* b. Employer/Taxpayer Identification Number (EIN/TIN):
* c. Organizational DUNS:
237251077
928538560
d. Address:
* Street1:
1704 Market Street
Street2:
* City:
Wheeling
County:
Ohio
State:
WV
Province:
* Country:
USA
* Zip / Postal Code:
26003
e. Organizational Unit:
Department Name:
Division Name:
f. Name and contact information of person to be contacted on matters involving this application:
Prefix:
Mrs.
* First Name:
Middle Name:
PR/Award # P031A100009
e1
Emily
* Last Name:
Fisher
Suffix:
Title:
Executive to the President for Development
Organizational Affiliation:
* Telephone
Number:
(304)214-8905
Fax Number:
(304)232-4651
* Email: EFISHER@WVNCC.EDU
Application for Federal Assistance SF-424
Version 02
9. Type of Applicant 1: Select Applicant Type:
H: Public/State Controlled Institution of Higher Education
Type of Applicant 2: Select Applicant Type:
Type of Applicant 3: Select Applicant Type:
* Other (specify):
10. Name of Federal Agency:
U.S. Department of Education
11. Catalog of Federal Domestic Assistance Number:
84.031A
CFDA Title:
Strengthening Institutions Program, Title III, Part A of the Higher Education Act of 1965
* 12. Funding Opportunity Number:
ED-GRANTS-042208-001
Title:
Strengthening Institutions Program, Title III
13. Competition Identification Number:
Title:
14. Areas Affected by Project (Cities, Counties, States, etc.):
WV counties of Ohio, Brooke, Marshall, Hancock, Wetzel and Tyler. Ohio
PR/Award # P031A100009
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counties of Belmont, Jefferson, Monroe and Harrison.
* 15. Descriptive Title of Applicant's Project:
Increasing student success outcomes and enhancing retention for students
enrolled in transitional education courses.
Attach supporting documents as specified in agency instructions.
Attachment:
Title :
File :
Attachment:
Title :
File :
Attachment:
Title :
File :
Application for Federal Assistance SF-424
Version 02
16. Congressional Districts Of:
* a. Applicant: 1
* b. Program/Project: WV-001 OH-006 OH-018
Attach an additional list of Program/Project Congressional Districts if needed.
Attachment:
Title :
File :
17. Proposed Project:
* a. Start Date: 10/1/2010
* b. End Date: 9/30/2015
18. Estimated Funding ($):
a. Federal
b. Applicant
c. State
d. Local
e. Other
f. Program
Income
g. TOTAL
$ 332158
$0
$
$
$0
$
$ 332158
* 19. Is Application Subject to Review By State Under Executive Order 12372 Process?
a. This application was made available to the State under the Executive Order 12372 Process for
review on .
b. Program is subject to E.O. 12372 but has not been selected by the State for review.
c. Program is not covered by E.O. 12372.
PR/Award # P031A100009
e3
* 20. Is the Applicant Delinquent On Any Federal Debt? (If "Yes", provide explanation.)
Yes
No
21. *By signing this application, I certify (1) to the statements contained in the list of
certifications** and (2) that the statements herein are true, complete and accurate to the best of
my knowledge. I also provide the required assurances** and agree to comply with any resulting
terms if I accept an award. I am aware that any false, fictitious, or fraudulent statements or
claims may subject me to criminal, civil, or administrative penalties. (U.S. Code, Title 218,
Section 1001)
** I AGREE
** The list of certifications and assurances, or an internet site where you may obtain this list, is
contained in the announcement or agency specific instructions.
Authorized Representative:
Prefix:
Mrs.
* First Name:
Emily
Middle Name:
* Last Name:
Fisher
Suffix:
Title:
Executive to the President for Development
* Telephone Number:
* Email:
(304)214-8905
Fax Number:
(304)232-4651
EFISHER@WVNCC.EDU
* Signature of Authorized
Representative:
* Date Signed:
Application for Federal Assistance SF-424
Version 02
* Applicant Federal Debt Delinquency Explanation
The following field should contain an explanation if the Applicant organization is delinquent on any
Federal Debt. Maximum number of characters that can be entered is 4,000. Try and avoid extra spaces
and carriage returns to maximize the availability of space.
PR/Award # P031A100009
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U.S. DEPARTMENT OF EDUCATION
OMB Control Number: 1894-0008
BUDGET INFORMATION
NON-CONSTRUCTION PROGRAMS
Expiration Date: 02/28/2011
Applicants requesting funding for only one year should complete the
column under "Project Year 1." Applicants requesting funding for multiyear grants should complete all applicable columns. Please read all
instructions before completing form.
Name of Institution/Organization:
West Virginia Northern Communit...
SECTION A - BUDGET SUMMARY
U.S. DEPARTMENT OF EDUCATION FUNDS
Budget Categories
Project Year 1(a)
Project Year 2
(b)
134,204 $
134,204
53,682 $
53,682
19,500 $
19,500
30,000 $
30,000
38,672 $
24,981
6,100 $
6,100
0
$
0
50,000 $
50,000
332,158 $
318,467
Project Year 3
(c)
$
166,704
$
66,682
$
19,500
$
30,000
$
12,250
$
6,100
$
0
$
50,000
$
351,236
Project Year 4
(d)
$
133,153
$
53,261
$
19,500
$
30,000
$
4,172
$
6,100
$
0
$
50,000
$
296,186
1. Personnel
$
2. Fringe Benefits
$
3. Travel
$
4. Equipment
$
5. Supplies
$
6. Contractual
$
7. Construction
$
8. Other
$
9. Total Direct Costs
$
(lines 1-8)
10. Indirect Costs*
$
0
$
0
$
0
$
11. Training Stipends
$
0
$
0
$
0
$
12. Total Costs (lines 9- $
332,158 $
318,467 $
351,236 $
11)
*Indirect Cost Information (To Be Completed by Your Business Office):
Project Year 5
(e)
$
99,602
$
39,841
$
19,500
$
30,000
$
0
$
6,100
$
0
$
50,000
$
245,043
0
$
0
$
296,186 $
Total (f)
$
$
$
$
$
$
$
$
$
667,867
267,148
97,500
150,000
80,075
30,500
0
250,000
1,543,090
0
$
0
$
245,043 $
0
0
1,543,090
If you are requesting reimbursement for indirect costs on line 10, please answer the following questions:
(1) Do you have an Indirect Cost Rate Agreement approved by the Federal government?
Yes
No
(2) If yes, please provide the following information:
Period Covered by the Indirect Cost Rate Agreement: From: __/__/____ To: __/__/____ (mm/dd/yyyy)
Approving Federal agency:
ED
Other (please specify): ______________ The Indirect Cost Rate is 0%
(3) For Restricted Rate Programs (check one) -- Are you using a restricted indirect cost rate that:
Is included in your approved Indirect Cost Rate Agreement? or,
Indirect Cost Rate is 0%
ED Form No. 524
PR/Award # P031A100009
e5
Complies with 34 CFR 76.564(c)(2)? The Restricted
U.S. DEPARTMENT OF EDUCATION
OMB Control Number: 1894-0008
BUDGET INFORMATION
Expiration Date: 02/28/2011
NON-CONSTRUCTION PROGRAMS
Applicants requesting funding for only one year should complete the
column under "Project Year 1." Applicants requesting funding for multiyear grants should complete all applicable columns. Please read all
instructions before completing form.
Name of Institution/Organization:
West Virginia Northern Communit...
SECTION B - BUDGET SUMMARY
NON-FEDERAL FUNDS
Budget Categories
Project Year 1(a)
1. Personnel
2. Fringe Benefits
3. Travel
4. Equipment
5. Supplies
6. Contractual
7. Construction
8. Other
9. Total Direct Costs
(lines 1-8)
10. Indirect Costs
11. Training Stipends
12. Total Costs (lines 911)
$
$
$
$
$
$
$
$
$
$
$
$
PR/Award # P031A100009
0
0
0
0
0
0
0
0
0
Project Year 2
(b)
$
0
$
0
$
0
$
0
$
0
$
0
$
0
$
0
$
0
Project Year 3
(c)
$
0
$
0
$
0
$
0
$
0
$
0
$
0
$
0
$
0
Project Year 4
(d)
$
0
$
0
$
0
$
0
$
0
$
0
$
0
$
0
$
0
Project Year 5
(e)
$
0
$
0
$
0
$
0
$
0
$
0
$
0
$
0
$
0
$
$
$
$
$
$
$
$
$
0
0
0
0
0
0
0
0
0
0
0
0
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
0
0
0
0
0
0
e6
0
0
0
0
0
0
0
0
0
Total (f)
ASSURANCES - NON-CONSTRUCTION PROGRAMS
Standard Form 424B (Rev.7-97)
Public reporting burden for this collection of information is estimated to average 15 minutes per response, including time for reviewing instructions, searching existing data sources,
gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding the burden estimate or any other aspect of this collection
of information, including suggestions for reducing this burden to the Office of Management and Budget, Paperwork Reduction Project (0348-0040), Washington DC 20503.
PLEASE DO NOT RETURN YOUR COMPLETED FORM TO THE OFFICE OF MANAGEMENT AND BUDGET. SEND IT TO THE
ADDRESS PROVIDED BY THE SPONSORING AGENCY.
NOTE: Certain of these assurances may not be applicable to your project or program. If you have questions, please contact the awarding
agency. Further, certain Federal awarding agencies may require applicants to certify to additional assurances. If such is the case, you will
be notified.
As the duly authorized representative of the applicant, I certify that the applicant:
1. Has the legal authority to apply for Federal assistance,
and the institutional, managerial and financial capability
(including funds sufficient to pay the non-Federal share of
project cost) to ensure proper planning, management, and
completion of the project described in this application.
2. Will give the awarding agency, the Comptroller General of
the United States, and if appropriate, the State, through
any authorized representative, access to and the right to
examine all records, books, papers, or documents related
to the award; and will establish a proper accounting
system in accordance with generally accepted accounting
standards or agency directives.
9. Will comply, as applicable, with the provisions of the
Davis-Bacon Act (40 U.S.C. ''276a to 276a-7), the
Copeland Act (40 U.S.C. '276c and 18 U.S.C. ''874) and
the Contract Work Hours and Safety Standards Act (40
U.S.C. '' 327-333), regarding labor standards for federally
assisted construction sub-agreements.
10. Will comply, if applicable, with flood insurance purchase
requirements of Section 102(a) of the Flood Disaster
Protection Act of 1973 (P.L. 93-234) which requires
recipients in a special flood hazard area to participate in
the program and to purchase flood insurance if the total
cost of insurable construction and acquisition is $10,000
or more.
3. Will establish safeguards to prohibit employees from using 11. Will comply with environmental standards which may be
their positions for a purpose that constitutes or presents
the appearance of personal or organizational conflict of
interest, or personal gain.
4. Will initiate and complete the work within the applicable
time frame after receipt of approval of the awarding
agency.
5. Will comply with the Intergovernmental Personnel Act of
1970 (42 U.S.C. ''4728-4763) relating to prescribed
standards for merit systems for programs funded under
one of the 19 statutes or regulations specified in Appendix
A of OPM's Standards for a Merit System of Personnel
Administration (5 C.F.R. 900, Subpart F).
6. Will comply with all Federal statutes relating to
prescribed pursuant to the following: (a) institution of
environmental quality control measures under the
National Environmental Policy Act of 1969 (P.L. 91-190)
and Executive Order (EO) 11514; (b) notification of
violating facilities pursuant to EO 11738; (c) protection of
wetlands pursuant to EO 11990; (d) evaluation of flood
hazards in floodplains in accordance with EO 11988; (e)
assurance of project consistency with the approved State
management program developed under the Coastal Zone
Management Act of 1972 (16 U.S.C. ''1451 et seq.); (f)
conformity of Federal actions to State (Clear Air)
Implementation Plans under Section 176(c) of the Clear
Air Act of 1955, as amended (42 U.S.C. ''7401 et seq.);
(g) protection of underground sources of drinking water
under the Safe Drinking Water Act of 1974, as amended,
(P.L. 93-523); and (h) protection of endangered species
under the Endangered Species Act of 1973, as amended,
(P.L. 93-205).
nondiscrimination. These include but are not limited to: (a)
Title VI of the Civil Rights Act of 1964 (P.L. 88-352) which
prohibits discrimination on the basis of race, color or
12. Will comply with the Wild and Scenic Rivers Act of 1968
national origin; (b) Title IX of the Education Amendments
(16 U.S.C. ''1721 et seq.) related to protecting
of 1972, as amended (20 U.S.C. ''1681-1683, and 1685components or potential components of the national wild
1686), which prohibits discrimination on the basis of sex;
and scenic rivers system.
(c) Section 504 of the Rehabilitation Act of 1973, as
amended (29 U.S.C. '794), which prohibits discrimination
on the basis of handicaps; (d) the Age Discrimination Act 13. Will assist the awarding agency in assuring compliance
PR/Award # P031A100009
e7
of 1975, as amended (42 U.S.C. '' 6101-6107), which
prohibits discrimination on the basis of age; (e) the Drug
Abuse Office and Treatment Act of 1972 (P.L. 92-255), as
amended, relating to nondiscrimination on the basis of
drug abuse; (f) the Comprehensive Alcohol Abuse and
Alcoholism Prevention, Treatment and Rehabilitation Act
of 1970 (P.L. 91-616), as amended, relating to
nondiscrimination on the basis of alcohol abuse or
alcoholism; (g) '' 523 and 527 of the Public Health Service
Act of 1912 (42 U.S.C. '' 290 dd-3 and 290 ee 3), as
amended, relating to confidentiality of alcohol and drug
abuse patient records; (h) Title VIII of the Civil Rights Act
of 1968 (42 U.S.C. ' 3601 et seq.), as amended, relating
to nondiscrimination in the sale, rental or financing of
housing; (i) any other nondiscrimination provisions in the
specific statute(s) under which application for Federal
assistance is being made; and (j) the requirements of any
other nondiscrimination statute(s) which may apply to the
application.
with Section 106 of the National Historic Preservation Act
of 1966, as amended (16 U.S.C. '470), EO 11593
(identification and protection of historic properties), and
the Archaeological and Historic Preservation Act of 1974
(16 U.S.C. ''469a-1 et seq.).
14. Will comply with P.L. 93-348 regarding the protection of
human subjects involved in research, development, and
related activities supported by this award of assistance.
15. Will comply with the Laboratory Animal Welfare Act of
1966 (P.L. 89-544, as amended, 7 U.S.C. ''2131 et seq.)
pertaining to the care, handling, and treatment of warm
blooded animals held for research, teaching, or other
activities supported by this award of assistance.
16. Will comply with the Lead-Based Paint Poisoning
Prevention Act (42 U.S.C. ''4801 et seq.) which prohibits
the use of lead- based paint in construction or
rehabilitation of residence structures.
7. Will comply, or has already complied, with the
8.
17. Will cause to be performed the required financial and
requirements of Titles II and III of the uniform Relocation
compliance audits in accordance with the Single Audit Act
Assistance and Real Property Acquisition Policies Act of
Amendments of 1996 and OMB Circular No. A-133,
1970 (P.L. 91-646) which provide for fair and equitable
"Audits of States, Local Governments, and Non-Profit
treatment of persons displaced or whose property is
Organizations."
acquired as a result of Federal or federally assisted
programs. These requirements apply to all interests in real
18. Will comply with all applicable requirements of all other
property acquired for project purposes regardless of
Federal laws, executive orders, regulations and policies
Federal participation in purchases.
governing this program.
Will comply, as applicable, with the provisions of the
Hatch Act (5 U.S.C. ''1501-1508 and 7324-7328) which
limit the political activities of employees whose principal
employment activities are funded in whole or in part with
Federal funds.
Signature of Authorized Certifying Representative:
Name of Authorized Certifying Representative: Emily S. Fisher, CFRE
Title: Exec. to the President for Development
Date Submitted: 07/26/2010
PR/Award # P031A100009
e8
Approved by OMB 0348-0046 Exp.
Disclosure of Lobbying Activities
Complete this form to disclose lobbying activities pursuant to 31 U.S.C. 1352
1. Type of Federal Action:
2. Status of Federal Action:
3. Report Type:
Contract
Bid/Offer/Application
Initial Filing
Grant
Initial Award
Material Change
Cooperative Agreement
Post-Award
Loan
Loan Guarantee
Loan Insurance
For Material Change
only:
Year: 0Quarter: 0
Date of Last Report:
5. If Reporting Entity in No. 4 is a Subawardee, Enter Name
and Address of Prime:
4. Name and Address of Reporting Entity:
Prime
Subawardee
Tier, if known: 0
Name: West Virginia Northern Community College
Address: 1704 Market Street
City: Wheeling
State: WV
Zip Code + 4: 26003-3643
Name:
Address:
City:
State:
Zip Code + 4: Congressional District, if known:
Congressional District, if known: 01
6. Federal Department/Agency:
7. Federal Program Name/Description:
8. Federal Action Number, if known:
10. a. Name of Lobbying Registrant (if individual, last name,
first name, MI):
Address:
City:
State:
Zip Code + 4: 11. Information requested through this form is authorized by title 31 U.S.C. section
1352. This disclosure of lobbying activities is a material representation of fact upon
which reliance was placed by the tier above when this transaction was made or
entered into. This disclosure is required pursuant to 31 U.S.C. 1352. This information
will be reported to the Congress semi-annually and will be available for public
inspection. Any person who fails to file the required disclosure shall be subject to a
civil penalty of not less than $10,000 and not more than $100,000 for each such
CFDA Number, if applicable:
9. Award Amount, if known: $0
b. Individuals Performing Services (including address if
different from No. 10a)
(last name, first name, MI):
Address:
City:
State:
Zip Code + 4: Name: Emily S. Fisher
Title: Exec. to the President for Development
Applicant: West Virginia Northern Community College
Date: 07/26/2010
failure.
Authorized for Local
Reproduction
Standard Form LLL (Rev. 7-
Federal Use Only:
97)
PR/Award # P031A100009
e9
CERTIFICATION REGARDING LOBBYING
Certification for Contracts, Grants, Loans, and Cooperative Agreements.
The undersigned certifies, to the best of his or her knowledge and belief, that:
(1) No Federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any
person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an
officer or employee of Congress, or an employee of a Member of Congress in connection with the awarding of any
Federal contract, the making of any Federal grant, the making of any Federal Loan, the entering into of any
cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal
contract, grant, loan or cooperative agreement.
(2) If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing
or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of
Congress, or an employee of a Member of Congress in connection with this Federal contract, grant, loan or
cooperative agreement, the undersigned shall complete and submit Standard Form - LLL, "Disclosure of Lobbying
Activities," in accordance with its instructions.
(3) The undersigned shall require that the language of this certification be included in the award documents for all
subawards at all tiers (including subcontracts, subgrants and contracts under grants, loans, and cooperative
agreements) and that all subrecipients shall certify and disclose accordingly. This certification is a material
representation of fact upon which reliance was placed when this transaction was made or entered into. Submission
of this certification is a prerequisite for making or entering into this transaction imposed by section 1352, title 31,
U.S. Code. Any person who fails to file the required certification shall be subject to a civil penalty of not less than
$10,000 and not more than $100,000 for each such failure.
Statement for Loan Guarantees and Loan Insurance.
The undersigned states, to the best of his or her knowledge and belief, that:
If any funds have been paid or will be paid to any person for influencing or attempting to influence an officer or
employee or any agency, a Member of Congress, an officer or employee of Congress, or an employee of a
Member of Congress in connection with this commitment providing for the United States to insure or guarantee a
loan, the undersigned shall complete and submit Standard Form-LLL, "Disclosure of Lobbying Activities," in
accordance with its instructions. Submission of this statement is a prerequisite for making or entering into this
transaction imposed by section 1352, title 31, U.S. Code. Any person who fails to file the required statement shall
be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure.
APPLICANT'S ORGANIZATION
West Virginia Northern Community College
PRINTED NAME AND TITLE OF AUTHORIZED REPRESENTATIVE
Prefix: Mrs.
First Name: Emily
Middle Name: S
Last Name: Fisher
Suffix:
Title: Exec. to the President for Development
Signature:
Date:
_______________________
07/26/2010
03/04
ED 80-0013
PR/Award # P031A100009
e10
OMB No.1894-0005 Exp.01/31/2011
Section 427 of GEPA
NOTICE TO ALL APPLICANTS
The purpose of this enclosure is to inform you about a
new provision in the Department of Education's General
Education Provisions Act (GEPA) that applies to
applicants for new grant awards under Department
programs. This provision is Section 427 of GEPA,
enacted as part of the Improving America's Schools Act
of 1994 (Public Law (P. L.) 103-382).
description of how you plan to address those barriers
that are applicable to your circumstances. In addition,
the information may be provided in a single narrative,
or, if appropriate, may be discussed in connection with
related topics in the application.
Section 427 is not intended to duplicate the
requirements of civil rights statutes, but rather to ensure
that, in designing their projects, applicants for Federal
To Whom Does This Provision Apply?
funds address equity concerns that may affect the ability
of certain potential beneficiaries to fully participate in
Section 427 of GEPA affects applicants for new grant
the project and to achieve to high standards. Consistent
awards under this program. ALL APPLICANTS FOR with program requirements and its approved
NEW AWARDS MUST INCLUDE
application, an applicant may use the Federal funds
INFORMATION IN THEIR APPLICATIONS TO awarded to it to eliminate barriers it identifies.
ADDRESS THIS NEW PROVISION IN ORDER
TO RECEIVE FUNDING UNDER THIS
What are Examples of How an Applicant Might
PROGRAM.
Satisfy the Requirement of This Provision?
(If this program is a State-formula grant program, a
State needs to provide this description only for projects The following examples may help illustrate how an
or activities that it carries out with funds reserved for
applicant may comply with Section 427.
State-level uses. In addition, local school districts or
other eligible applicants that apply to the State for
(1) An applicant that proposes to carry out an adult
funding need to provide this description in their
literacy project serving, among others, adults with
applications to the State for funding. The State would be
limited English proficiency, might describe in its
responsible for ensuring that the school district or other
application how it intends to distribute a brochure
local entity has submitted a sufficient section 427
about the proposed project to such potential
statement as described below.)
participants in their native language.
What Does This Provision Require?
Section 427 requires each applicant for funds (other
than an individual person) to include in its application a
description of the steps the applicant proposes to take to
ensure equitable access to, and participation in, its
Federally-assisted program for students, teachers, and
other program beneficiaries with special needs. This
provision allows applicants discretion in developing the
required description. The statute highlights six types of
barriers that can impede equitable access or
participation: gender, race, national origin, color,
disability, or age. Based on local circumstances, you
should determine whether these or other barriers may
prevent your students, teachers, etc. from such access or
participation in, the Federally-funded project or activity.
The description in your application of steps to be taken
to overcome these barriers need not be lengthy; you may
provide a clear and succinct
PR/Award # P031A100009
(2) An applicant that proposes to develop
instructional materials for classroom use might
describe how it will make the materials available on
audio tape or in braille for students who are blind.
(3) An applicant that proposes to carry out a model
science program for secondary students and is
concerned that girls may be less likely than boys to
enroll in the course, might indicate how it intends to
conduct "outreach" efforts to girls, to encourage
their enrollment.
We recognize that many applicants may already be
implementing effective steps to ensure equity of access
and participation in their grant programs, and we
appreciate your cooperation in responding to the
requirements of this provision.
e11
Estimated Burden Statement for GEPA Requirements
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of
information unless such collection displays a valid OMB control number. The valid OMB control number for this
information collection is 1894-0005. The time required to complete this information collection is estimated to
average 1.5 hours per response, including the time to review instructions, search existing data resources, gather
the data needed, and complete and review the information collection. If you have any comments concerning the
accuracy of the time estimate(s) or suggestions for improving this form, please write to: U.S. Department of
Education, 400 Maryland Avenue, S.W., Washington, D.C. 20202-4537.
Applicants should use this section to address the GEPA provision.
Attachment:
Title : 427 GEPA
File : m:\Grants\Title III\427 GEPA.doc
PR/Award # P031A100009
e12
GEPA STATEMENT
________________________________________________________________________
West Virginia Northern Community College
Strengthening Institutions – Title III
West Virginia Northern Community College’s “Increasing Student Success and
Retention” Program targets all students, including those with various degrees of physical and
learning disabilities. All information disseminated by this project will be made available in a
variety of formats for participants with varying physical and learning needs. All web-based
information will be fully accessible. Additionally, current and future faculty will learn how to
diversify their materials and teaching strategies and make course web sites more accessible for
students with disabilities.
In addition to the above, WVNCC’s Program will ensure that all participants have equal
access and receive a high quality of service from the program. All documents, flyers, and
information regarding the program will have the following statement: “West Virginia Northern
Community College, pursuant to the requirements of Titles IV, VI, and VII of the Civil
Rights Act of 1964, Title IX of the Educational Amendments of 1972, Section 504 of the
Rehabilitation Act of 1973, and the Age Discrimination Act of 1975, does not discriminate
against applicants, employees, or students on the basis of race, color, religion, sex,
disability, age or national origin in its employment policies and/or educational programs or
activities, including admissions to such.” A diversity of services will be implemented to attract
and maintain interest of target students.
PR/Award # P031A100009
e0
OMB No.1894-0007 Exp.05/31/2011
SUPPLEMENTAL INFORMATION
REQUIRED FOR
DEPARTMENT OF EDUCATION GRANTS
1. Project Director:
Prefix:
Mrs.
* First Name:
Emily
Middle Name:
* Last Name:
Fisher
Suffix:
Address:
* Street1:
1704 Market Street
Street2:
* City:
Wheeling
County:
Ohio
* State:
WV* Zip / Postal Code: 26003 * Country: USA
* Phone Number (give area
code)
(304)214-8905
Fax Number (give area
code)
(304)232-4651
Email Address:
EFISHER@WVNCC.EDU
2. Applicant Experience
Novice Applicant
Yes
No
Not applicable
3. Human Subjects Research
Are any research activities involving human subjects planned at any time during the
proposed project period?
Yes
No
Are ALL the research activities proposed designated to be exempt from the regulations?
Yes
Provide Exemption(s) #:
No
Provide Assurance #, if available:
Please attach an explanation Narrative:
Attachment:
Title :
File :
PR/Award # P031A100009
e14
Project Narrative
Table of Contents
Attachment 1:
Title: Table of Contents Pages: 1 Uploaded File: m:\Title III\Table of Contents.pdf
PR/Award # P031A100009
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Developing a Comprehensive Student Success System to Improve Outcomes for Students
Enrolled in Transitional Education Courses
TABLE OF CONTENTS
A.
B.
C.
D.
E.
F.
G.
PR/Award # P031A100009
Section
Quality of the Comprehensive Development Plan
1. Strengths, weaknesses and significant problems of the institution’s
academic programs, institutional management, and fiscal stability; Planning
process used for analysis
2. Goals
3. Objectives Related to Institutional Goals
4. Institutionalizing Practices and Improvements
a. Methods for Institutionalization
b. Resources for Institutionalization
Quality of Activity Objectives
1. Objectives for each activity are realistic and defined in terms of measurable
results
2. Relationship to the Comprehensive Development Plan
Quality of Implementation Strategy
1. Comprehensive
2. Rationale
3. Chart of Implementation Strategies including Timetable Chart/Form
Quality of Key Personnel
1. Experience, Training and Time Commitment
Quality of Project Management Plan
1. Management Procedures
2. Authority and Access
Quality of Evaluation Plan
1. Evaluation Design
2. Methods & Procedures – Data Elements Collection
3. Formative and Summative Results
4. Table of Quantifiable Evaluation of Objectives and Strategies
Budget
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Page
2
2
10
11
12
12
14
17
17
22
22
22
28
32
39
39
39
39
41
42
43
43
44
46
48
Project Narrative
Program Abstract
Applicants are required to submit a one page single-spaced Project Abstract in word format only
and no charts. Please include in the Program Abstract the name of the institution, city, and
purpose.
Attachment 1:
Title: Abstract Pages: 1 Uploaded File: m:\Title III\Title III abstract.doc
PR/Award # P031A100009
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West Virginia Northern Community College
Title III Grant Application – July 27, 2010
PROGRAM ABSTRACT
West Virginia Northern Community College, West Virginia. WVNCC was established in
1972, as a public, multi-campus comprehensive community college. The College is accredited by
the Higher Learning Commission of the North Central Association for Colleges and Schools.
The College serves six counties of West Virginia, which include Ohio, Brooke, Hancock,
Marshall, Wetzel and Tyler. WVNCC had a Fall 2009 enrollment of 3,328 full-time equivalent
students. Among credit enrollment, 68 percent are female, and 38 percent are male. The
ethnicity of the student body is as follows: 95.43 Caucasian, 3.4 African-American, .03 Hispanic,
.38 Asian Pacific Islander, and .30 Native American. WVNCC employs 62 full-time faculty
members and 150 adjunct faculty members.
Contact Person: Emily Fisher, CFRE, Executive to the President for Development, and
Executive Director, Foundation
Phone: (304) 214-8905
Fax: (304) 232-4651
Email: efisher@wvncc.edu
Activity: Increase student success outcomes and enhance retention for students enrolled in
transitional education courses through computer-assisted learning, orientation, test preparation
and boot-camp programming, advisement, and through providing professional development for
transitional education faculty - $1,543,090.00 over five years. The strategies that WVNCC will
implement to accomplish the activity includes (1) developing a test preparation program for
transitional math, writing, and reading students designed to provide intensive instruction to
students prior to them taking the College’s placement test, (2) developing and delivering a
transitional math boot camp program for students that have enrolled in and have not successfully
completed transitional math courses. The boot camp’s goal is to assist students in shoring up
their skills through intensive direct and computer-assisted instruction, testing
mastery/competence through departmental testing, (3) advisement services, (4) providing
additional full-time math faculty members to assist with the development of the test preparation
and boot camp programs and to teach transitional math classes, and (5) enhancement of
professional development for all faculty focusing on the needs of underprepared students.
Sample key measures: (1) the average overall success rate of students enrolled in transitional
courses will increase 10% over five years, (2) the average fall-to-fall retention rate of students
enrolled in transitional education courses will increase three percent over five years, (3) the
percentage of students who successfully complete the last course in their developmental
education sequence will increase by two percent per year, (4) the percentage of students who
successfully complete their first college-level course will increase by five percent over five
years, and (5) at least 100 percent of full-time faculty who teach transitional education students
will attend one conference or workshop per year.
Project Management and evaluation: The College has allocated $30,500 over five years from
the grant to fund an external evaluator. The Title III Project Director’s salary will be funded by
WVNCC.
PR/Award # P031A100009
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Project Narrative
Quality of Applicant's Comprehensive Development Plan
Quality of the Applicant?s Comprehensive Development Plan
(Maximum: 25 points).
(1) The strengths, weaknesses, and significant problems of the institution?s academic programs,
institutional management, and fiscal stability are clearly and comprehensively analyzed and result
from a process that involved major constituencies of the institution.
(2) The goals for the institution?s academic programs, institutional management, and fiscal stability
are realistic and based on comprehensive analysis.
(3) The objectives stated in the plan are measurable, related to institutional goals, and if achieved,
will contribute to the growth and self-sufficiency of the institution.
(4) The plan clearly and comprehensively describes the methods and resources the institution will
use to institutionalize practices and improvements developed under the proposed project,
including, in particular, how operational costs for personnel, maintenance, and upgrades of
equipment will be paid with institutional resources.
Attachment 1:
Title: Quality of Development Plan Pages: 15.25 Uploaded File: m:\Title III\Part A - Quality of Development
Plan.pdf
PR/Award # P031A100009
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West Virginia Northern Community College
Title III Grant Application – July 27, 2010
A. QUALITY OF THE COMPREHENSIVE DEVELOPMENT PLAN
1. The strengths, weaknesses, and significant problems of the institution’s
academic programs, institutional management, and fiscal stability are clearly
and comprehensively analyzed and result from a process that involved major
constituencies of the institution.
WVNCC’s re-accreditation visit from the Higher Learning Commission of the North
Central Association of Colleges and Schools (HLC) took place in March of 2003. In the summer
of 2003, WVNCC’s accreditation was reaffirmed. Through the activities of the Self-Study
Committee, every faculty and staff member was oriented to the self-study process, and workgroups were assigned to analyze all key-areas within the institution.
In 2007, the West Virginia Legislature through its passage of SB 595 established focus
areas that should be of particular concern to higher education institutions to ensure that highquality programs and services are available to its citizenry. The areas of special concern include
economic and workforce development; education access and affordability; innovation; student
preparation; degree and/or program completion; intra- and inter-system cooperation and
collaboration; research; and teaching and learning. The Legislature went further by also
establishing objectives to guide institutional planning to ensure that more students have the
resources necessary to attain student success.
Table 1: Vision 2020 Objectives for West Virginia Postsecondary Education
1. Develop a state-level facilities plan and funding mechanism to reduce the obligation of
students and parents to bear the cost of higher education capital projects and facilities
maintenance.
2. Increase academic rigor and improve learning at higher education institutions.
3. Increase the percentage of entering students who persist to receive a degree, a
certificate or an industry-recognized credential.
4. State institutions of higher education, particularly community and technical colleges,
make maximum effort to recruit and retain adults twenty-five years old or over.
5. Provide incentives to state institutions of higher education to encourage emphasis on
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West Virginia Northern Community College
Title III Grant Application – July 27, 2010
6.
7.
8.
9.
STEM courses and programs leading to degrees in the high-demand fields of science,
technology, engineering and mathematics and to encourage collaboration with public
education to stimulate interest and prepare students to succeed in these fields.
Develop a stable funding stream for state institutions of higher education to pay for
essential programs which are expensive to deliver, are in high demand and/or are
critical to the state's capacity to replace an aging workforce as employees retire. This
objective has a particular impact on community and technical colleges which deliver
high-cost technical programs.
Develop a mechanism to assure uniform delivery of community and technical college
education for all regions of the state.
Develop greater research capacity throughout public higher education, with a special
focus on the state's two doctoral degree-granting universities.
Increase the percentage of functionally literate adults in each region of the state.
The in-depth study of the College’s institutional strengths, weaknesses/significant
problems, the recommendations and suggestions from HLC, as well as the objectives and focus
areas set forth in SB 595 have assisted the College with concentrating on the most critical
challenges facing the institution. One of the most important challenges is to ensure academic
success for WVNCC’s first generation, low-income college students. This student population
reflects a total of 80 percent of the annual student population. Over a five-year period the
percentages are as follows: fall 2009 – 81.22 percent, 2008 – 80.15 percent, 2007 – 81.26
percent, 2006 – 82.55 percent, and 2005 – 83.33 percent. First-generation Pell eligible students
make up over 45 percent of the annual (reported) student population.
STRENGTHS OF ACADEMIC PROGRAMS
WVNCC has identified the following strengths (Table 2) as it relates to academic
programs.
Table 2: Strengths of Academic Programs
• WVNCC is an open-door institution with a tuition rate among the
second or third lowest in West Virginia.
• Higher education policy in the state of West Virginia dictates that
Open Access Institution
full-time students are charged only for the first twelve credit hours.
86% of the students enrolled at WVNCC are Pell Grant eligible.
• With low tuition and extensive financial aid opportunities, low
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West Virginia Northern Community College
Title III Grant Application – July 27, 2010
•
•
Access to Alternative
Delivery Methods
•
•
Access to High
Demand Occupational
Programs
•
•
Strong Articulation
•
Academic Centers
Certified by the College •
Reading & Learning
Association (CRLA)
income is not a barrier to attendance.
The Distance Learning Division provides courses on-line through
the World Wide Web, which allows students the opportunity to
take classes/programs in ways that better suit their personal needs.
The institution also provides intensive one-week classes, and has
recently completed a pilot “boot camp” for mathematics.
The College also offered more classes using e-pop web
conferencing, a technology including application and desktop
sharing, remote control, and high-quality video conferencing.
Classes were offered remotely at high school locations and also
offered on Saturdays.
Through the College’s Strategic Plan, WVNCC recently
implemented evening, part-time programs in Paralegal and
Associate in Arts and significantly revised Computer and
Information Technology programs.
The College also expanded the Respiratory Care and Nursing
programs.
WVNCC has developed strong partnerships with baccalaureategranting institutions which has clarified the 2+2 transfer for twoyear college students, including eight new agreements with five
institutions.
WVNCC’s academic centers are certified by the CRLA, and just
recently received “Level II” certification for five years.
The WVNCC’s academic centers are only one of four institutions
in West Virginia with CRLA-certified tutoring centers. This
program ensures that member institutions give practical
application to research and the implementation of innovative
strategies to enhance student learning.
WEAKNESSES OF ACADEMIC PROGRAMS
While the institution is responsive in the programs and services that it makes available to
students, there are weaknesses in student success outcomes. Based upon qualitative and
quantitative data analysis, the College has identified underprepared students, low retention,
persistence, and graduation rates, and misalignment of functions of the retention specialist along
with challenges in the programmatic budget.
Underprepared
Students
PR/Award # P031A100009
Table 3: Weaknesses of Academic Programs
• In 2008, 1701 students out of a total of 5241 were enrolled in
developmental math, over 33.46% of the student body. Only 941
successfully completed the math classes for a completion rate of
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West Virginia Northern Community College
Title III Grant Application – July 27, 2010
•
•
•
•
Low Retention and
Graduation Rates
•
While enrollment
continually increases,
most students fail in
subsequent collegelevel courses
•
•
•
•
Retention specialist and •
programmatic budget
•
55%.
Completion rates with a grade of “C” or better for the last course
in the developmental writing and reading sequences during
academic year 2008-09 were 56% and 62% respectively.
Over 70% of all students must take at least one transitional
education course.
Characteristic of many community colleges across the country,
WVNCC has struggled to increase retention and graduation rates.
From 2005 to 2008, retention rates for WVNCC have ranged
between 55% and 59%, which is consistent with the national
average of retention for community colleges, but is not
satisfactory.
In addition, the graduation percentage rates have been less than
30% over a five-year period.
The number of students registered in transitional education courses
has increased by 447 students over a four-year period.
A large percentage of these students fail their subsequent gateway
course with grades of D or F or they withdraw.
WVNCC has a full-time retention specialist on staff with the
College, however only 60% of her work assignment includes
directly addressing retention issues.
The bulk of the retention specialist’s responsibilities include
serving as the back-up campus counselor and liaison to the
“Middle College” program.
Further, the retention specialist has a very limited budget to
provide learning resources to students. In particular, the retention
specialist has limited access to purchase web-based software
programs, and has no access to a retention management system.
Lack of a software retention management system prevents the
specialist from identifying students experiencing problems and
promptly communicating with them. Because this position is not
funded at 100%, there are not adequate programs and services
provided that focus on addressing and supporting student success.
STRENGTHS OF INSTITUTIONAL MANAGEMENT
The institution’s governance system, its commitment to a student-focused learning
environment, the planning and budgeting process, and its system for ongoing evaluation are
institutional management strengths.
Effective Governance
System
PR/Award # P031A100009
Table 4: Strengths of Institutional Management
• WVNCC has established an effective governance system that
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West Virginia Northern Community College
Title III Grant Application – July 27, 2010
•
•
Commitment to a
Student-Focused
Learning Environment
•
•
The Planning and
Budgeting Process
•
Ongoing Evaluation
•
ensures appropriate roles for trustees, the president, administration,
faculty, staff and students.
The College has continually recognized the importance of the
involvement of the Faculty Assembly, and students in the multiple
councils and committees as well as in direct communication with
the president and the Board of Governors.
The College continues to strive to provide state-of-the-art and
student-centered services and to support data-based assessment
and advising.
Just recently, WVNCC implemented an advising center two weeks
prior to each semester to assist with advising students.
WVNCC has ensured that its annual planning process drives the
allocation of resources. It is a fair and objective process designed
to gather broad-based support in determining the institutional
needs, while directing funds to support priority initiatives.
The College conducts ongoing systemic institutional evaluations to
assess institutional effectiveness and student learning.
The WVNCC application for a Title III strengthening institutions
program was formulated in direct response to the identification of
the major problems of student persistence, retention and
graduation rates.
WEAKNESSES OF INSTITUTIONAL MANAGEMENT
Through the Self-Study process, several institutional weaknesses were identified by the
College.
Table 5: Weaknesses of Institutional Management
• An assessment and analysis found that many WVNCC systems
and procedures are not well-defined or documented, and
Poorly-Coordinated
inadequately coordinated across departmental lines of
Systems and
responsibilities. These areas include administrative computing,
Procedures
reporting, system support, data processing, admissions and
registration, planning and budgeting, and general administrative
procedures.
• Though the College has moved to a centralized advising and
counseling system, it is still plagued by challenges. While it is a
requirement of the College that all students receive advising, of the
Student Advising
students that registered one month before the Spring 2010
semester, only 40% of students saw their curriculum-related
assigned advisor before registration.
Absence of Early Alert • WVNCC’s technology infrastructure does not include an “Early
Technology
Alert” system that allows for automated communications with
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West Virginia Northern Community College
Title III Grant Application – July 27, 2010
•
•
•
Lack of Effective and
Appropriate
Professional
Development for
Faculty
•
struggling students.
Faculty and staff find it difficult to address student performance
“in the moment,” and as a result, these students are at risk for
failure in developmental courses or in the subsequent gatekeeper
course.
Without real-time student data, institutional effectiveness and
institutional research efforts are also stymied.
While the College is committed to providing professional
development opportunities, which enhance the institution’s ability
to provide high-quality, relevant programs and services to its
constituents, over the last couple of years the College’s
commitment of funds for professional development has
significantly decreased.
Due to limited funding, the College is still struggling to provide
effective and appropriate professional development for adjunct
faculty, which hampers its ability to ensure that all staff is
equipped with “best practices” tools that would positively impact
student success.
STRENGTHS OF FISCAL STABILITY
WVNCC is a fiscally stable institution. Strengths of fiscal stability are outlined in Table
6.
•
Operates Annually with
•
a Balanced Budget and
Demonstrates Sound
Fiscal Management
•
Excellent Record of
‘First in State’ to
complete Annual Audit.
Key Contributor to the
Local Economy
Development of an
Institutional
Advancement Office
PR/Award # P031A100009
•
•
•
•
Table 6: Strengths of Fiscal Stability
The College operates annually with a balanced budget and
manages resources efficiently.
Through strategic planning and decision-making, the College has
been able to invest nine months of State Appropriations in its
Reserve fund.
In addition, WVNCC consistently expends approximately onethird of the total budget for instruction and instructional support.
The College and its Foundation receive outstanding audit reports
annually and utilize good management practices. WVNCC has
been first in the state to complete its annual audit for four years in
a row.
WVNCC is a key contributor to the local economy and is directly
responsible for $12M in payroll, purchases and financial aid going
back into the surrounding community.
The College recognizes the importance of seeking alternative
funding sources to supplement and/or fully fund some of its
programs and services.
The Institutional Advancement Office has been established to
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West Virginia Northern Community College
Title III Grant Application – July 27, 2010
work with an already active Foundation and to promote the
College and raise funds from all external sources.
WEAKNESSES OF FISCAL STABILITY
The College has identified several fiscal weaknesses. They are (1) funding and the
impact of political partisanship, (2) inability to control tuition levels locally, (3) failure to
provide competitive salary levels for employees, (4) compares poorly with peer institutions
nationally for funding, and (5) comparatively low individual, alumni, corporate and foundation
support due to lack of funds necessary to advance the development of programs.
Table 7: Weaknesses of Fiscal Stability
• A constant shrinking in state funding has resulted in an unequal
distribution of funding among institutions of higher education.
Currently, West Virginia ranks 50th of all states in terms of
constituent economic status, which results in a low level of
funding and low budget allocations. In addition, inequities in
allocations within the System have occurred in the past because of
political partisanship.
Funding and the Impact
• Within West Virginia, the budget allocation for WVNCC has
of Political Partisanship
consistently ranked in the lower half of the community and
technical colleges using both peer comparisons and revenue per
FTE.
• It should be noted that the new finance rule promulgated after SB
495 was passed establishes benchmarks to connect a portion of
future allocations to successes in student retention and graduation
rates.
• The West Virginia Legislature has established guidelines for
assessing tuition and charged the Council for Community and
Technical College Education (CCTCE) with developing a tuition
policy. Local boards of governors are permitted to set tuition rates
within the parameters of code and policy. The code stipulates that
the maximum tuition and fee increase permitted for community
Inability to Control
and technical colleges is limited to 4.75% over the previous year.
Tuition Levels Locally
A ceiling of 4.75% means that the tuition can only be increased by
a few dollars each year. In addition to the restrictions in code and
policy, the legislature and the governor may also restrict tuition
increases. Under the CCTCE tuition policy, the maximum which
an institution may request may be adjusted downward based upon
institutional performance on the Performance Indicators.
Failure to Provide
• In order to attract and retain the best and brightest faculty, staff,
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West Virginia Northern Community College
Title III Grant Application – July 27, 2010
Competitive Salary for
Employees
•
Compares Poorly with
Peers Nationally for
Financial Funding
Comparatively low
individual, alumni,
corporate and
foundation support due
to lack of funds
necessary to advance
the development of
programs
•
and administrators, it is necessary to have a competitive salary and
benefits package. Low funding levels have made it difficult to
establish competitive salaries so that the average WVNCC faculty
salary is only 85% of the peer average. The gap is even more
pronounced at the lower ranks where new faculty members are
being hired.
When comparing the college’s overall revenue to that of peer
institutions, WVNCC would require nearly $8 million to reach the
peer average. The college receives about $1.5 million less in
tuition and fees than its peers, but the percentage of budget
attributable to tuition and fees for WVNCC is exactly the same as
the peer average of 15%.
While the WVNCC development program is fairly new, having
been established within the last two years, it has not yet been able
to achieve the funding level required to support major academic
advances.
Planning Process Used for Analysis
WVNCC’s analysis of strengths and weaknesses/significant problems resulted from a
systemic assessment of the institution’s vision, goals and performance. This analysis drew from
multiple sources including reports produced by the Office of Institutional Research, strategic
planning sessions, the HLC Self-Study process, and the West Virginia Community and Technical
College System Consortium Compact. Over 10 employees served on the committees, which were
diverse in terms of types of employees/representatives, and gender. Many recommendations
from these committees led directly to the creation of the Title III initiative, which focuses on the
reform of transitional education.
The Title III Planning Committee met 15 times as a large committee. A subcommittee of
the larger Planning Committee, the Title III Design Team, focused on the critical problems
facing WVNCC. The problems serve as the basis for the establishment of the WVNCC Title III
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West Virginia Northern Community College
Title III Grant Application – July 27, 2010
initiative goals and objectives. By analyzing the preceding strengths and weaknesses in
academic programs, institutional management, and fiscal stability through comprehensive review
processes of the HLC Accreditation Self-Study, the Consortium Compact, the Title III Planning
and Design committees have identified a set of activities designed to improve student success.
Implementation of these activities will allow WVNCC to move much closer to self-sufficiency
and be better prepared to improve opportunities for first-generation, low-income students
entering the workforce.
Members of the Title III Proposal Planning Committee are:
Committee Member
Fike, Janet
Fisher, Emily (CFRE)
Koon, Mike
Lippiello, Steve
Olshinsky, Dr. Martin
Riley, Dr. Vicki
Woods, Pam
Sperlazza, Rana
Woodburn, Steven
Title
Dean, Enrollment
Executive to the President for
Development
Vice President, Workforce
Vice President, Administrative
Services
President
Vice President, Academic
Affairs
Information Technology
Consultant
Fundraising and Development
Assistant
Dean of Wheeling Campus
and Transitional Education
Team/Department
Student Services
Development/Institutional
Advancement
Workforce Development
Administration
President
Academic Affairs
Information Technology
Development/Institutional
Advancement
Academic Affairs
2. Goals
Ensuring student success is at the cornerstone of the College’s foundation. By providing
programs and services of the highest quality, the College strives to make certain that no matter
what a student’s educational goal may be that he or she has the tools necessary to achieve it. The
strategic goals of the College are presented on the left side of Table 8. The WVNCC Title III
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West Virginia Northern Community College
Title III Grant Application – July 27, 2010
Initiative goals are listed on the right side of Table 8. Each Title III goal is listed next to the
institutional strategic goal that it supports.
Table 8: Institutional Goals and Activities
Institutional Goals 2006-2010
Activities 2010 – 2015
Goal 4: Continue to strengthen the focus on
Goal 1: Decrease the number of students that
retention including review of policies,
place into transitional education courses
procedures, and student services
through enhanced use of technology,
including a boot-camp that allows them to
test-out of transitional courses, development
of an orientation program for placement
testing, and providing a test preparation
program for the placement test.
Goal 2: Improve outcomes and enhance
retention for students enrolled in transitional
education courses through computer assisted
learning, test preparation and orientation,
advisement, and tutoring.
Goal 5: Continue to develop and offer training
Goal 3: Increase faculty and staff
and professional development programs
professional development opportunities in
order to more effectively serve
underprepared students and enhance
retention, including the option for at least one
adjunct faculty member to attend the NADE
conference each year.
Goal 6: Increase funding from all sources
Goal 4: Establish an institutional
endowment, which will be used to support
innovation in teaching, learning and student
success.
3. Objectives Related to Institutional Goals
The objectives of the College are provided in Table 9. These objectives reflect the
student and quality focus of the institution’s annual and strategic plan goals.
Table 9: Institutional Objectives
Goal 1: Decrease the number of students that place into transitional education courses through
enhanced use of technology, including a boot camp that allows them to test-out of transitional
courses, development of an orientation program for placement testing, and providing a test
preparation program for the placement test.
Goal 1 Objectives
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1.1.By September 30, 2015, reduce the number of students placing into transitional math
by 10%.
1.2.By September 30, 2015, ensure that at least 50% of students entering the College
participate in an orientation program for placement testing.
1.3.By September 30, 2015, ensure that 100% of students entering the College have access
to a test preparation program for the institution’s entrance exam.
Goal 2: Improve outcomes and enhance retention for students enrolled in transitional education
courses through computer assisted learning, advisement, and tutoring.
Goal 2 Objectives
1.1.By September 30, 2015, increase the overall rate of success of students enrolled in
transitional education classes from 55% to 65%, an increase of at least 10% over five
years.
1.2.By September 30, 2015 increase the overall fall-to-fall retention rate of students
enrolled in transitional education classes from 55% to 58%, an increase of at least 3%
over five years.
1.3.By September 30, 2015, improve the tracking and data management capabilities of the
Student Success Team so that Early Alert and student progress data is available on
100% of the students enrolled in transitional education coursework.
Goal 3: Increase faculty and staff professional development opportunities in order to more
effectively serve underprepared students.
Goal 3 Objectives
1.1.By September 30, 2015, increase the number of workshops offered focusing on the
needs of underprepared students by two per year.
1.2.By September 30, 2015, increase the percentage of developmental education adjunct
faculty who attend a minimum of two workshops per year offered by the WVNCC
from 0 to 25%.
1.3.Increase the availability of attendance for the NADE conference so that all transitional
education faculty members may attend each year.
Goal 4: Establish an institutional endowment, which will be used to support innovation in
teaching, learning and student success
4. Institutionalizing Practices and Improvements
4a. Methods for Institutionalization
To garner College-wide support for improving student outcomes, the Title III Activity
Director will meet on a monthly basis with the Title III Coordinator to ensure that strategic
communications regarding program achievements, the status of grant activities, and future grant
objectives/goals are shared with key administrators throughout WVNCC. The Activity Director
will also convene routine meetings of the Title III Core Team, which will be responsible for
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working collaboratively with the Director and Coordinator to meet key activity goals and
objectives. The Title III Core Team will be made up of members of the Title III Planning
Committee and other key stakeholders.
The College is committed to a full development cycle for all of the components, even
after the grant end date. Institutionalization entails that Title III Initiative processes and
procedures be adhered to in a consistent fashion college-wide; the activities will be entwined in
College operations. The Title III Initiative calls for college-wide participation. A comprehensive
faculty and staff professional development plan will be used in order to ensure College-wide
integration. Various constituencies across the College will assist the Title III Core Team in
institutionalizing computer-assisted learning services, tutoring and advising. In addition,
expertise from the College’s offices of Academic Affairs, Accounting, Community Relations,
Enrollment, Procurement, and Resource Development will be essential to meeting the terms and
conditions of the grant agreement and the overall success of the Initiative.
Also, each major component of the grant will undergo a development cycle to ensure that
the activities address the most pressing needs of the student population that is being served. The
development cycle includes pilot, evaluation, modification, implementation and
institutionalization. The institutionalization component of the development cycle will ensure that
all WVNCC campuses apply processes and procedures in a consistent fashion whenever
possible. Because there are campuses with varied levels of student enrollment, programs and
services will be provided to adequately address the population based upon size of the campus
and its need.
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4b. Resources for Institutionalization
The College is committed to a fully implementing the Title III Initiative and to ensuring
its sustainability after the grant end date. The activities will be entwined in College operations.
The Title III Initiative calls for College-wide participation. A comprehensive faculty and staff
professional development plan will be used in order to ensure College-wide integration. Various
constituencies across the College will assist the Title III Core Team in institutionalizing
computer-assisted learning services, tutoring and advising. In addition, expertise from the
College’s offices of Academic Affairs, Accounting, Community Relations,
Development/Institutional Advancement, Enrollment, Procurement, and Resource Development
will be essential to meeting the terms and conditions of the grant agreement and the overall
success of the Initiative.
Also, each major component of the grant will undergo a development cycle to ensure that
the activities address the most pressing needs of the student population that is being served. The
development cycle includes pilot, evaluation, modification, implementation and
institutionalization. The institutionalization component of the development cycle will ensure that
all WVNCC campuses apply processes and procedures in a consistent fashion whenever
possible. Because there are campuses with varied levels of student enrollment, programs and
services will be provided to adequately address the population based upon size of the campus
and its need.
WVNCC trustees, administration, faculty and staff are eager to reform student success
services that support the transitional education program. Internal (the president) and external
(Board of Governors) approval has been secured for the financial support of the practices and
improvements outlined in this Title III Initiative by the end of the grant period. At the conclusion
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of the five-year performance period on September 30, 2015, WVNCC will deliver and
financially sustain comprehensive instruction and support services that positively impact student
success. The College is committed at the highest level to maintaining these initiatives with funds
generated from: a) increased enrollment as a result of an increase in student retention, and b)
improved institutional effectiveness.
Personnel. WVNCC will ensure the success of the Title III project by making an
investment of the College’s own resources to achieve all goals and objectives. The President and
the Board of Governors are fully committed to institutionalizing the Title III Initiative with the
project’s associated personnel and operating costs, and will begin to assume continuing costs in
the fourth year of the project. WVNCC will begin paying 25 percent of each Title III staff
member’s salary in Year 4 and will pay 50 percent of each salary in Year Five in preparation of
assuming 100 percent of the salaries in the subsequent academic year, with the exception of the
second faculty position. Also, the College will allocate resources to provide for supplies,
equipment, and other support.
Table 10: WVNCC’s Personnel Institutional Commitment
Position
Year 1
Year 2
Year 3
Year 4
% Funding
Full-time Counselor/Retention
0
0
0
25%
Specialist
Trans. Math Faculty (math, boot
camp, and technology programs)
0
0
0
25%
Weirton Campus, Wheeling, and New
Martinsville Campuses
Trans. Math Faculty
0
0
0
0
Weirton/Wheeling Campus
Tutoring Coordinator
0
0
0
25%
Weirton Campus
Tutoring Coordinator
0
0
0
25%
New Martinsville Campus
Student Success Advisor
0
0
0
25%
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Year 5
50%
50%
0
50%
50%
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Information Technology. Through Title III funding, WVNCC will create and deliver
technology-based math and writing boot camps, which require the purchase of MyMath
software, licenses, and software maintenance. The College will assume 25 percent of the cost of
information technology in Year Four of the grant, and 50 percent of the expenses in Year 5 with
the goal of assuming 100 percent of cost in the subsequent year.
Table 11: WVNCC’s Information Technology Institutional Commitment
Position
Year 1
Year 2
Year 3
Year 4
Year 5
% Funding
MyMath
0
0
0
100%
100%
Software
Professional Development. The Title III Activity will include the infusion of
professional development for adjunct faculty and full-time faculty into the transitional education
program through internal and external offerings that will enhance their teaching experience in the
area. In order to institutionalize the practices learned from the professional development, the
program will develop a faculty mentorship program where full-time faculty will mentor adjunct
faculty to ensure they learn basic transitional education principles in teaching this special
population of students. The program will be established to follow the principles established by
the National Association of Developmental Education.
Capacity Development To ensure that the College will be able to assume the remaining
costs of the Title III project, the newly created Institutional Advancement Office will seek
private sector funding to complement funding through Title III used to establish an endowment.
Any funding realized from the endowment will be used to support the creation and
implementation of programs and services designed to support student success. In addition, the
College will conduct routine assessments of program offerings and services, discontinuing those
that are not yielding results and redirecting funds into the Title III activities. Increases in
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retention rates and graduation rates of students as a result of the Title III initiative will translate
into more prepared students entering the job market and contributing to the region’s economy.
As a result, of better prepared students, the long-term goal of WVNCC is to redirect funds that
would no longer be needed for additional transitional educational courses and faculty, to support
other areas in the student support and instructional areas. This funding will be available to the
College to assume the costs of the Title III Initiative. These additional funds can also
significantly assist the College in maintaining the personnel secured during the Title III grant
years.
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Project Narrative
Quality of Activity Objectives
(Maximum 15 points)
(1) The extent to which the objectives for each activity are realistic and defined in terms of
measurable results.
(2) The extent to which the objectives for each activity are directly related to the problems to be
solved and to the goals of the comprehensive development plan.
Attachment 1:
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A. QUALITY OF ACTIVITY OBJECTIVES
1. The extent to which the objectives for each activity are realistic and defined in terms
of measurable results.
Achieving the objectives outlined in Table 9, found on page 11, will contribute to the
growth and self-sufficiency of West Virginia Northern Community College. All objectives are
measurable and relate to the institution’s goals and the strategic direction adopted by the Board
of Governors in October of 2006.
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Table 12: Measurable Objectives and Performance Indicators
GRANT APPLICATION FOR THE TITLE III, PART A PROGRAMS
Title III, Higher Education Act of 1965, as amended by Public Law 102-325
OMB:1840-0114
EXP. DATE:
Activity Objectives and Performance Indicators
1. NAME OF APPLICANT INSTITUTION: West Virginia Northern Community College 2. ACTIVITY TITLE: Developing a Comprehensive
Student Success System to Improve
Outcomes for Students Enrolled in
Transitional Education
3. MAJOR OBJECTIVES IN MEASURABLE TERMS
Year 1: 2010-2011
e1
1.1 By September 30, 2011, increase the overall rate of
success of students enrolled in transitional education
classes by 1% from fall 2011 over fall 2010.
1.2 By September 30, 2011 increase the overall fall-to-fall
retention rate of students enrolled in transitional education
classes by 1%.
1.3 By September 30, 2011, reduce the number of students
needing transitional education classes by 2%.
1.4 By September 30, 2011, reduce the number of students
placing into transitional math by 1%.
1.5 By September 30, 2011, ensure that at least 5% of
students entering the college participate in an orientation
program for placement testing.
1.6 By September 30, 2011, ensure that at least 100% of
students entering the college have access to a test
preparation program for the institution’s entrance exam.
1.7 By September 30, 2011, increase the number of
workshops offered, focusing on the needs of
underprepared students from the baseline of one per year
to two per year.
1.8 By September 30, 2011, increase the percentage of
developmental education adjunct faculty who attend a
4. PERFORMANCE INDICATORS
Year 1: 2010-2011
1.1 Number of students enrolled in transitional courses that complete
the course with a grade of “C” or better reduced by 1% over the
previous year.
1.2 Number of students who subsequently enroll in the next course in
their transitional education sequence from fall to fall increase of
1%.
1.3 Number of first-time, full-time students either testing out of
transitional courses over the previous year reduced by 2%.
1.4 Number of students placing in transitional math courses reduced
by 1% over the previous year.
1.5 5% of entering students will participate in the orientation program
for placement testing.
1.6 100% of entering freshmen that have access to a test preparation
program for the institution’s entrance exam.
1.7 Two professional development workshops focusing on the needs
of underprepared students offered.
1.8 10% of adjunct faculty who registers for and attends a minimum
of two professional development workshops.
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minimum of two workshops per year offered by the
WVNCC from 0 to 10%.
Year 2: 2011-2012
Year 2: 2011-2012
e2
2.1 By September 30, 2012, increase the overall success rate
of students enrolled in transitional education classes by
1% from fall 2012 over fall 2011.
2.2 By September 30, 2012 increase the overall fall-to-fall
retention rate of students enrolled in transitional education
classes by 1%.
2.3 By September 30, 2012, reduce the number of students
needing transitional education classes by 2%.
2.4 By September 30, 2012, reduce the number of students
placing into transitional math by 1%.
2.5 By September 30, 2012, ensure that at least 5% of
students entering the College participate in an orientation
program for placement testing.
2.6 During year two, continue offering two workshops
focusing on the needs of underprepared students.
2.7 By September 30, 2011, increase the percentage of
developmental education adjunct faculty who attend a
minimum of two workshops per year offered by the
WVNCC from 10 to 15%.
2.1 Number of students enrolled in transitional courses that complete
the course with a grade of “C” or better reduced by 1% over the
previous year.
2.2 Number of students who subsequently enroll in the next course in
their transitional education sequence from fall to fall increase of
1%.
2.3 Number of first-time, full-time students either testing out of
transitional courses over the previous year reduced by 2%.
2.4 Number of students placing in transitional math courses reduced
by 1% over the previous year.
2.5 5% of entering students participate in the orientation program for
placement testing.
MAJOR OBJECTIVES IN MEASURABLE TERMS
PERFORMANCE INDICATORS
Year 3: 2012-2013
2.6 Two professional development workshops focusing on the needs
of underprepared students offered.
2.7 15% of adjunct faculty registers for and attends a minimum of two
professional development workshops.
Year 3: 2012-2013
3.1 Number of students enrolled in transitional courses that complete
3.1 By September 30, 2013, increase the overall rate of
the course with a grade of “C” or better reduced by 1% over the
success of students enrolled in transitional education
previous year.
classes by 1% from fall 2013 over fall 2012.
3.2
Number of students who subsequently enroll in the next course in
3.2 By September 30, 2013 increase the overall fall-to-fall
their transitional education sequence from fall to fall over
retention rate of students enrolled in transitional education
previous year increase of 1%.
classes by 1%.
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3.3 By September 30, 2013, reduce the number of students
needing transitional education classes by 2%.
3.4 By September 30, 2013, reduce the number of students
placing into transitional math by 1%.
3.5 By September 30, 2013, ensure that at least 5% of
students entering the College participate in an orientation
program for placement testing.
3.6 During year three, continue offering two workshops
focusing on the needs of underprepared students.
3.7 By September 30, 2013, increase the percentage of
developmental education adjunct faculty who attend a
minimum of two workshops per year offered by the
WVNCC from 15 to 20%.
3.3 Number of first-time, full-time students either testing out of
transitional courses over the previous year reduced by 2%.
3.4 Number of students placing in transitional math courses over the
previous year reduced by 1%
3.5 5% of entering students participate in the orientation program for
placement testing.
3.6 Two professional development workshops focusing on the needs
of underprepared students offered.
3.7 20% of adjunct faculty registers for and attends a minimum of two
professional development workshops.
e3
MAJOR OBJECTIVES IN MEASURABLE TERMS
PERFORMANCE INDICATORS
Year 4: 2013-2014
Year 4: 2013-2014
4.1 By September 30, 2014, increase the overall rate of
success of students enrolled in transitional education
classes by 1% from fall 2014 over fall 2013.
4.2 By September 30, 2014 increase the overall fall-to-fall
retention rate of students enrolled in transitional education
classes by 1%.
4.3 By September 30, 2014, reduce the number of students
needing transitional education classes by 1%.
4.4 By September 30, 2014, reduce the number of students
placing into transitional math by 1%.
4.5 By September 30, 2014, ensure that at least 10% of
students entering the College participate in an orientation
program for placement testing.
4.6 During year four, continue offering two workshops
focusing on the needs of underprepared students.
4.7 By September 30, 2014, increase the percentage of
4.1 Number of students enrolled in transitional courses that complete
the course with a grade of “C” or better reduced by 1% over the
previous year.
4.2 Number of students who subsequently enroll in the next course in
their transitional education sequence from fall to fall increase of
1%.
4.3 Number of first-time, full-time students either testing out of
transitional courses over the previous year reduced by 1%.
4.4 Number of students placing in transitional math courses over the
previous year reduced by 1%.
4.5 10% of entering students participate in the orientation program for
placement testing.
4.6 Two professional development workshops focusing on the needs
of underprepared students offered.
4.7 25% of adjunct faculty registers for and attends a minimum of two
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developmental education adjunct faculty who attend a
minimum of two workshops per year offered by the
WVNCC from 20 to 25%.
professional development workshops.
MAJOR OBJECTIVES IN MEASURABLE TERMS
PERFORMANCE INDICATORS
e4
Year 5: 2014-2015
Year 5: 2014-2015
5.1 By September 30, 2015, increase the overall rate of
success of students enrolled in transitional education
classes by 1% from fall 2015 over fall 2014.
5.2 By September 30, 2015 increase the overall fall-to-fall
retention rate of students enrolled in transitional education
classes by 1%.
5.3 By September 30, 2015, reduce the number of students
needing transitional education classes by 1%.
5.4 By September 30, 2015, reduce the number of students
placing into transitional math by 1%.
5.5 By September 30, 2015, ensure that at least 20% of
students entering the College participate in an orientation
program for placement testing.
5.6 During year four, continue offering two workshops
focusing on the needs of underprepared students.
5.7 By September 30, 2015, increase the percentage of
developmental education adjunct faculty who attend a
minimum of two workshops per year offered by the
WVNCC from 20 to 25%.
5.1 Number of students enrolled in transitional courses that complete
the course with a grade of “C” or better increased by 1% over the
previous year.
5.2 Number of students who subsequently enroll in the next course in
their transitional education sequence from fall to fall, increase by
1%.
5.3 Number of first-time, full-time students either testing out of
transitional courses over the previous year reduced by 1%.
5.4 Number of students placing in transitional math courses over the
previous year reduced by 1%.
5.5 20% of entering students participate in the orientation program for
placement testing.
5.6 Two professional development workshops focusing on the needs
of underprepared students offered.
5.7 25% of adjunct faculty registers for and attends a minimum of two
workshops.
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2. Relationship to the Comprehensive Development Plan
The College’s primary goal is to provide students with the resources necessary to either
perform successfully in or test out of transitional education courses, and improve their
performance in the subsequent gateway course. Table 12, which begins on page 18, provides a
five-year overview of the WVNCC measurable objectives and anticipated outcomes at the end of
the grant period. The Title III Initiative will (1) ensure student success in transitional education
courses through computer assisted learning and advisement, (2) decrease the number of students
that place into transitional education courses through: (a) creation and implementation of an
orientation program for placement testing (b) enhanced use of technology integrated into math,
writing, and reading test preparation programs, which allow students to test-out of transitional
courses, (c) a comprehensive math boot camp that provides a mixed mode of instruction (direct
and computer-assisted) to students that have previously exhausted all options in their transitional
education coursework, and (c) to provide professional development opportunities for faculty that
fully prepares them to address the needs of transitional educational students.
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Project Narrative
Implementation Strategy
Maximum 20 points
(1) The extent to which the implementation strategy for each activity is comprehensive.
(2) The extent to which the rationale for the implementation strategy for each activity is clearly
described and is supported by the results of relevant studies or projects.
(3) The timetable for each activity is realistic and likely to be attained.
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C. QUALITY OF IMPLEMENTATION STRATEGY
1. The extent to which the implementation strategy for each activity is
comprehensive.
The primary objective of this comprehensive, five-year activity is to increase retention
and academic success of students enrolled in transitional education courses at WVNCC so that
they may progress to college-level work, then graduate and enter the workforce, or transfer to a
four-year institution. The strategies WVNCC will undertake to improve transitional education
performance are based on the specific needs of the students, as well as research and clearly
identified best practices.
During academic year 2008-09, the majority of students at WVNCC took one or more
transitional education courses. Eighty-six percent of those students fit the criteria of being
“needy” based on income requirements of Pell. In any given semester, the percent of students
taking a transitional education course is about 25 to 30 percent. Over 70 percent of all WVNCC
students must take at least one transitional education course.
WVNCC will implement a Comprehensive Student Success Program to increase student
success by strengthening support services and students’ development as independent learners
while supporting mastery of course content.
Components of WVNCC’s Title III Program for Comprehensive Student Success
• Implementation of a Placement Testing Preparation (PTP) Program
• Implementation of a Transitional Math Boot Camp
• Computer Assisted Learning
• Enhancement of Tutoring and Advisement Services
• Faculty Enhancement & Professional Development
Implementation of a Placement Test Preparation (PTP) Program. WVNCC has seen an
increase in the number of students requiring transitional education classes in recent years,
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especially after the implementation of the COMPASS placement test. In an effort to reduce the
number of students requiring transitional courses, the College will implement a Placement Test
Preparation (PTP) Program. The PTP program is designed for students needing to take the
COMPASS test or students that have taken it once. The program will be 20 hours in length,
which includes 17 hours of preparation in math, reading, and writing, two hours for the student
to take the test, and a one-hour advising session. The program will be directed by a content
level faculty member or seasoned tutor. The remediation portion of the placement testing
program will include instruction from the faculty, and utilize MyMathTest or other comparable
software package. Students will have the opportunity to either learn for the first time or to
master information that they may have learned once, but forgotten. When the student feels that
he/she has mastered the content, the student will take the COMPASS test again and have a
counseling session. The College believes strongly that this process will reduce the number of
students who must take remedial courses.
Initially this program will be available to only those students who have tested at least six
weeks prior to the start of the semester and to those students who have failed the COMPASS
tests with a minimum score.
Implementation of Transitional Math Boot Camp. The transitional math boot camp will
be developed and delivered to students who have already failed the COMPASS test twice or
have attempted a transitional math class but did not achieve a “C” grade or better. The boot
camp will provide students that have exhausted their placement testing and course enrollment
options the support necessary to master the content that allows them to move forward toward
their academic achievement. Like the PTP activity, this program will also utilize MyMathTest or
MyMathLab software for transitional math content. The boot camp will be directed by a faculty
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member or a seasoned tutor. The student will work at his/her own pace. After the student has
determined that he/she has mastered the content, he/she will be given a department generated test
on MyMathTest or an equivalent mastery assignment. The transitional math boot camp is
designed to bring those underprepared students up to the academic level necessary to perform
successfully in college-level courses.
Computer Assisted Learning. The College will create a transitional education “computer
assisted learning” component within its transitional math program to provide support to students
needing additional academic practice and skill mastery support in transitional math courses. The
transitional education faculty and staff will work in conjunction with the College’s Retention
Specialist and laboratory staff to personalize software to ensure that there is competency
alignment between the lab activities with benchmarks from each respective development course.
The computer-assisted learning program will allow students to work at their own pace and to
solicit the support of on-site tutors as needed. This program will provide much-needed practice
activities and academic support for students that need to improve their skills prior to taking the
placement test or that plan to re-take the placement test for placement into a higher-level
transitional education course.
Tutoring and Advisement. Transitional education students desperately need math and
English tutoring, but lack of funds leave many daytime and evening time slots with no tutors
available to assist students. Approximately 920 students come to the tutoring center each
semester for tutoring.
According to a National Center for Developmental Education (NCDE) study, “Best
practice involves the provision of a tutoring program providing both group and individual
tutoring.” As a two-year college, the supply of student tutors with high-level math expertise is
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non-existent. While WVNCC has had some success in attracting retired teachers to these
positions, retired teachers alone cannot keep up with the student demand.
WVNCC will need to increase the number of tutors in order to support the boot camps
and test preparation programs. This Title III activity is requesting to add an additional 1,500
hours per year to support lab activities at the College. All tutors, peer as well as professional, will
receive tutor training before offering services in the Division of Transitional Education.
Title III funding will be used to partially fund a full-time Retention Specialist position.
This position will concentrate on registering and advising new students needing one or more
transitional education courses (approximately 400 students per semester). Additional duties will
include Academic Success Workshops covering student responsibilities, advisement, counseling,
testing, and student support services conducted mid-semester as a component of the reading and
writing transitional education courses. The Retention Specialist will also serve as lead staff
person coordinating the “Early Alert” automated responses to students that are in need of support
services to improve their performance.
Faculty Enhancement and Professional Development. Full-time transitional math
faculty members are seriously short-handed. Passing transitional math is one of the greatest
challenges for students attending WVNCC and often is the barrier that keeps students from
progressing to college-level work. Of the 948 students who enrolled in transitional math courses
in Fall 2007, only 748 remained in the classes and of those remaining, fewer than 57 percent
passed with a “C” or better.
The College’s two full-time transitional math faculty members carry enormous
workloads. In addition to teaching five classes per semester, they are charged with mentoring
adjunct instructors, classroom observations of the adjunct faculty, test construction, and tutor
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Title III Grant Application – July 27, 2010
identification and training. The College has just recently hired one additional full-time
transitional math faculty member, but more are needed, especially to lecture courses and to
successfully implement a new technology-based curriculum option.
A best practice identified by Boylan’s study is avoiding reliance on adjunct faculty to
teach developmental courses. Successful programs in community colleges identified by Boylan
consistently use full-time transitional education faculty or their regular full-time faculty to teach
courses. Outlined on the implementation timeline forms is the addition of transitional math
faculty members during years one through three. These new instructors will decrease the
dependence on adjunct instructors and increase the involvement of transitional math faculty in
the campus community and enable more flexibility for the technology-based curriculum upgrade.
To realize WVNCC’s vision of a transitional education program designed to meet the
needs of all students, resources must be provided for faculty professional development, with an
emphasis on training of transitional education adjunct faculty. An organized approach to staff
development provides opportunities for faculty to stay current in the field of transitional
education. Specialized training, focused on the needs of the underprepared student, will be
offered by WVNCC’s Professional Development Academy. Examples of training to be offered
include:
•
•
•
•
•
New developments in meeting the needs of underprepared students.
Effective methods of working with students who have grown up in poverty.
Techniques involve getting the student to take responsibility for his/her own learning.
Learning Styles Inventory and how underprepared students can benefit from knowing a
variety of learning strategies.
Web Enhanced/Information Literacy Learning
These workshops will be open to all faculty members. Funding will also be provided for
full-time faculty, and at least one adjunct faculty member to attend regional and national
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Title III Grant Application – July 27, 2010
conferences, such as those sponsored by the College Reading and Learning Association (CRLA)
and the National Association for Transitional education (NADE). In turn, these faculty members
will be required to return to the campus environment and provide professional development
presentations for their colleagues that were unable to attend regional and national conferences.
The reading/writing area has little tutoring, math has inadequate tutoring, and neither area
has a designated developmental/transitional education advisor. WVNCC is dedicated to helping
students succeed, and has received support from the President and Vice President for Academic
Affairs. All of these committed individuals will continue to educate transitional education
students, but they will only achieve limited success without a major infusion of funds to
implement the above strategies.
Due to the scope of the activity, a five-year performance period is needed to develop and
fully implement the project. This timetable is realistic and attainable because of the outstanding
experience and expertise of the project leadership, WVNCC’s strong institutional commitment at
the highest level, and the substantial resources that WVNCC will invest to ensure the project’s
success.
2. Rationale
The strategies and methodologies, incorporated in the WVNCC Title III Initiative, were
selected based on the review of best practices, scholarly literature, and knowledge gained at
professional development workshops and conferences on the subject of support and persistence
of development students.
Improvement of the learning assistance center support services is one of WVNCC’s
primary goals. Dolores Perin’s (2004) qualitative case study of 15 community colleges indicates
that institutions have learning assistance centers designed to support students’ learning in
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Title III Grant Application – July 27, 2010
developmental education and college credit courses. However, the developmental (transitional)
education component and the center services do not overlap completely because the former is
intended for students with identified reading, writing, or math weaknesses, and the latter is
available to the college student body at large. WVNCC’s approach to improving student
performance includes providing a comprehensive and successful multi-academic lab
environment. Through the implementation of the Title III activities, this lab will provide
placement testing support to students allowing them to master content necessary to test out of
transitional education courses and perform successfully in gateway courses or to perform to their
highest potential and surpass the lowest level of transitional courses, which directly addresses the
needs of a large segment of the underprepared student population. The center will reformulate its
existing services to become more responsive to the individualized needs of transitional education
students, including providing more specialized computer assisted instruction. The test
preparation program, transitional math boot camps, and enhanced tutoring and advising will be
housed in the multi-academic lab.
Grady and Carter (2001) identified several components of a successful academic lab
designed to address the needs of transitional (developmental) education students, which includes
but is not limited to professional faculty to serve as lab personnel, and instructional materials.
Transitional education students should have a wide range of instructional options. In addition to
the traditional videos, slides, and computer software, learning lab faculty should develop
instructional materials in collaboration with departmental faculty to ensure alignment with
expected course outcomes. The WVNCC Core Team proposes acquiring the MyMathTest
software package and designing curriculum in collaboration with transitional education faculty in
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Title III Grant Application – July 27, 2010
math and writing around key competencies and exit points to enhance and reinforce in-class
instruction.
In addition, the College plans to initiate course redesign for some transitional education
sections. This course redesign would use technology as the main format for the delivery of
transitional math courses. Of note, Kinney (2001) found that students in developmental math
courses using the lecture technique were more likely to withdraw from courses than the ones in
computer-mediated courses.
Dr. Hunter R. Boylan’s research also influenced the selection of WVNCC’s Title III
activities. In the article, What Works in Remediation: Lessons from 30 Years of Research, Dr.
Boylan (1999) cited with certainty some techniques, models and structures that contribute to
successful remediation. These techniques include the implementation of mandatory assessment
and placement, the provision of a counseling component integrated into the structure of
transitional education, tutoring performed by well-trained tutors, the use of a variety of
approaches and methods in instruction, and staff training and professional development for those
who work with underprepared students. Through enhanced staff training and professional
development, faculty will be equipped with the skills necessary to design solutions that support
student retention and success. This training will assist them with appropriately advising
students, and mapping out a learning plan to keep them on track through their transitional
educational studies.
Based upon a review of literature and best practices from other institutions, WVNCC
believes creating a laboratory environment that is comprehensive in providing multiple methods
to promote knowledge acquisition including person-to-person interaction (tutoring and advising),
hands-on resources (computer-assisted instruction and boot-camps), and staff training to ensure
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that they possess the skills necessary to develop responsive academic interventions will greatly
improve the achievement of underprepared students and ultimately minimize their need for
extended transitional education programming.
Why This Method is Likely to Be Effective. These methods are likely to be effective as
they are based on best practices and literature and have been used effectively at similar
institutions. The strategies outlined in this application aim to coordinate transitional education
campus-wide and centralize the functions.
Boylan, H. R. (2002). What Works: Research-Based Best Practices in Developmental
Education. North Carolina: Continuous Quality Improvement Network with the National
Center for Transitional Education and Appalachian State University.
Boylan, H.R. & Saxon, D.P. (1999). What works in remediation: Lessons from 30 years of
research. Prepared for The League for Innovation in the Community College.
Grady, P. & Carter, A. (2001). Instructional support across the curriculum: The multiacademic learning lab. International Journal of Instructional Media, 28 (4), 431-436.
Kinney, P.D. (2001). Developmental theory: Application in a developmental mathematics
program, Journal of Developmental Education, 25(2), 26-33.
Perin, D. (2004). Remediation beyond developmental education: The use of learning
assistance centers to increase academic preparedness in community colleges. Community
College Journal of Research and Practices, 28, 559-582.
The timetable for each activity is realistic and likely to be attained. The timetable for
the activity was discussed in the first section of this narrative and is further detailed in the
Implementation Strategy Timetable Form. The Title III Planning Committee designed the
activity and its implementation so that the timetable is realistic and likely to be attained. With
reasonable timeframes, no staff members hired will be overloaded or stretched too thin during
the grant period. Students will be best served by the timetable, as both learning labs will not be
out of commission at the same time and new software will be gradually introduced.
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West Virginia Northern Community College
Title III Grant Application – July 27, 2010
GRANT APPLICATION FOR THE TITLE III, PART A PROGRAMS
TITLE III, HIGHER EDUCATION ACT OF 1965, AS AMENDED BY PUBLIC LAW 102-325
I. IMPLEMENTATION STRATEGY AND TIMETABLE FORM
1. Name of Applicant: West Virginia Northern Community College
2. ACTIVITY TITLE: Developing a Comprehensive
Student Success System to Improve
Outcomes for Students enrolled in
Transitional education
e9
1. Specific Tasks to be
Accomplished
Year One
Hire external grant
evaluator
(All Obj.)
Conduct review and verify
Title III Initiative plan of
action
(All Obj.)
Purchase software, licenses
and any hardware for
computer assisted learning
component
(Obj. 1.2. 1.3, 2.1, 2.2)
Begin the customization
process for the “Early
Alert” system; Set up
system to gather data
on attendance, student
success, retention,
completion, and use of
support services. Develop
standard interventions for the
most common student
performance issues
(Obj. 2.3)
2. Primary Participants
3. Methodologies
Involved
Title III Coordinator,
Activity Director
4. Tangible Results
Develop and process
request for proposal for
consultant services
Title III Coordinator,
Review plans, refine
Activity Director, Activity components, and verify
Task Force, External
baseline data
Evaluator
Title III Coordinator
Follow state and college
Activity Director, SSS
approved guidelines to
Counselors, Consultant,
make purchases
Math Faculty,
Agreement approved by
all parties
Title III Coordinator,
Activity Director,
Computer Programmer, IT
staff and Student Success
Advisor,
Counselor/retention
specialist
Installation of an early
alert/retention
management system that
meets the needs of the
College
Review “best practices”
for colleges with
successful “Early Alert”
programs; Install
software to support
electronic monitoring/
tracking/portal system
Implementation plans
verified
5. Timeframe
From/To
10/10 to 11/10
10/10 to 10/10
Installation of software
10/10 to 12/10
10/10 to 6/11
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Design placement testing
preparation program
curriculum and assessment
measures
(Obj. 1.1, 1.3)
Plan, design and implement
orientation program for
placement testing
(Obj. 1.1, 1.2)
e10
Plan and develop
transitional math bootcamp utilizing computerassisted learning software
(Obj. 1.1)
Plan and develop tutoring
program support to assist
with placement testing skill
acquisition
(Obj. 2.1, 2.2, 2.3)
Plan, and implement plan for
transitional education
professional development
(Obj. 3.1, 3.2, 3.3)
Title III Activity Director,
Transitional Education
Faculty,
Instructional Design
Compare curricula to
best practices and
current literature
New curricula and
delivery framework
approved
Title III Coordinator,
Activity Director,
Retention Specialist,
Transitional Education
Faculty, Student Success
Advisor
Title III Coordinator,
Activity Director, VP of
Academic Affairs,
Retention Specialist,
Transitional Education
Faculty
Title III Coordinator,
Activity Director, VP of
Academic Affairs,
Transitional Education
Faculty
Compare program to
best practices and
current literature
Orientation program
framework completed and
implemented in first year
of grant
Compare programs to
best practices and
current literature
Math boot-camp
framework developed and
approved for delivery
Review best practices
for tutoring programs;
ensure that program is
aligned to support
placement testing
program; training of
additional tutors as
appropriate
Identification of
professional
development needs;
development of calendar
of events and process
for selecting faculty for
conference attendance
Development and delivery
of modified tutoring
program to support
placement testing program
Title III Coordinator,
Activity Director, VP of
Academic Affairs,
Transitional Education
Faculty
Professional development
calendar; “train” the
trainer sessions hosted for
faculty members that do
not have the opportunity
to attend a conference.
10/10 - 6/10
10/10 to 6/11
10/10 to 8/11
4/11 to 8/11
Ongoing
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Title III Grant Application – July 27, 2010
1. Specific Tasks to be
Accomplished
Year Two
Review outcomes of
placement testing
orientation program.
Make modifications as
necessary.
(Obj. 1.1, 1.2)
Pilot boot-camp for
transitional math
program
(Obj. 1.1, 1.3)
2. Primary Participants
Title III Coordinator,
Activity Director,
Retention Specialist,
Transitional Education
Faculty
Transitional Education
Faculty
e11
Review outcomes from
enhanced tutoring
program; modify as
appropriate
(Obj. 2.1, 2.2)
Title III Coordinator,
Activity Director,
Retention Specialist,
Transitional Education
Faculty
Test “early alert”
interventions developed
in Year 1. Identify
student problems, and
design response plans
(Obj. 2.3)
Title III Coordinator,
Activity Director,
Retention Specialist
3. Methodologies
Involved
Team will review all
data collected from firstyear pilot program;
modifications will be
made to program to
address any “gaps” in
service
Transitional faculty
responsible for delivery
of boot camp content
trained to administer
program; program
marketed to prospective
students or students
referred to program
through advisement
process.
Review the components
of the program to
determine if they were
effective in supporting
student success; review
performance of tutors
All “early alert”
responses to be tested
and results documented;
New responses
developed to address
unforeseen student
issues
4. Tangible Results
5. Timeframe
From/To
Revised program
delivered in Year Two
6/11 to 8/11
Students enroll in
program; program
delivered;
results/outcomes recorded
to determine
effectiveness.
Revise program as
appropriate to strengthen
it for Year Three delivery
All early alert
interventions finalized;
faculty and staff receive
training on identifying
students in trouble during
professional development
sessions
10/11 to 6/12
6/11 to 8/11
10/11 to 12/11
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West Virginia Northern Community College
Title III Grant Application – July 27, 2010
1. Specific Tasks to be
Accomplished
Test/pilot the
advisement program
(Obj. 2.1, 2.2)
e12
Continue offering
professional
development
opportunities for
transitional education
faculty
(Obj. 3.1, 3.2, 3.3)
Year Three
Continue to evaluate
and modify placement
testing orientation
program as appropriate.
Develop additional
programmatic
components as needed.
(Obj. 1.1, 1.2)
Evaluate and modify
transitional math bootcamp. Develop any
additional components
as needed.
(Obj. 1.1, 1.3)
2. Primary Participants
Title III Coordinator,
Activity Director,
Retention Specialist,
Student Success Advisor
Title III Coordinator,
Activity Director,
WVNCC Professional
Development Staff,
Transitional Education
Faculty Members
3. Methodologies
Involved
Advisors identified and
trained to work with
students; program
piloted
Review of previous
year’s professional
development needs;
modification of calendar
of events as appropriate
4. Tangible Results
Once semester of data is
available; Program revised
as needed to redelivery in
the following spring.
Professional development
calendar; “train” the
trainer sessions hosted for
faculty members that do
not have the opportunity
to attend a conference.
Title III Coordinator,
Activity Director,
Retention Specialist,
Transitional Education
Faculty
Review student
evaluations; review of
student outcomes;
Identification of any
gaps in service; Develop
solutions to address
gaps.
Modifications to program
based upon review of
data. Revisions to
program made, if
applicable, in preparation
of Year Four delivery.
Title III Coordinator,
Activity Director,
Retention Specialist,
Transitional Education
Faculty
Review student
performance in Year
Two; Implement
modifications to
program to address as
appropriate.
Modifications to program
based upon review of
data. Revisions to
program made, if
applicable, in preparation
of Year Four delivery.
5. Timeframe
From/To
8/11 to 6/12
Ongoing
10/12 to 8/13
10/12 to 8/13
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Title III Grant Application – July 27, 2010
e13
1. Specific Tasks to be
Accomplished
Evaluate and modify
tutoring program to
support placement
testing. Full
implementation of
program based upon
modifications.
(Obj. 2.1, 2.2)
Evaluate and modify
“early alert” program
as needed based upon
data from pilot year.
(Obj. 2.3)
Fully implement new
advisement program
for transitional education
students
(Obj. 2.1, 2.2, 2.3)
Continue offering
professional
development
opportunities for
transitional education
faculty
(Obj. 3.1, 3.2, 3.3)
2. Primary Participants
Title III Coordinator,
Activity Director,
Retention Specialist,
Student Success Advisor
Title III Coordinator,
Activity Director,
Retention Specialist,
Student Success Advisor
Title III Coordinator,
Activity Director,
Retention Specialist,
Student Success Advisor
Title III Coordinator,
Activity Director,
WVNCC Professional
Development Staff,
Transitional Education
Faculty Members
3. Methodologies
Involved
Analysis of tutor
evaluation data, and of
the performance of
students using the
tutoring services.
Implement program;
review data on student
performance based upon
recommended
interventions.
Implement full cycle of
the advisement program
based upon lessons
learned from previous
year
Review of previous
year’s professional
development needs;
modification of calendar
of events as appropriate
4. Tangible Results
5. Timeframe
From/To
A full cycle of delivery of
the program
10/12 to 8/13
Program modified as
appropriate based upon
data.
100% of incoming
students will participate in
the advisement program
Professional development
calendar; “train” the
trainer sessions hosted for
faculty members that do
not have the opportunity
to attend a conference.
10/12 to 8/13
10/12 and ongoing
Ongoing
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Title III Grant Application – July 27, 2010
1. Specific Tasks to be
Accomplished
Year Four
Institutionalization of
placement testing
orientation program
(Obj. 1.1, 1.2)
2. Primary Participants
Title III Coordinator,
Activity Director,
Retention Specialist,
Student Success Advisor
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Institutionalization of
tutoring program
(Obj. 2.1, 2.2)
Title III Coordinator,
Activity Director,
Retention Specialist,
Student Success Advisor
Continue offering
professional
development
opportunities for
transitional education
faculty
(Obj. 3.1, 3.2, 3.3)
Year Five
Institutionalization of
computer-assisted
learning enhancements
as a part of the
transitional math bootcamp program
(Obj. 2.1, 2.2)
Title III Coordinator,
Activity Director,
WVNCC Professional
Development Staff,
Transitional Education
Faculty Members
Title III Coordinator,
Activity Director,
Retention Specialist,
Transitional Education
Faculty Members
3. Methodologies
Involved
4. Tangible Results
Initiate College-wide
rollout of Title III
placement testing
program, including
information sessions for
staff, training, etc.
Initiate College-wide
rollout of Title III
tutoring program,
including information
sessions for staff,
training, etc.
Review of previous
year’s professional
development needs;
modification of calendar
of events as appropriate
Orientation program
offered at each WVNCC
campus
Initiate college-wide
rollout of Title III
advising program,
including information
sessions for staff,
training for faculty, etc.
Model adopted for use at
each WVNCC campus;
Program available on each
campus at a level
consistent with the
enrollment
5. Timeframe
From/To
10/13 – 9/14
Tutoring program offered
at each WVNCC campus
10/13 – 9/14
Professional development
calendar; “train” the
trainer sessions hosted for
faculty members that do
not have the opportunity
to attend a conference.
Ongoing
10/14 – 9/15
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West Virginia Northern Community College
Title III Grant Application – July 27, 2010
1. Specific Tasks to be
Accomplished
Institutionalization of
comprehensive advising
program
(Obj. 2.1, 2.2)
2. Primary Participants
Title III Coordinator,
Activity Director,
Retention Specialist,
Transitional Education
Faculty Members
e15
Institutionalization of
transitional math,
writing and reading
placement testing
program
(Obj. 1.1, 1.3)
Institutionalization of
transitional math, boot
camp program
(Obj. 1.1)
Title III Coordinator,
Activity Director,
Transitional Education
Faculty Members
Institutionalization of
professional
development
opportunities for
transitional education
faculty
(Obj. 3.1, 3.2, 3.3)
Title III Coordinator,
Activity Director,
WVNCC Professional
Development Staff,
Transitional Education
Faculty Members
Title III Coordinator,
Activity Director,
Transitional Education
Faculty Members
3. Methodologies
Involved
Initiate College-wide
rollout of Title III
advising program,
including information
sessions for staff,
training, etc.
Initiate College-wide
rollout of Title III
placement testing
program, including
information sessions for
staff, training, etc.
Initiate rollout of boot
camp within Division of
Transitional Education,
including information
sessions for staff,
training, etc.
Review of previous
year’s professional
development needs;
modification of calendar
of events as appropriate
4. Tangible Results
Reengineering advising
model adopted at all
WVNCC locations; All
staff trained to advise
transitional education
students
Program offered on all
campuses based upon
enrollment levels at each
respective location
Program offered on all
campuses based upon
enrollment levels at each
respective location
Professional development
calendar; “train” the
trainer sessions hosted for
faculty members that do
not have the opportunity
to attend a conference
5. Timeframe
From/To
10/14 – 9/15
10/14 – 10/15
10/14 – 10/15
Ongoing
16
Project Narrative
Quality of Key Personnel
Maximum 7 points
(1) The extent to which the experience and training of key professional personnel are directly
related to the stated activity objectives.
(2) The extent to which the time commitment of key personnel is realistic.
Attachment 1:
Title: Quality of Personnel Pages: 0.75 Uploaded File: m:\Title III\Part D - Quality of Key Personnel.pdf
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A. QUALITY OF KEY PERSONNEL
1. Experience, Training and Time Commitment
The biographical sketches for project leaders are as follows:
Position
Percentage of Time
on the Grant
Education
Related Experience
Position
Percentage of Time
on the Grant
Education
Related Experience
PR/Award # P031A100009
Title III Coordinator: Emily Fisher
Executive to the President for Development, and Executive Director,
Foundation
25%
(B.S.), Wheeling Jesuit University, Certified Fund Raising Executive,
certificate from Indiana University School of Philanthropy
Oversees and directs the annual, capital, endowment and planned giving
programs along with special events and the grant program; Oversees the
WVNCC Foundation as its Executive Director; Serves on President’s
Cabinet, Council and various other College committees; Executive
Director of The James B. Chambers Memorial Foundation; President of
Grow Wings Consulting
Title III Activity Director: Steve Woodburn
Dean, Wheeling Campus, Director of Academic Support Services
50%
ABD, Higher Education Administration, West Virginia University
M.A., Communication Studies:, Marshall University
B.A, Secondary Education: Communication Studies/Social studies,
Marshall University
Director of Developmental Education, Director of Academic Support
Services, supervisor of retention specialist, one time supervisor of
disabilities, Dean of Wheeling Campus
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Project Narrative
Quality of Project Management Plan
Maximum 10 points
(1) The extent to which procedures for managing the project are likely to ensure efficient and
effective project implementation.
(2) The extent to which project coordinator and activity directors have sufficient authority to
conduct the project effectively, including access to the president or chief executive officer.
Attachment 1:
Title: Quality of Management Plan Pages: 3 Uploaded File: m:\Title III\Part E - Quality of Management Plan.pdf
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West Virginia Northern Community College
Title III Grant Application – July 27, 2010
E. QUALITY OF PROJECT MANAGEMENT PLAN
1. Management Procedures
As Title III Coordinator, Mrs. Emily Fisher, CFRE, the College’s Executive to the
President for Development and Executive Director of the Foundation, will have administrative
authority to see that Title III Activity strategies are implemented and objectives achieved in order
to solve the problems indicated in the Comprehensive Development Plan. The Activity Director
will have the administrative authority to direct staff.
•
•
•
•
•
•
Position Description – Title III Coordinator
Provide general supervision and leadership for activity objectives
Make certain that the President and the President’s Cabinet are informed of progress and
problems that arise during the implementation of the Project
Meet regularly with the Title III Project staff and Activity Coordinator to ensure
objectives are accomplished
Maintain budget oversight and maintenance of financial records
Assist in institutionalizing project activities into the College’s ongoing operations
Provide input and oversight to evaluation of activity
Title III Activity Director, Steve Woodburn, Dean, Wheeling Campus, Director of
Academic Support Services, will be overseeing the improvements to WVNCC’s services to
students enrolled in one or more transitional education courses and will commit 75% of his time
to the Title III Activity. Mr. Woodburn has been with WVNCC since January 2004, and over
that time has played a crucial role in the College’s self-study process. A list of responsibilities is
as follows:
Position Description – Title III Activity Director
•
•
•
•
•
PR/Award # P031A100009
Conduct day-to-day management of the project’s activities
Maintain accurate and complete records of all project activities
Prepare drafts of mid-year and end-of-the-year reports
Ensure successful completion of project objectives and adherence to timelines
Work with Title III Evaluation Team to ensure the timely and accurate collection and
analysis of all data for project assessment
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West Virginia Northern Community College
Title III Grant Application – July 27, 2010
•
Oversee activities of all Title III Project Staff
West Virginia Northern Community College has proven management processes and
procedures to ensure effective operation and integration of the project into current college
structures. Procedures are in place for grant administration, monitoring, recordkeeping, and
reporting. Fiscal and grants management staff are qualified and trained on the procedures and
will provide project monitoring throughout the grant to ensure compliance with grant terms and
conditions.
All grant correspondence with the funder (including financial reports and annual reports)
will be kept on file with the grants office. All programmatic information will be retained by the
Activity Director. Policies and procedures are in place for equipment purchases and contractual
agreements. The College uses the latest technology for collecting and managing data in a way
that allows consistent, accurate and expedient reporting. The system is highly integrated; all of
the elements required to track programmatic information share a common database which is used
by financial managers, program managers, human resources staff, and enrollment personnel. The
system provides the flexibility to collate several data bases and produce detailed program reports
in a timely and accurate manner.
2. Authority and Access
The Title III Initiative takes into account the following administrative processes:
Administrative Authority and Autonomy of Title III Activity Director; Monitoring
Progress of the Activity; Lines of Authority; and Providing Information to Key Administrators.
The Title III Coordinator has administrative access and authority of the College’s
Development/Institutional Advancement unit. The Coordinator sits on the President’s Cabinet as
well as the College-wide Council, which includes all administrators down to the level of
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West Virginia Northern Community College
Title III Grant Application – July 27, 2010
“Director.” Mrs. Fisher’s position within the College and on these committees enables her to
coordinate the Title III Activity with college-wide initiatives and direction. Information about the
progress and status of the Activity will be reported at monthly meetings, enabling key
administrators and campus leaders to coordinate project objectives, activities, and tasks with
related, on-going College activities and strategic plans. Information regarding Title III Activity
will also be presented at the College-wide cabinet once each semester. News items about the
Activity will be placed regularly in the College’s intranet homepage and the President's
Convocation Address so that the entire college community will be aware of the project and what
it is accomplishing. Press releases will also be distributed to local and regional media.
WVNCC has experience in administering federal programs. Federal grants include Carl
Perkins and a previous Title III grant. The June 30, 2009 financial audit showed that the College
managed over $4.9 million in federal funds and operates the funded programs with great
diligence and with full compliance.
WVNCC has assigned the task of tracking grants to its Accounting Assistant II in the
Business Office. The Accounting Assistant II monitors and reports to management all grant
expenditures and compliance with relevant regulations. Since the College has had experience in
the administration of a variety of grants, the Title III Activity will be assigned a restricted
budget. The entire Activity will be administered so that all activities and expenditures strictly
adhere to EDGAR guidelines, policies and procedures. West Virginia Northern Community
College has certified in the Institutional Assurances that "it will provide for such fiscal control
and fund accounting procedures as may be necessary to ensure proper disbursement of and
accounting for grant funds.”
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Project Narrative
Quality of Evaluation Plan
Maximum 15 points
(1) The extent to which the data elements and the data collection procedures are clearly described
and appropriate to measure the attainment of activity objectives and to measure the success of the
project in achieving the goals of the comprehensive development plan.
(2) The extent to which the data analysis procedures are clearly described and are likely to produce
formative and summative results on attaining activity objectives and measuring the success of the
project on achieving the goals of the comprehensive development plan.
Attachment 1:
Title: Quality of Evaluation Plan Pages: 5 Uploaded File: m:\Title III\Part F - Quality of Evaluation Plan.pdf
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West Virginia Northern Community College
Title III Grant Application – July 27, 2010
F. QUALITY OF EVALUATION PLAN
Evaluation is central to every element of the proposed Title III Activity to achieve growth
and self-sufficiency. Evaluation will be integrated into the project and will present the College
with new informational databases vital for overall institutional effectiveness and planning.
1. Evaluation Design
Overall activity evaluation will be the responsibility of the evaluation team, consisting of
the Title III Coordinator, Activity Director, and Title III Core Team, which includes the Director
of Institutional Research and Planning Effectiveness. An Independent Evaluator, familiar with
Title III programs and diverse student populations, will be used throughout the term of the
project to ensure objectivity. Nancy Parks, Director of Assessment, Pierpont Community and
Technical College, will evaluate the project at the end of each grant year and also provide a final
report. Ms. Parks has a background in developmental education, placement testing and academic
support.
The purposes of this project evaluation are: 1) to provide WVNCC’s decision makers and
Department of Education with accurate, timely, reliable, and valid data and information to verify
that the activity is achieving the goals and objectives at a reasonable time and cost, 2) to provide
valid information as to whether the activity will yield the desired impacts on WVNCC by the end
of the grant period, 3) to assimilate the practices and improvements of the activity into the
College's operation, 4) to continuously examine budget expenditures and make adjustments as
needed, and 5) to provide an annual and final report to Department of Education and College
decision makers.
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West Virginia Northern Community College
Title III Grant Application – July 27, 2010
2. Methods & Procedures – Data Elements Collection
WVNCC will specifically evaluate the implementation strategies employed by faculty,
staff and consultants to achieve the Activity’s intended outcomes and the goals. Baseline data
has been established (see Activity Objectives and Performance Indicator forms) for measuring
the project’s progress. The evaluation team will employ a wide array of tools/instruments to
extrapolate both summative and formative data on an annual basis, and continue beyond the
grant’s duration to ascertain to what extent the project accomplished its goals and objectives.
Programmatic assessment will incorporate the President’s Leadership Council recommendations
to campus leadership teams; will be a collaborative, ongoing function over the grant’s duration
and beyond. The Title III Coordinator, Activity Director, and the independent evaluator will
prepare a final report tracing the history of the activity. The report will provide the following: 1)
budget expenditures, 2) success indicators, 3) how the objectives of the Title III Project were
accomplished, 4) how goals and problems in the Comprehensive Development Plan have been
affected, and 5) how the successful completion of the project has assisted West Virginia
Northern Community College in its growth and its movement toward self-sufficiency.
The final report will discuss appropriate improvement of data collection and retrieval and
the impact of the Title III Project on College policies, priorities, decision-making, and fiscal
allocations. The President’s Cabinet, and the College-wide committees, will review the final
report. This summative evaluation report will assist WVNCC in preparing the Final Performance
Report for the Strengthening Institutions Program.
3. Formative and Summative Results
Formative evaluation will allow for adjustment of objectives and schedules, reallocation
of resources, and revised managerial decisions, based on preliminary evaluation results. The
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West Virginia Northern Community College
Title III Grant Application – July 27, 2010
formative analysis prepared by the Title III Coordinator will include an accounting of the budget
status of the Project as of that date and a list of specific tasks scheduled to have been completed
by that date. A report will be compiled indicating all specific tasks that have been accomplished,
evaluations of how well tasks were completed, any problems encountered and strategies for
improvement. Throughout the formative evaluations, quantifiable evidence of the attainment of
the objectives for each activity will be collected, recorded and forwarded to the independent
external evaluator. Quantitative information will be collected via the Banner and Hyperion
systems, through questionnaires and student evaluations, as well as data collected via the
College’s student data management system. Data elements collected will include: retention rates
of students enrolled in transitional education courses, rate of successful completion in the
transitional education courses, student success in first year experience courses, frequency of
tutoring services usage, and professional development opportunities with the percentage of
faculty and staff accessing these offerings. In addition, the College plans to track the number of
students required to take transitional courses, and the success rates of the test prep program
versus the boot camp versus the course redesign model to determine which is most effective.
Student evaluations and participant data will be used in the evaluation of new and redesigned
services. Qualitative and anecdotal information will be collected using open-ended questions on
surveys, individual interviews and focus groups with faculty, students, administrators, and
trustees. The summative evaluation will take place at Activity conclusion to determine the degree
to which the College has reached growth and self-sufficiency as a result of the completed
activities. Overall success of the program will be reported in the summative evaluation. The
independent evaluator will ensure that there is an extensive monitoring process via meetings with
the project staff.
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PR/Award # P031A100009
West Virginia Northern Community College
Title III Grant Application – July 27, 2010
4. Table of Quantifiable Evaluation of Objectives and Strategies
Objective
By September 30, 2015,
reduce the number of
students placing into
transitional math and
writing by 10%
What Data are
Collected and When
Placement test data;
enrollment data
Who Collects the Data
Sources of Data
Office of Institutional
Research, Academic
Support Center, Activity
Director
Student information
system database,
COMPASS database
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By September 30, 2015,
ensure that at least 50%
of students entering the
College participate in an
orientation program for
placement testing
Enrollment data;
orientation attendance;
number of students
advised
Division of Transitional
Education; Retention
Specialist
Student information
system database;
attendance rosters;
advisor records/rosters
By September 30, 2015,
ensure that 100% of
students entering the
College have access to a
test preparation program
for the institution’s
entrance exam
Enrollment; test
preparation program;
participation attendance
Division of Transitional
Education; Retention
Specialist
Student information
system database; test
preparation participation
logs/rosters
How are the Data
Analyzed
Title III Coordinator and
Activity Director will
analyze overall
enrollment and
placement testing data
per semester and
annually
Title III Coordinator and
Activity Director will
work with Office of
Institutional Research to
analyze data focusing on
enrollment per semester
versus participation in
orientation; Data
analyzed per semester
and annually
Title III Coordinator and
Activity Director
analyze data focusing on
enrollment per semester
versus participation in
test prep program; Data
analyzed per semester
and annually
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West Virginia Northern Community College
Title III Grant Application – July 27, 2010
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By September 30, 2015,
increase the overall rate
of success of students
enrolled in transitional
education classes by 10%
Student pre- and posttest data, and final
grades; Data collected
at the end of each
semester.
Office of Institutional
Research
Student information
system database
Title III Coordinator and
Activity Director will
analyze data per
semester and annually.
By September 30, 2015
increase the overall fallto-fall retention rate of
students enrolled in
transitional education
classes by at least 3%
over five years
By September 30, 2015,
improve tracking and
data management
capabilities so that Early
Alert and student
progress data is available
on 100% of the students
enrolled in transitional
education coursework
By September 2015,
100% of transitional
education faculty
members will have
participated in at least
eight or more
professional development
activities focused on
transitional education
Retention rate of
students enrolled in
transitional education
courses; Data collected
at the end of each year.
Office of Institutional
Research
Student information
system database
Title III Coordinator and
Activity Director will
analyze data per
semester and annually.
Student pre- and posttest data, midterm and
final grades
Information Technology
Dept., Division of
Transitional Education,
Retention Coordinator
Student information
system database
Title III Coordinator and
Activity Director will
analyze data per
semester and annually.
Log-in/attendance
sheets, Staff
questionnaires and
evaluations
Activity Director will
analyze data and
compare with previous
years
Number of faculty
Professional
members participating
Development Staff and
in transitional education Activity Director
professional
development activities.
Data collected at end of
each year.
Project Narrative
Budget
Maximum 8 points
The extent to which the proposed costs are necessary and reasonable in relation to the project?s
objectives and scope.
Attachment 1:
Title: Budget part of narrative Pages: 0.5 Uploaded File: m:\Title III\Budget - 8 points.pdf
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West Virginia Northern Community College
Title III Grant Application – July 27, 2010
G. BUDGET
WVNCC’s Title III Activity will improve student support services for placement testing
and transitional education courses, student preparedness, and faculty development. The costs are
reasonable and in line with state guidelines and the College’s competitive bid processes. Salaries
are based on WVNCC’s salary scale, which is revised periodically to reflect area trends and
salaries at comparable institutions. Title III Coordinator and Activity Director are providing time
at no cost to the grant. WVNCC is committed to sustaining ongoing costs such as software
licensing, faculty training, and an computer assisted learning support services after the grant ends
through institutional resources (see also CDP, Section A4b.). Please see budget narrative that
follows and a detailed line item budget that is attached to the Budget Narrative Attachment
Form.
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Project Narrative
Other Attachments
Attach Program Profile Here.
Attachment 1:
Title: Program Profile Pages: 2 Uploaded File: m:\Title III\SIP Program Profile.pdf
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84.031A Strengthening Institutions Program Profile
INSTRUCTIONS: ALL applicants must complete these pages. The completed pages must be
attached to the “Other Attachments Form” in the application package in the e-Grants system (as
either a .doc, .rtf or .pdf document). DO NOT MODIFY OR AMEND THESE PAGES.
OPE ID #_00905400__
1. INSTITUTION (Legal Name):
_West Virginia Northern Community College____________________________________________
2. Are you applying as a Branch Campus? _____YES
___X__NO
3. ADDRESS (Applicants must indicate the address where the project will be located):
Project Address: _1704 Market Street___________________________________________
City: __Wheeling___________________________State: __WV__Zip: __26003______
4. Are you addressing an invitational priority? __X___YES ______NO. If yes, indicate the
priority by placing an “x” beside it.
X Support activities that will improve the institution’s persistence and graduation rates;
Work with the appropriate State agencies to develop strategies for using State longitudinal
data systems to track outcomes for students attending the grantee institution, including the
extent to which the students complete certificates, 2-year degrees, and 4-year degrees at other
institutions;
Develop academic programs to improve course completion rates or develop innovative
support programs that are designed to increase completion rates; and,
Develop dual enrollment programs that facilitate the transition between high school and
college or career pathway programs that integrate basic academic instruction with technical or
professional occupational training to advance individuals, particularly adult learners, on a
career path toward high-wage occupations in high-demand industries.
5. ENDOWMENT FUND ASSURANCE:
X By checking this box (or placing an “X” beside it), an applicant certifies that the institution of
higher education proposes to use up to twenty percent (20%) of the Strengthening Institutions
Program grant award, made under the authority of Title III, Part A of the Higher Education Act of
1965, as amended, to establish or increase the institution’s endowment fund. The institution
agrees to abide by the Department of Education’s regulations governing the Endowment
Challenge Grant program, 34 CFR Part 628, the program statute, and the program regulations, 34
CFR Part 607. The institution further agrees to raise the required matching funds.
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6. DUAL SUBMISSION CERTIFICATION: If an institution applies for more than one grant, it must
indicate which grant it wishes to receive if it is selected to receive more than one.
7. COOPERATIVE ARRANGEMENT FOR PARTICIPATING INSTITUTIONS: The applicant
institution must provide for each Participating Institution: the Institution Name, DUNS Number,
Location (City and State).
8. Tie-Breaker Information
If the selection process ends in a tie and funds are not sufficient to fund all institutions, we will
use the information provided here to determine who will receive a grant. In accordance with
Section 607.23(b), the Secretary will award up to three (3) additional points based on the
information provided here.
Content: On a separate page, provide the following information:
TOTAL 2007-2008 FULL-TIME EQUIVALENT (FTE) STUDENTS=_2020______
A. Total market value of endowment fund at the end of 2007-2008$1,901,179_
B. Total expenditures for library materials during 2007-2008
$96,394____
C. Check activities applicant proposes to carry out in application:
a. Faculty Development
____X_______
b. Funds and administrative management
____X________
c. Development and improvement of academic
_____X_______
programs
d. Acquisition of equipment for use in strengthening
_____X_______
management and academic programs
e. Joint use of facilities
_____X_______
f. Student Services
_____X_______
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Budget Narrative
Budget Narrative
Insert budget narrative.
Attachment 1:
Title: Budget Narrative Pages: 2 Uploaded File: m:\Title III\Budget Narrative.pdf
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BUDGET NARRATIVE
Years
I-V
I–V
I–V
I–V
III - V
I–V
I–V
I – III
I - III
I - III
I – III
I-V
PR/Award # P031A100009
West Virginia Northern Community College Budget Narrative
Personnel
Item
Calculation of Expense and Rationale
5-year total
Counselor/Retention One full-time employee at pay grade 15 =
$114,813
Specialist
$27,015. WVNCC will cover 25% of this
salary in Year 4 and 50% in Year 5.
Student Success
One full-time employee at pay grade 15 =
$114,813
Advisor
$27,015. WVNCC will cover 25% of this
salary in Year 4 and 50% in Year 5.
Tutoring
Two full-time coordinators at pay grade 13
$202,616
Coordinators
= $23,837 each. WVNCC will cover 25%
(Number: 2)
of these salaries in Year 4 and 50% in Year
5.
Faculty –
One full-time faculty member at $32,500
$138,125
transitional math
per year. WVNCC will cover 25% of this
(Number: 1)
salary in Year 4 and 50% in Year 5.
Faculty – full-time
One full-time faculty member at $32,500 in
$97,500
transitional math 1
Years 3, 4 and 5.
Tutoring
Providing an additional 1,500 hours of
$60,000
tutoring per year to support lab at $8 per
hour
Fringe Benefits
Fringe Benefits
Fringe benefits average 40% of salaries
$291,147
Travel
NADE conference
It is estimated that air fare, cabs, lodging,
$25,000
meals and registration will average $2,500
per person, which enables us to send two
additional people per year to this valuable
conference.
WVADE conference It is estimated that travel, lodging, meals
$35,000
and registration will average $1,050 per
person, allowing us to send a total of 34
employees over the five-year period.
NACADA
It is estimated that air fare, cabs, lodging,
$25,000
conference
meals and registration will average $2,500
per person, which enables us to send two
additional people per year to this valuable
conference.
On-site professional Allocation of $2,500 a year to provide
$12,500
development
professional development opportunities to
faculty on the campus that are unable to
attend professional conferences
Equipment
Retention
$30,000 per year for software that allows us
$150,000
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Management
System/Early
Warning
I–V
I
I - II
I
I
I–V
I–V
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Supplies to support
NADE accreditation
efforts & Title III
Activities
Books for
transitional
education basic
math tutoring
program
Software for basic
math program
Books for
transitional
education algebra
program
Books for
transitional
education writing
program
External Evaluator
Endowment
to use technology to better track the success
rates and goals of students
Supplies
6 computers @ $2,500 each = $15,000
4 printers @ $250 each = $1,000
Additional COMPASS units = $10,000
General office supplies, copies, postage,
paper, etc.
55 books @ $118 each = $6,490
260 software packages for the math
program @ $82 each
55 books @ $118 each = $6,490
55 books @ $105 each = $5,775
Contractual
$6,100 per year for 5 years
Endowment
$80,000 annually for years 1-5 to increase
the WVNCC endowment. The goal of the
WVNCC Foundation is to secure
endowment match funds totaling $400,000
from non-federal sources. The endowment
will be used to support initiatives that foster
teaching, learning, and student success
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$40,000
$6,490
$21,200
$6,490
$5,775
$30,500
$250,000