STEM Pathways Grant Year One Evaluation Report Crafton Hills College, Yucaipa, CA SUBMITTED BY Young-­‐Ji Lee, M.A., M.S. Resource Development and Evaluation Services September 2012 CHC STEM Pathways Evaluation Report 2 Table of Contents
Executive Summary......................................................................................................3 Introduction.................................................................................................................5 Project Goals and Objectives..................................................................................................................................5 Evaluation Method.....................................................................................................................................................7 Objective Progress and Activity Status .........................................................................8 Conclusion and Recommendations.............................................................................15 CHC STEM Pathways Evaluation Report 3 Executive Summary
Crafton Hills College (CHC) located in Yucaipa, California is a comprehensive, public
two-year institution founded in 1972 and the smaller of the two colleges in the San
Bernardino Community College District. CHC was awarded a five-year $4.35M grant
from the U.S. Department of Education to significantly increase the degree attainment
and transfer rates of Hispanic and low-income students specifically in the STEM
(Science, Technology, Engineering, and Mathematics) fields. Creating a STEM Pathway
to Increase Hispanic Student STEM Degrees and Transfer (STEM Pathways) completed
its first year of the grant from October 1, 2011 to September 30, 2012.
The purpose of STEM Pathways is to create clear pathways through which Hispanic
students attain degrees in the fields of STEM. In addition to the goal of increasing degree
attainment and transfer rates, the project aims to increase the capacity of CHC STEM
faculty to remain current in their respective fields and data-based decision-making in
STEM fields of study. CHC designed five annual goals that guide various project
activities. A brief summary of first year activities and accomplishments is outlined below.
Annual Goal
Increase the
number of
Hispanic students
entering STEM
programs at CHC.
Project Activity
Early Exploration in
STEM
Summer Camps
K-12 Curriculum
Alignment
Increase the
number of students
successfully
completing
coursework and
obtaining a STEM
degree and transfer
readiness.
Increase the
number of
articulated STEM
Student Research
Course Re-design/
Program Design
Transfer Support
Services
Supplemental
Instruction
(SI)/Learning
Communities
Curriculum Review
Summary of Year 1 Accomplishments
 Xtreme Summer Camp offered hands-on
science experience to 93 middle school
students in 4 sessions
 Learning Computer Science the Lens of
Culture (LCS)2 offered hands-on computer
science experience to 13 high school students
 Science Friday (SciFriday) workshop dates and
Art Day scheduled for Year 2
 Partnerships established with the Yucaipa High
School STEM Advisory Council and Career
Tech Education Community Collaborative
 Comprehensive plan developed to incorporate
research experiences in the STEM curriculum
 Focused on curriculum alignment in Math,
Chemistry, Physics and Earth Science
 12 new courses and Computer Science
Program developed
 Revised and approved 27 courses
 Re-designed calculus-based Physics sequence
 Finalizing the selection process for the STEM
Transfer Services Coordinator—scheduled to
be hired in Year 2
 SI Training Program and SI Manual developed
 3 Learning Communities planned for Fall 12
 Analyzed trends in lab curriculum and
reviewed Transfer Model Curriculum
 Comprehensive survey of Biology and
CHC STEM Pathways Evaluation Report 4 courses between
CHC and local
four-year
institutions.
Curriculum Review
Geology based degrees written
 Initiated a plan to serve pre-Engineering
students
Improve the
currency of
laboratory
equipment and
experiences.
Lab Equipment
Upgrades
 Over 100 microscopes and equipment
purchased to update Microbiology, Biology
and Earth Science Programs
 Streamlined the process for STEM equipment
request and acquisition
Provide faculty
development to
meet the needs of
Hispanic learners
in STEM courses.
Faculty/Staff Training
 Trained 35 faculty, staff and managers on
DataMart 2.0
 Analyzed student characteristics and presented
data to 80 adjunct faculty
 Trained 30 full-time faculty during Fall Inservice
 Trained 20 staff, faculty, and managers on EIS
(Enrollment Information System)
 Revised training documents for EIS
 Developed outcomes assessment training for
Math and Science faculty
 Xtreme Summer Workshop offered to 15 high
school teachers
STEM Course
Articulation
Workshops for K-12
Faculty
As evidenced in the summary above, STEM Pathways provided CHC an opportunity to
systematically review its STEM curriculum, student support services, outreach methods,
and training strategies for its faculty/staff. First year accomplishments also demonstrate a
strong sense of engagement and support from the STEM community. Overall, STEM
Pathways was successful at implementing all of its major tasks planned this year. The
success is mainly attributed to the project team who showed experience and knowledge in
grant management. The team was able to accomplish major goals despite the hiring delay
of key personnel. The delay was due to a long hiring process typical at most higher
education institutions. STEM Pathways is quickly gaining momentum and looks to
maximize its potential in the next year.
CHC STEM Pathways Evaluation Report 5 Introduction
During the five-year project, Crafton Hills College will strengthen systems and services
to better support the success of Hispanic and other low-income students through the
creation of clear pathways. The project design directly addresses five deficits that the
College identified during the planning of the project.
• DEFICIT 1: Too few CHC students, especially Hispanic students, are entering
STEM fields of study and completing associate degrees in STEM fields.
• DEFICIT 2: Too few Hispanic students are transferring to four-year colleges and
universities in science, technology, engineering and mathematics.
• DEFICIT 3: Students entering CHC have insufficient mathematics, technological
and conceptual science skills.
• DEFICIT 4: Labs are aging and are not equipped to prepare students for
experiences at four-year universities or meet current workplace standards.
• DEFICIT 5: Professional development has been severely curtailed by state budget
cuts, and STEM faculty have not been provided adequate opportunities to remain
current in their respective fields.
STEM Pathways services include increasing STEM awareness at the secondary and
elementary schools in the CHC service area; modernizing CHC course offerings,
programs, equipment, and teaching strategies in STEM; providing opportunities for
student research; and creating solid articulation with four-year institutions that will
prepare CHC students for successful transfer. The goals, objectives and outcomes of this
project support the project goals of the HSI-STEM program, institutional goals and
mission of Crafton Hills College, as well as, find solutions for the deficits listed above.
Goals and Objectives
The project aims to achieve three HSI-STEM Program goals, five annual goals, nine
objectives, and five outcomes. This evaluation assessed the progress of project objectives
as outlined below; institutional impact of the project; progress of project activities based
on data collection; compliance with federal regulations; and strengths and weaknesses of
the project followed by recommendation for continuance and sustainability.
HSI-STEM Goals
Five Year Measurable Objectives
Goal (1) CHC must
increase the number of
Hispanic students receiving
degrees in STEM programs.
Goal (2) CHC must increase
capacity to transfer more
Hispanic students to fouryear STEM programs.
Objective 1.1: CHC will increase by 25% (5% per year) the
numbers of Hispanic students graduating with an AA, AS or
Transfer Certificate from the 2009-2010 baseline of 18
degrees/certificates to 54 by 2016, a 200% increase.
Objective 1.2: By Fall 2016, CHC will increase the number of
Hispanic students transferring to UC or CSU systems declaring
majors in STEM from nine students in 2009-2010 to 27 students
in 2016, a 200% increase.
CHC STEM Pathways Evaluation Report 6 Goal (3) Increase the use of
evidence-based decision
making.
Annual Goals
Increase the number
of Hispanic students
entering STEM
programs at CHC
Objective 1.3: By 2016, CHC will increase the number of STEM
programs that utilize data to inform decision-making from one
program (CHEM) in the 2009-2010 academic year to eight
programs(CHEM, ANAT, BIOL, MICRO, PHYSIC, GEOL,
CS, GIS), an overall increase of 700%.
Annual Measurable Objectives
Objective 1.4: By 2016, 15% of incoming CHC students who
participated in a STEM related activity while in high school will
register for at least one STEM course the Fall semester
following their high school graduation.
Outcomes: Greater numbers of Hispanic students entering CHC, greater numbers of Hispanic
students entering STEM programs
To increase the number of
students successfully
completing coursework and
obtaining a STEM degree
and transfer readiness
Objective 1.5: By 2016, CHC will increase the number of all
students successfully improving from Intermediate Algebra
(MATH-095) to Calculus (MATH-250) from 5 to 50, a 900%
increase (180% per year).
Baseline 2010: 5
Year 1: 14
Objective 1.6: By 2016, CHC will increase the percent of all
students successfully completing STEM courses with a ―C
grade or better from 61.9% to 70%, an increase of 8.1% (1.6%
increase in the rate each year).
Baseline 2010: 61.9 Year 1: 63.5
Outcomes: Greater number of Hispanic students successfully completing math and science
courses and persisting to STEM degrees.
To increase the number of
articulated STEM courses
between CHC and local fouryear institutions
Objective 1.7: By 2016, ten (10) new STEM courses, two new
STEM programs and 30 revised courses will have completed
approval processes, curriculum development, and articulation.
Baseline 2010: 0/0/0 Year 1: 4/1/10
Outcomes: Open transfer pathways, increase the numbers of students transferring to four-year
colleges and universities, open communication and coordination between CHC staff/faculty and
those at four-year colleges and universities.
Improve the currency of
Objective 1.8: By 2016, 100% of CHC STEM courses will have
laboratory equipment and
technologically current equipment and instrumentation.
experiences
Outcome: Increase number of articulation agreements. Increase the number of students who
get experience with equipment used at four-year institutions and the work force, more diverse
laboratory experiences.
Provide faculty development
to meet the needs of Hispanic
learners in STEM courses
Objective 1.9: By 2016, 75% of STEM faculty will have taken
part in faculty development/training AND 50% will include at
least one new classroom technique proven to work with
Hispanic learners.
Baseline 2010: 0%/0% Year 1: 50%/10%
Outcomes: Increased level of engagement, retention, persistence and success in STEM courses.
CHC STEM Pathways Evaluation Report 7 Evaluation Method
A site visit was conducted on September 7, 2012. The evaluation relied on extensive
interviews with the project staff; review of data and survey results of the Summer Camps;
assessment of faculty training by the Office of Research and Planning; archival analysis
of STEM courses and curriculum re-design; discussion with the Interim President; and
follow-up communication with the Steering Committee members. With the project staff,
an assessment of successes and challenges of implementing grant activities was done
through email, teleconference and in-person discussion. Grant related documents were
shared on Google Drive for review.
STEM Pathways Project team members interviewed during the site visit include:
Rick Hogrefe, Program Director
Ginger Sutphin, Administrative Secretary
Robert Brown, Alternative Learning Strategies Coordinator
Michelle Riggs, Research Analyst
Patricia Menchaca, STEM Pathways Coordinator
Karen Childers, Director of Grant Development and Management
Interim President, Dr. Cheryl Marshall, and Director at Office of Research and Planning,
Keith Wurtz, were also available during the site visit for discussion. Professors Margaret
Yau and Richard Hughes III shared their input and gave feedback on the progress of the
project via email.
Several questions guided the evaluation process. The broad questions listed below were
posed to assist project staff and Steering Committee members to think about the success
and challenges related to the program activities.
1) How has the STEM Pathways project impacted/benefitted the institution and the
STEM community?
2) What were the successes of the grant activities?
3) What were the challenges in the implementation of the grant activities?
4) What are the areas that can be improved for the following year?
CHC STEM Pathways Evaluation Report 8 Objective Progress and Activity Status
The Project Director worked closely with the Office of Research and Planning (ORP) to
review the baseline numbers for each of the grant objective. Besides one minor revision
to Objective 1.6, all baseline numbers were validated. Year 1 results showed a strong
start: STEM Pathways met almost all of its target goals for this year. Obtaining accurate
transfer numbers for STEM majors remains a challenge. The transfer data from the
California Postsecondary Education Commission (CPEC) is currently not available due to
cuts in state funding. Most colleges rely on the data from CPEC; the lack of verifiable
transfer data will certainly be a challenge for many community colleges.
The STEM Pathways grant team has successfully accomplished Year 1 tasks. All key
personnel are in place (the STEM Transfer Services Coordinator is scheduled to be hired
in Year 2). Project Director has obtained the support from the STEM disciplines and
quickly started on curriculum development, as well as, updating lab equipment. Internal
student support services are solidified while external partnerships with K-12 schools and
industry are continuing to form. Objective progress and activity status are described in
detail below.
Objective 1.1: CHC will increase by 25% (5% per year) the numbers of Hispanic
students graduating with an AA, AS or Transfer Certificate from the 2009-2010 baseline
of 18 to 54 by 2016, a 200% increase. Objective Progress: Year 1 target number is 25 students receiving Associate’s degrees.
CHC met the objective by increasing the number to 26 students who have received A.S.
Degrees. Activity Status: The Project Director worked closely with the Office of Research and
Planning to identify the STEM degrees related to this objective. The following majors
were identified for tracking: Anatomy & Physiology, Biology, Biology-Anatomy and
Physiology, Chemistry, CIS, CIS-Programming, Environmental Science/Geo-Science
Studies, Geology, Mathematics, Multiple Sciences, and Physics. The degrees in these
disciplines will be tracked for all five years.
Objective 1.2: By Fall 2016, CHC will increase the number of Hispanic students
transferring to UC or CSU systems declaring majors in STEM from nine students in
2009-2010 to 27 students in 2016, a 200% increase. Objective Progress: Year 1 target number is 13 from the baseline of 9 STEM transfers.
The transfer number was not verified at the time of the evaluation. Activity Status: Most colleges depend on the CPEC website to obtain transfer
information. The state funded website is no longer updating its data. The Office of
Research and Planning also examined data from the National Student Clearinghouse
(NSC) but it proved to have limited validity. Several ideas and suggestions were shared
to address this issue during the evaluation.
CHC STEM Pathways Evaluation Report 9 ●
Develop an internal data structure by closely examining current STEM
students who are transfer-bound. Initial survey of students should be done at
the transfer level STEM courses. The STEM Transfer Services Coordinator
would then be able to track these students by documenting their educational
plans and holding counseling sessions. In addition, an exit interview where
students state the transfer school will help identify true transfer numbers.
●
Contact the outreach office at feeder four-year institutions. The outreach and
recruitment office from four-year institutions may be helpful in getting a list of
students who transfer into specific programs.
●
Communicate with special programs that offer transfer pathways. Programs
such as the Honors Program or Transfer Agreement Guarantee (TAG) will give
the representative of those programs at the two-year institution a list of
students who have applied and were accepted into certain majors.
Objective 1.3: By 2016, CHC will increase the number of STEM programs that utilize data
to inform decision-making from one program (CHEM) in the 2009-2010 academic year to
eight programs (CHEM, ANAT, BIOL, MICRO, PHYSIC, GEOL, CS, GIS), an overall
increase of 700%. Objective Progress: Year 1 target number is 3 programs utilizing data to make informed
decisions. CHC has met this objective by working with Anatomy, Biology and Physiology.
Completed Program Review serves as evidence. Activity Status: An emphasis on data utilization in the decision-making process was
clear in the trainings provided by the Office of Research and Planning. Michelle Riggs
and Keith Wurtz trained faculty on the use of CalPASS (California Partnership for
Achieving Student Success) system, CCCO (California Community Colleges
Chancellor’s Office) Data Mart 2.0, and EIS (Enrollment Information System). Campuswide effort was matched at the project level; the project team continued to discuss
strategies with the ORP on tracking student success in learning communities and summer
activities. A definite strength of this project is the faculty workshops offered throughout
this year.
Objective 1.4: By 2016, 15% of incoming CHC students who participated in a STEM
related activity while in high school will register for at least one STEM course the Fall
semester following their high school graduation. Outcomes: Greater numbers of Hispanic students entering CHC, greater numbers of
Hispanic students entering STEM programs
Objective Progress: The baseline number is to be developed. There were two main
summer camps for high school and middle school students. Student information was
collected and will be applied to create the baseline numbers for this objective. Activity Status: STEM Pathways offered 4 sessions of Xtreme Summer Science Camp to
93 middle school students and Learning Computer Science the Lens of Culture (LCS)2 to
13 high school students from 4 different high schools.
CHC STEM Pathways Evaluation Report 10 Xtreme Summer Science Camp 2012 featured hands-on activities, field trips and career
exploration experiences in the fields of STEM. Students experienced real-life laboratory
experiments at local colleges and universities as well as tour community work place
settings. Xtreme Camp was in collaboration with the Regional Occupational Program
(ROP). Student survey showed the following results:
•
•
•
•
•
Over 80% of students indicated that they are more interested in studying science
in the future after participating in CHC’s science activities.
Close to 50% of students stated that they understand a lot more science after the
two-day experience.
75% of students felt that the science activities were somewhat or very relevant to
their everyday life.
Over 60% of students indicated that they are more comfortable with learning new
science concepts after the camp.
An overwhelming 83% of the students indicated that they loved the summer
experience.
(LCS)2 implemented a five-day workshop which included presentations and hands-on
sessions on introductory topics in computer science (CS), computational thinking, soft
skills, programming using Alice and App Inventor for Android, resources for learning CS
and STEM subjects, CS higher education and career paths, and student opportunities. The
student workshop also involved family members by inviting them to a showcase, in
which each student presented his or her animation and mobile app projects. Bilingual
materials were developed and presentation materials were uploaded on the website:
https://sites.google.com/site/chcs4hs2012.
(LCS)2 was supposed by the STEM Pathways grant, the Google grant for $12,500 and a
$5,000 grant from the Computer Science
Collaboration Project (CSPC). The CSPC
focused exclusively on the student workshop
I think that the STEM Pathways
while the Google supported both the teacher
grant benefit the local community
and student workshops. The total external
by supporting activities that open
support was $17,500. At the end of the student
new opportunities for students to
workshop, (LCS)2 awarded certificate of
explore and pursue CS higher
education. It has been a great
completion to 13 students with 4 of the
experience working with the
students recognized for their outstanding
STEM Pathways project to
achievement. Complete student information
encourage Hispanic/Latino(a)
was collected for tracking.
To continue the outreach efforts in Year 2,
Science Friday (SciFriday) workshops are
scheduled. Planning for Art Day is also
underway and the event is scheduled for next
year. External partnerships with local schools
are continuing to form. The Project Director
youth to explore CS and other
STEM-related fields.
Margaret Yau
Assistant Professor, Computer
Information Systems
CHC STEM Pathways Evaluation Report 11 now serves on the Yucaipa High School STEM Advisory Council and formalized the
partnership with the Career Tech Education Community Collaborative.
Overall, the summer camps were well organized and had positive outcomes for
participants. The collaboration between CHC, ROP, and local middle and high schools is
a highlight for this year. Early STEM exploration remains a key priority for the project.
Objective 1.5: By 2016, CHC will increase the number of all students successfully
improving from Intermediate Algebra (MATH-095) to Calculus (MATH-250) from 5 to
50, a 900% increase (180% per year). Baseline 2010: 5 Year 1: 14 Objective Progress: CHC met the objective by increasing the number from 5 to 15
students who have successfully progressed through the math sequence. Activity Status: The Office of Research and Planning identified a cohort using the Basic
Skills Cohort Tracker to measure successful progression from Algebra to Calculus.
Further research from the ORP showed that the students successfully completing College
Algebra and Trigonometry with a grade of B or better are an indicator of success in
Calculus. The research opened a dialogue to revise the Calculus prerequisite by
shortening the sequence of courses. The revision would lead to an increase in the
persistence rate. A learning community is planned in Fall 12 to support this objective.
Objective 1.6: By 2016, CHC will increase the percent of all students successfully
completing STEM courses with a C grade or better from 61.9% to 70%, an increase of
8.1% (1.6% increase in the rate each year). Baseline 2010: 61.9 Year 1: 63.5 Outcomes: Greater number of Hispanic students successfully completing math and
science courses and persisting to STEM degrees.
Objective Progress: The baseline was revised to include additional STEM courses
which raised the baseline to 66.5%. Year 1 results showed a success rate of 65.5% which
is 1% lower than Year 1 target rate. However, 65.6% is higher than the original baseline
of 61.9% by 3.6%. Activity Status: Supplemental instruction (SI) and learning communities have been
developed and will be fully implemented in Fall 12. The Alternative Learning Strategies
Coordinator conducted planning meetings with SI leaders, confirmed the SI schedule,
attended SI Trainer Conference to learn about best practice models, completed the SI
Manual, and developed survey instruments. There are 9 courses scheduled for SI in Fall
12. SI is now mandatory in Calculus-based Physics. Three learning communities were created for Fall 12: 1) General Biology and English
Composition, 2) Introductory Chemistry and Intermediate Algebra, and 3) Geology and
Elementary Algebra. The project team studied concurrent STEM enrollment patterns to
improve the design of the communities. The activities will be coordinated through the
STEM Success Center. With the implementation of SI and learning communities, the
increase in STEM success rate will be evident in the following year. CHC STEM Pathways Evaluation Report 12 Objective 1.7: By 2016, ten (10) new STEM courses, two new STEM programs and 30
revised courses will have completed approval processes, curriculum development, and
articulation. Baseline 2010: 0/0/0 Year 1: 4/1/10 Outcomes: Open transfer pathways, increase the numbers of students transferring to
four-year colleges and universities, open communication and coordination between
CHC staff/faculty and those at four-year colleges and universities.
Objective Progress: Year 1 target is 4/1/10 from the baseline of 0 new STEM courses,
programs and revised courses. CHC has met this objective by developing 12 new
courses and 1 new program. In addition, 27 courses were revised and approved. Activity Status: Five new Computer Science (CS) courses and a CS degree program
were developed. The five CS core courses (Introduction to CS I & II, Discrete Structures,
Data Structures, and Computer Organization) compose the first two years of major study
in CS and are designed to be transferable to four-year institutions including UCs and
CSUs. These courses are also part of the A.S. and A.S.-T degrees in CS. STEM Pathways
will pilot the first CS course in Fall 2013 and provide new equipment needed for the CS
Program.
In addition four honors courses were developed: ASTRON 150H, GEOL 150H, BIOL
130H and GEOG 111H along with a geology field trip course, GEOL 177X4. There were
also 27 courses revised and approved by the curriculum committee:
ASTRON 150, 160
BIOL 130
CHEM 087, 101, 102, 150, 151, 212, 213
CIS 125
ENGR 101
GEOG 111, 126
GEOL 113, 150, 175X4, 250
MICRO 150, 247, 248
PHYSIC 100, 110, 111, 250, 251, 252
Curriculum review also included an assessment of degree pathways. The STEM
Pathways Coordinator surveyed Biology and Geology-based degrees. The reports
included observation and concerns, gaps in articulation, action plan, outcome and
recommendations, and future interests for courses to be added. In addition, trends in lab
curriculum were studied for Geosciences, Environmental Science, Geology, Physics, and
General Chemistry and Organic Chemistry. The STEM faculty compared the lab
experiments and equipment used between CHC and four-year institutions. Gaps were
identified and an action plan was discussed. One outcome was the redesign of the
Calculus-based Physics sequence that would require SI in Fall 12. The redesign process
also included the change from two 6-unit courses to three 4-unit courses.
The Project Director also attended with 3 other STEM faculty a NSF-sponsored
workshop where a comprehensive plan to incorporate various research experiences in
CHC STEM Pathways Evaluation Report 13 STEM curriculum was discussed. The plan is being further examined at CHC for
implementation.
Objective 1.8: By 2016, 100% of CHC STEM courses will have technologically current
equipment and instrumentation. Outcome: Increase the number of students who get
experience with equipment used at four-year institutions and the workforce, more
diverse laboratory experiences. Objective Progress: Close to $400K in equipment and instructional supplies were
purchased this year to upgrade Anatomy, Biology, Chemistry, Geology, Micro, Physics
and Earth Science. Activity Status: Of the total $4.35M in grant funds over the five years, $1.9M is
dedicated to upgrades. In the first year, STEM Pathways has allowed CHC to update
Anatomy, Biology, Chemistry, Geology, Micro, Physics and Earth Science programs
with new equipment and instructional supplies.
The STEM Pathways grant will enable the Geosciences department to update its
classes and grow, especially during a rough economic time. We have already
been using the binocular scopes this semester, and it appears that the use has
fortified the lab, as well as the interest of the students.
Richard Hughes III
Professor, Geology
Objective 1.9: By 2016, 75% of STEM faculty will have taken part in faculty
development/training AND 50% will include at least one new classroom technique
proven to work with Hispanic learners. Baseline 2010: 0%/0% Year 1: 50%/10% Outcomes: Increased level of engagement, retention, persistence and success in
STEM courses.
Objective Progress: Year 1 target is for 50% of the faculty to have taken part in
development activities and 10% of them to include at least one new classroom technique.
CHC has met this goal by offering continuous training in data utilization. Due to the late
hire of the Alternative Learning Strategies Coordinator, training in classroom techniques
will be assessed in Year 2. Activity Status: Four faculty training sessions were offered with an emphasis on data
utilization. A total of 165 (may be duplicated) faculty, staff and managers participated in
the trainings listed below.
1. Data Mart: Trained 11 faculty, 8 staff, and 16 managers
2. Who are Crafton Students: A presentation to 80 adjunct faculty
3. Fall 12 In-service Outcomes Assessment: Trained 30 full-time faculty
CHC STEM Pathways Evaluation Report 14 4. Committee Chair Training: Trained 20 staff, faculty and managers
Due to the late hiring of the Alternative Learning Strategies Coordinator, training on
classroom techniques will be offered in Year 2. Year 2 results will be based on 14 fulltime and approximately 40 part-time STEM faculty.
On a side note, the Learning Computer Science the Lens of Culture (LCS)2 offered a
two-day computer science workshop to 15 high school teachers. The workshop targeted
STEM teachers who are interested and willing to explore the incorporation of computer
science into their courses. The CHC faculty training and K-12 workshops all contribute to
the increased level of engagement in the STEM community.
CHC STEM Pathways Evaluation Report 15 Conclusion and Recommendations
Crafton Hills College is on the right track to accomplish the goals of the STEM Pathways
project. The level of commitment from the college
community is one of its major strengths. The interview
with the President revealed that the support starts from
STEM Pathways project is an
the top. The project team is also solid. They have done
opportunity for CHC to grow
as a premiere transfer school.
a remarkable job implementing project activities. At
the end of the first year, all of the essential
Dr. Cheryl Marshall
components are in place. The tasks for Year 1 are
Interim President
successfully completed and the outcome showed
positive results.
Several recommendations are made to strengthen the project.
 Continue to collect Time and Effort Form from all personnel including those not
being funded from the grant. For example, 15% of the Director of Grant
Development and Management’s effort is dedicated to the project but is paid fully
by the College. To track her effort in the grant as well as document the
institution’s commitment to the project, it is recommended that her Time and
Effort Form be on file.
 Fully develop the STEM Procedures Manual by Year 2. The manual is currently
being developed and will have various forms (i.e. Time and Effort, Travel Report)
included for reference.
 Regular progress reports to be developed. Numerous documents are in place to
show progress of the project but it is recommended that the Project Director
develop a formal monthly/quarterly reports.
 Year 1 spending was at appropriate level considering the hiring delays of key
personnel. Approximate carryover amount is $180K at the time of the evaluation.
A recommendation is made to develop a clear spending plan to be included in the
APR.
 Continue examining transfer records. As mentioned under Objective 1.2, it is a
challenge for most community colleges to obtain transfer data by major. Several
ideas were shared during the evaluation to look for alternative ways to attain the
information.
 Develop an assessment tool for faculty/staff training. There is clear evidence of
effective trainings offered by the project. A recommendation is made to develop
an assessment tool such as a pre/post survey to measure participant’s satisfaction
and learning outcome.