U.S. Department of Education
Grant Performance Report (ED 524B)
Executive Summary
OMB No. 1894-0003
Exp. 04/30/2014
PR/Award # (11 characters): P031C110175
(See Instructions)
The HSI-STEM and Articulation Program project, “Creating a STEM Pathway to Increase Hispanic Student STEM Degrees and Transfer” awarded to Crafton Hills College (CHC) beginning October 1, 2012, has made substantial progress toward achieving its goals during
the first six months of the grant period. The project team has worked diligently to establish a strong infrastructure and relationships with
our partners in K-12, four year universities and the community which will serve as the basis for the project’s operation during the next
four and one half years. In particular, we would like to outline the activities associated with recruiting grant personnel, the five major
activity areas outlined in the grant proposal, and three significant discoveries the project team has made as a result of our initial efforts.
Personnel
As identified in the grant proposal, the Project Director, Richard Hogrefe began work on the project immediately upon receipt of the
award letter in early October. He was joined as of October 1, 2011 by Ginger Sutphin, who serves as the administrative secretary of the
project. Ms. Sutphin brings a wealth of knowledge and experience to grant team having served in the same role on two HSI Title V
grants. Within the first two weeks of the project, the Project Director in cooperation with others at the College created the job descriptions for the STEM Pathways Coordinator, Alternative Learning Strategies Coordinator and Research Analyst positions which were subsequently forwarded to District Human Resources for approval. These job descriptions were approved at the February 2012 and March
2012 Board meetings. Recruitment for all positions began immediately following Board Approval and it is expected that these three positions will be filled no later than June 1, 2012. Board approval for the third grant-funded faculty position, the STEM Transfer Services
Coordinator, is expected in April 2012 with recruitment to begin in June. It is expected this position will begin as scheduled on October
1, 2012.
Major Activities
The goal of the HSI-STEM Pathways project is to create clear pathways by which Hispanic students are exposed to STEM fields and careers in elementary, middle and high school; receive adequate preparation in mathematics and science in high school; receive their first
two years of an academically rigorous STEM education at CHC in an environment which provides an integrated network of social and
academic support; transfer into STEM programs at highly regarded four-year institutions; and ultimately enter the workforce. This goal
will be accomplished through five major activities: outreach to students and faculty at all levels regarding STEM; curriculum alignment,
review, revision and development; curricular interventions and alternative learning strategies aimed at Hispanic students; laboratory updates; and professional development.
The project team has devoted considerable time and effort to the development of programs exposing students to careers in science, engineering and technology. The Project Director was invited almost immediately to serve on the Yucaipa High School STEM Advisory
Council which has enabled CHC to establish strong partnerships with local educational and industry professionals. In addition, the
Project Director has partnered with the SBCCD director of the state-funded CTE Community Collaborative project, a career-technical
education grant which has established working relationships with middle and high school STEM teachers and counselors throughout the
service area. As a result of this partnership, CHC has developed and implemented a program whereby laboratory technicians and students
are available for classroom presentations on a variety of STEM subjects to both middle and high school students. In addition, CHC will
be hosting the Greater Los Angeles Botball robotics competition in May. Plans are also underway for two summer science camps. In the
first of the two camps, CHC will significantly expand its participation in the Summer X-treme Camp, co-sponsored by Colton-RedlandsYucaipa ROP. Over the course of four weeks, middle school students will spend two days on the CHC campus involved in hands-on
science and technology activities. The second camp, planned for late July, will be for high school students interested in computer science.
Margaret Yau, CHC Assistant Professor of Computer Information Systems, will facilitate the week long experience in which students to
explore both technology and their Hispanic culture using a variety of open source and free computer applications.
As detailed in the grant proposal, curriculum alignment, review, revision and development in Year One was to focus on the physical
sciences. Faculty in chemistry, physics and the earth sciences have begun work to compare their laboratory curriculum and experiences
with those found at four-year institutions. As a result of these efforts, the course outlines of record for many courses throughout the physical sciences have been revised. Most notable is the decision to redesign the calculus-based physics sequence (which has the lowest retention and success rates among STEM courses at CHC). Beginning in Fall 2012, this course will include required supplemental learning
assistance and in Fall 2013, the courses will move from two six-unit courses to three four-unit courses, a sequence typical at many fouryear institutions. It is expected that these and other interventions will realize a significant increase in success in the sequence of physics
courses. During the Spring 2012 semester, the grant supported reassigned time for Margaret Yau to develop transfer preparation curriculum in computer science. This curriculum has been completed and is nearing final approval with the goal of offering the first computer
science courses in Fall 2013. Work also continues on improving the quality and quantity of articulation agreements for all STEM courses.
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Since October 2011, considerable effort has gone into planning and preparation for curricular interventions and incorporation of alternative learning strategies aimed at Hispanic learners in all STEM courses. At the request of the Mathematics department, the Office of Research and Planning conducted research that demonstrates that students successfully completing College Algebra and Trigonometry with
a grade of “B” or better alone are as successful in Calculus than those who also enroll in Precalculus. On the basis of this research, the
Mathematics faculty have proposed a revision to the Calculus prerequisite which could significantly increase the persistence rates of students from pre-collegiate mathematics through Calculus by shortening the sequence of courses required. Supplemental instruction in
ANAT 101 which this year was supported by the College’s HSI Title V individual development grant, will continue in Fall 2012 and SI
efforts will be expanded to also include PHYSIC 200 (as described above) and MICRO 102. In addition, three STEM learning communities will be offered in Fall 2012, one pairing general biology and English composition, a second pairing introductory chemistry and intermediate algebra and a third pairing geology and elementary algebra. Finally, the recruitment of the STEM Transfer Services Coordinator
will allow us to begin work on a system of dedicated counseling and student support for STEM students. Toward this goal, the project
team has made plans to convert an unused space on campus into a STEM Success Center to house tutoring and counseling activities.
As described in Section A of this report, over $422,000 of grant funds have been expended or encumbered as of April 5, 2012. The majority of these funds have gone toward the purchase of updated equipment and instrumentation for science laboratories. These purchases
include microscopy equipment for microbiology, cell and molecular biology and geology courses and electronic data collection systems
for anatomy, chemistry and physics. The project team and discipline faculty have and will continue to evaluate laboratory equipment
needs based on curriculum review and revisions and make purchases as needed.
Finally, the project has already sponsored professional development opportunities for many faculty and staff. In addition to sending faculty to professional conferences in the areas of biology, physics and computer sciences, the project has sponsored local workshops for
faculty and staff including a Teaching Success for STEM Educators workshop held in conjunction with CHC’s sister campus and fellow
recipient of an HSI-STEM grant, San Bernardino Valley College. In November 2011, grant personnel were fortunate enough to attend a
presentation by Jan Morrison, White House advisor on STEM education and Executive Director of the Teaching Institute for Excellence
in STEM. Since then, the Project Director has been in conversation with Ms. Morrison to bring her to campus during the Fall 2012 semester for a two-day professional development workshop regarding the creation of a STEM culture on the CHC campus.
Other Discoveries
As a result of its work during the first six months of the project, the project team has made three discoveries that will influence aspects of
the project’s direction for the next four and one half years. At the March 2, 2012 meeting of the project’s Steering Committee meeting,
the Project Director sought feedback and direction from the members of the committee regarding these discoveries.
First, through interactions with our K-12 partners, the project team has identified an unmet need to more adequately prepare students
wishing to transfer into engineering programs at four year institutions, a need that is likely to grow given the emphasis on engineering in
local K-12 STEM programs. While CHC lacks the resources to offer a full complement of pre-engineering courses at this time, the
project team and STEM faculty have initiated efforts to ensure these students are well served. These efforts include the revision of an
introductory engineering course which as of yet has never been offered. Initial plans are to offer ENGR 101 in Spring 2013. It is expected that this course, coupled with counseling and support services dedicated specifically at STEM students and project activities
aimed at ensuring students can navigate the three-semester physics and calculus sequences in a timely and successful manner, will meet
this need. Consideration has also been given on an institutional level to the development of a subsequent grant proposal to support a
comprehensive pre-engineering program at CHC.
Second, as a result of its work, the project team has come to greater realization of the value that undergraduate research and credit-bearing
internships will have for STEM students preparing to transfer and enter the STEM workforce. The Project Director accompanied three
STEM faculty members to an NSF-sponsored three-day workshop on undergraduate research at Irvine Valley College in February 2012.
As a result of this experience, STEM faculty developed a comprehensive plan to incorporate various research experiences throughout the
STEM curriculum. Moreover, STEM faculty are in the process of developing curriculum which would allow students to earn college
credit for a variety of internships in STEM fields and the project team has begun initial conversations potential internship sponsors including SolTech Industries and Sorenson Engineering.
Finally, based on research and discussions with Ms. Morrison, the project team has come to understand the significance of creating a culture of STEM throughout the campus. This realization has already had a significant impact on Year Two plans for development of the
Geographic Information Systems (GIS) program. In addition, the project team is hopeful that the project activities can impart the value of
STEM education on all students enrolled at the college, regardless of what major they choose to pursue.
As previously stated, the HSI-STEM Pathways project has encountered challenges as a result of delays associated with hiring project personnel. However, as is documented here, CHC has made considerable progress toward meeting the overall goals and performance measures described in the grant proposal. This work has laid the foundation for the next four and one half years of work and the project team
is enthusiastic about continuing its work and realizing a positive effect on the success of Hispanic and other low income students studying
STEM at Crafton Hills College.
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OMB No. 1894-0003
Exp. 04/30/2014
U.S. Department of Education
Grant Performance Report (ED 524B)
Project Status Chart
PR/Award # (11 characters): P031C110175
SECTION A - Performance Objectives Information and Related Performance Measures Data (See Instructions. Use as many pages as necessary.)
1. To increase the number of Hispanic student receiving degrees in STEM programs.
[ ] Check if this is a status update for the previous budget period.
1.a. Performance Measure
By 2016, CHC will increase the number of Hispanic students graduating with an AA, AS or Transfer Certificate from the baseline of 18
students in 2009-2010 to 54.
Measure Type
Quantitative Data
Target
Project
Raw
Number
Ratio
24
/
%
Actual Performance Data
Raw
Number
Ratio
%
NA
/
Explanation of Progress (Include Qualitative Data and Data Collection Information)
Year one target represents a 33% increase over baseline. Actual performance data is not yet available. Data will be collected and analyzed at the conclusion of the 20112012 academic year (May 2012) to evaluate the effect of grant-related activities on graduation rates during the first nine months of the grant period.
2. To increase the capacity to transfer more Hispanic students to four year STEM programs
[ ] Check if this is a status update for the previous budget period.
2.a.. Performance Measure
By 2016, CHC will increase the number of Hispanic student transferring to UC or CSU systems declaring majors in STEM from the baseline of nine students in 2009-2010 to 27.
Quantitative Data
Measure Type
Target
Project
Raw
Number
Ratio
12
/
%
Actual Performance Data
Raw
Number
Ratio
%
NA
/
Explanation of Progress (Include Qualitative Data and Data Collection Information)
Year one target represents a 33% increase over baseline. Actual performance data is not yet available. Data will be collected and analyzed at the conclusion of the 20112012 academic year (May 2012) to evaluate the effect of grant-related activities on transfer rates during the first nine months of the grant period.
ED 524B
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OMB No. 1894-0003
Exp. 04/30/2014
U.S. Department of Education
Grant Performance Report (ED 524B)
Project Status Chart
PR/Award # (11 characters): P031C110175
SECTION A - Performance Objectives Information and Related Performance Measures Data (See Instructions. Use as many pages as necessary.)
3. To increase the use of evidence-based decision making.
[ ] Check if this is a status update for the previous budget period.
3.a. Performance Measure
By 2016, CHC will increase the number of STEM programs that utilize data to inform decision making from the baseline of one program
(CHEM) in 2009-2010 to eight programs (CHEM, ANAT, BIOL, MICRO, PHYSIC, GEOL, CS and GIS).
Measure Type
Quantitative Data
Target
Project
Raw
Number
Ratio
2
/
%
Actual Performance Data
Raw
Number
Ratio
%
3
/
Explanation of Progress (Include Qualitative Data and Data Collection Information)
Year one target represents a 50% increase over baseline. Program review documents completed by the ANAT and MICRO programs during the first six months of the
grant period demonstrate these programs are well on their way to utilizing data to inform decision making in a more significant manner than ever before. Completion
of the process of hiring the grant-funded research analyst position will enable us to move more aggressively toward meeting this goal.
4. To increase the number of Hispanic student entering STEM programs at CHC
[ ] Check if this is a status update for the previous budget period.
4.b. Performance Measure
By 2016, 15% of incoming CHC students who participating in a
STEM related activity in high school will register for at least one
STEM course in the Fall semester following their high school graduation.
Quantitative Data
Measure Type
Target
Project
Raw
Number
Ratio
%
/
15
Actual Performance Data
Raw
Number
Ratio
%
/
NA
Explanation of Progress (Include Qualitative Data and Data Collection Information)
Planning for initial STEM-related activities for middle and high school students is underway. The first activities are planned for late Spring and Summer 2012. All high
school students participating in grant-related activities and events will be identified and tracked to determine whether they enroll at Crafton Hills College then register
and successfully complete a STEM course in the fall semester following their high school graduation and in subsequent terms.
ED 524B
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U.S. Department of Education
Grant Performance Report (ED 524B)
Project Status Chart
PR/Award # (11 characters): P031C110175
SECTION A - Performance Objectives Information and Related Performance Measures Data (See Instructions. Use as many pages as necessary.)
5. To increase the number of students successfully completing coursework and obtaining a STEM degree and transfer readiness.
[ ] Check if this is a status update for the previous budget period.
5.a. Performance Measure
By 2016, CHC will increase the number of students successfully improving from Intermediate Algebra (MATH 095) to Calculus (MATH
250) from a baseline of five students in 2009-2010 to 50.
5.b. Performance Measure
By 2016, CHC will increase the percent of all students successfully
completing STEM courses with a “C” grade or better from a baseline
of 61.9% in 2009-2010 to 70%.
Measure Type
Quantitative Data
Target
Project
Raw
Number
Ratio
14
/
%
NA
/
Quantitative Data
Measure Type
Target
Project
Actual Performance Data
Raw
Number
Ratio
%
Raw
Number
Ratio
%
/
63.5
Actual Performance Data
Raw
Number
Ratio
%
/
NA
Explanation of Progress (Include Qualitative Data and Data Collection Information)
5.a. Year one target represents a 180% increase over baseline. Actual performance data is not yet available. Data will be collected and analyzed at the conclusion of the
2011-2012 academic year (May 2012) to evaluate the effect of grant-related activities on persistence rates through the transfer-level mathematics sequence. IN addition,
the cohort of students enrolled in MATH 095 during the Spring 2012 semester will be identified and tracked to evaluate the longitudinal effect of initial grant-related
intervention on retention, persistence and success in mathematics.
5.b. Year one target represents a 1.6% increase over baseline. Actual performance data is not yet available. Data will be collected and analyzed at the conclusion of the
2011-2012 academic year (May 2012) to evaluate the effect of grant-related activities on success rates during the first nine months of the grant period.
ED 524B
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U.S. Department of Education
Grant Performance Report (ED 524B)
Project Status Chart
PR/Award # (11 characters): P031C110175
SECTION A - Performance Objectives Information and Related Performance Measures Data (See Instructions. Use as many pages as necessary.)
6. To increase the number of articulated STEM courses between CHC and local four-year institutions.
[ ] Check if this is a status update for the previous budget period.
6.a. Performance Measure
Measure Type
By 2016, ten (10) new STEM courses, two new STEM programs and
30 revised courses will have completed approval processes, curriculum development and articulation.
Quantitative Data
Target
Project
Raw
Number
Ratio
4/1/10
/
%
Actual Performance Data
Raw
Number
Ratio
%
2/0/19
/
Explanation of Progress (Include Qualitative Data and Data Collection Information)
Seven new courses (CSCI 110, 120, 200, 230 and 240, BIOL 130H and GEOG 111H) and one new program (Computer Science) are currently in development and approval. These courses are currently in the final stages of the approval process. Upon final approval, grant personnel will work cooperatively with the College’s articulation officer to begin the articulation process. It is expected these courses will be offered for the first time in Fall 2013. Revisions to 19 courses, primarily in the physical
sciences, have been approved by the College curriculum committee during the first six months of the grant period. Efforts to align specific laboratory experiences within
these courses at four-year institutions and to expand articulation agreements for these courses is currently in process.
7. To improve the currency of laboratory equipment and experiences.
[ ] Check if this is a status update for the previous budget period.
7.b. Performance Measure
Quantitative Data
Measure Type
By 2016, 100% of the CHC STEM courses will have technologically
current equipment and instrumentation.
Target
Project
Raw
Number
Ratio
%
/
20
Actual Performance Data
Raw
Number
Ratio
%
/
NA
Explanation of Progress (Include Qualitative Data and Data Collection Information)
Instructional equipment purchases account for the majority of grant funds expended or encumbered during the first six months of the grant period. These purchases
include microscopy equipment and electronic data collection instrumentations which will be used by students in the anatomy, chemistry, microbiology and geology programs. Estimates based on enrollment figures from 2010-2011 would suggest that over 2000 of the 3700 students enrolled in courses in the Physical and Biological
Science department will have access to equipment purchased during this initial phase.
ED 524B
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U.S. Department of Education
Grant Performance Report (ED 524B)
Project Status Chart
PR/Award # (11 characters): P031C110175
SECTION A - Performance Objectives Information and Related Performance Measures Data (See Instructions. Use as many pages as necessary.)
8. To provide faculty development to meet the needs of Hispanic learners in STEM courses.
[ ] Check if this is a status update for the previous budget period.
8.a. Performance Measure
By 2016, 75% of STEM faculty will have taken place in professional
development/training and 50% will include at least one new classroom
technique proven to work with Hispanic learners.
Measure Type
Quantitative Data
Target
Project
Raw
Number
Ratio
%
/
50/10
Actual Performance Data
Raw
Number
Ratio
%
/
38/10
Explanation of Progress (Include Qualitative Data and Data Collection Information)
During the first six month period of the grant, twelve faculty members have participates in professional development opportunity sponsored by the grant. This
represents 37.5% of the total faculty in the Physical and Biological Sciences department at Crafton Hills College. Anecdotal feedback collected from these faculty suggest a significant portion of them have incorporated at least one strategy into their classroom instruction.
ED 524B
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U.S. Department of Education
Grant Performance Report (ED 524B)
Project Status Chart
OMB No. 1894-0003
Exp. 04/30/2014
PR/Award # (11 characters): P031C110175
SECTION B - Budget Information (See Instructions. Use as many pages as necessary.)
Budget information is current as of April 5, 2012, To date, grant expenditures total $116,468.90 as compared to a total draw down amount of $102,931.00. Draw downs
have been made four times at regular intervals (November 2011, January 2012, February 2012, and March 2012) and will continue to occur on a monthly basis from
this time forward. A draw down scheduled for April 2012 is not reflected in the total draw down amount and accounts for the difference between the total amount expended and the total amount drawn down.
In addition to those funds already expended, the grant has pending purchases of $16,916.21 and encumbered expenses totaling $289,369.48, a significant portion of
which is associated with the March 2012 award of a bid for the purchase of microscopy equipment. Based on these figures, the total amount expended, encumbered and
pending as of April 5, 2012 is $422,754.59. This six month total represents 48.6% of the total Year One budget and demonstrated the grant is expending funds at an expected rate.
Due to delays in hiring grant personnel outlined in the executive summary, the Project Director submitted a request to reallocated $147,000 of salary savings toward the
acquisition of equipment identified in the grant proposal for purchase in Years Two through Five and equipment not originally identified in the grant proposal which
grant activities have identified a critical need for. This request was approved by the Program Officer on March 22, 2012.
SECTION C - Additional Information (See Instructions. Use as many pages as necessary.)
At this time, we do not anticipate any significant changes to the scope, goals or personnel of the grant.
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