2015 Annual Performance Report
Submitted:
U.S. Department of Education
Title III - Part F - HSI STEM and Articulation Programs
ED 524B Cover Sheet
1. PR/Award #:
P031C110175
2. Grantee NCES ID#:
113111
3. Project Title:
Creating a STEM Pathway to Increase Hispanic Student STEM Degrees and Transfer
4. Grantee Name:
Crafton Hills College
5. Grantee Address:
11711 Sand Canyon Road Yucaipa, CA 92399
6. Project Director Name: Richard Hogrefe Title: Dean, Social, Information and Natural Sciences
Ph #:
909-389-3205 Fax #:
Email Address:
RHOGREFE@CRAFTONHILLS.EDU
Reporting Period Information
7. Reporting Period: From: 10/01/2014 To: 09/30/2015
Budget Expenditures (To be completed by your Business Office.)
8. Budget Expenditures:
Federal Grant Funds
Non-Federal Funds
(Match/Cost Share)
a. Previous Budget Period
$794,745.00
$0.00
b. Current Budget Period
$702,712.00
$0.00
c. Entire Budget Period
(For Final Performance Reports only)
Indirect Cost Information (To be completed by your Business Office.)
9.
Indirect Costs
a. Are you claiming indirect costs under this grant?
No
b. If yes, do you have an Indirect Cost Rate Agreement approved by the Federal Government?
c. If yes, provide the following information:
Period Covered by the Indirect Cost Rate Agreement: From:
To:
Approving Federal agency: __ED __ Other (Please specify):
Type of Rate:
(For Final Performance Reports only)
d. For Restricted Rate Programs (check one) -- Are you using a restricted indirect cost rate that:
Is included in your approved Indirect Cost Rate Agreement?
Complies with 34 CFR 76.564(c)(2)?
Human Subjects (Annual Institutional Review Board (IRB) Certification)
10. Is the annual certification of Institutional Review Board (IRB) approval attached?
N/A
Performance Measures Status and Certification
11. Performance Measures Status
a. Are complete data on performance measures for the current budget period included in the Project Status Chart? Yes
b. If no, when will the data be available and submitted to the Department?
12. Authorized Representative Name:
Cheryl Marshall, Ed.D.
Date:
01/31/2016
Phone:
909-389-3200
E-mail:
cmarshal@craftonhills.edu
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2015 Annual Performance Report
Crafton Hills College
P031C110175
Executive Summary
Executive Summary
In its fourth year, the HSI-STEM project, “Creating a STEM Pathway to Increase Hispanic Student STEM Degrees and Transfer” has been successful in creating
sustainable programs which serve as the basis for achieving the goals identified in the grant proposal.
Personnel
The project team began Year 4 fully staffed, with Daniel O'Hare serving in the role of Alternative Learning Strategies Coordinator on an interim basis. Mr. O'Hare's
contract with the District expired June 30, 2015 and was not renewed. As of January 1, 2016, the duties assigned to the Alternative Learning Strategies Coordinator have
been delegated to other members of the grant team.
Major Activities
Outreach. The project team again contributed hundreds of hours to outreach efforts exposing nearly 3000 elementary, middle and high school students to careers in STEM.
The project team has strengthened existing and developed new partnerships which afforded us the opportunity to participate in outreach activities throughout the year. In
Year 4, STEM faculty again participated in college’s annual Senior Day, NASCAR Math and Science Day, and Sea Perch Regional Competition. In February, the third
SciFri event was expanded to two Fridays, allowing nearly 200 high school students to attend. The college maintained its partnership with the Ontario-Montclair School
District as a part of its Promise Scholars program. Throughout the year, approximately 700 students from six schools visited campus, participating in hands-on activities in
a variety of programs, including biology, computer science and respiratory therapy. For the third year, students from Vineyard School, OMSD’s STEM magnet spent a day
at CHC designed to replicate the experience of a STEM college student. In June, the team maintained its relationship with the local regional occupational program,
welcoming 100 students to campus as a part of X-treme Summer Camp and in July, the project sponsored the second annual Science Explorer Camp.
Curriculum. In its second full year, the Computer Science program developed as a part of the grant project continued to demonstrate growth. Work was completed on
three courses in geographic information systems and engineering students participated in the UCR Wind Turbine Competition for a second year. Considerable effort was
paid to establishing articulation agreements for STEM-directed courses with both the twenty-three CSU and nine UC campuses. Of the 270 opportunities for course to
course articulation identified in a gap analysis, 173 agreements were established, each with the potential of allowing Crafton Hills College students to transfer more easily
to the institution of their choice. Two new programming-related courses and three courses required for students wanting to become STEM teachers at the elementary,
middle or high school levels were developed and approved.
Student Success. The project team has maintained a strong relationship with faculty and staff at our local four year partners. In addition, through the
collaborative efforts of the grant team, the college’s Transfer Center and the CHC Foundation, STEM directed students had the opportunity to tour campuses in southern
California. More impressive were the efforts of STEM Pathways Coordinator Patricia Menchaca who championed then led the Nor Cal trip, a five day tour of six colleges
throughout California including UC Davis, UC Berkeley, UC Santa Cruz, UC Santa Barbara, CSU Monterey Bay and CSU Channel Islands. Demonstrating the growth of a
transfer culture on the campus, the number of students applying to a UC increased for the third year, with STEM majors compromising half of those students each year. In
Year 4, the STEMTrek continued to serve approximately 80 students while an equal of number of students sought to improve their academic readiness for STEM courses
as a part of STEM Academy. Course success rates in STEM directed courses increased for a third year, due in part the continued success of the grant-sponsored
supplemental instruction (SI) program. In Year 4, the number of students with access to SI increased with computer science being added to the five other programs in
which SI is offered. The grant continued to supported one-on-one tutoring services in several STEM courses. In mathematics, learning communities gave way to Math
Fast Track, a program whereby successful student can complete two mathematics courses in a semester with support provided through a one of two student success
courses and pre-scheduled learning assistance. If that same student were to enroll in the paired MATH 102 and MATH 103 courses the following semester and earn an A
or B in both, then s/he could feasibly begin the year having assessed into elementary algebra and finish it prepared to take calculus the next semester.
Laboratory Equipment and Instrumentation. Grant resources contributed to the creation of three 28-32 seat classrooms with ready access to computers. Laboratory
equipment was purchased for the biological sciences and chemistry in anticipation of their move into Canyon Hall, the college's new science building. Not to excluded,
geology and physics both received new equipment and supplies as well as they prepared to occupy newly renovated laboratories designed to meet their unique
instructional needs.
Professional Development. With the resignation of the Alternative Learning Strategies Coordinator at end of Year 3, professional development efforts moved from the
formal to informal. A notable exception was the selection of the college as a inaugural member of the Reading Apprenticeship Community College STEM Network
(RACCSN) supported by a grant from the Leona Helmsley Charitable Trust. Faculty from the biological sciences, chemistry and the geoscineces received support from
the grant to attend professional conferences in their respective disciplines and members of the grant team again learned about evolving best practices by attending the
STEMTech and AHSIE conferences.
As evidenced here and in the accompanying data, Crafton Hills College continued to make substantial progress toward meeting the overall goals and performance
measures described in the grant proposal in Year 4. We appreciate the continued support of the Department of Education administrators and staff.
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2015 Annual Performance Report
Crafton Hills College
P031C110175
Section A: Performance Objectives
Project Objective: To increase the number of Hispanic students receiving degress in STEM programs.
Check if this is a status update for the previous budget period.
Performance Measure
Measure
Type
Quantitative Data
Target
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.
Project
Actual Performance
Data
Raw
Raw
Ratio %
Number
Number
54
/
114
Ratio
/
Explanation of Progress (Include qualitative data and data collection information)
Data represents the number of students who have been awarded a STEM degree from academic years 2011-2012 through 2014-2015 and represents a 111 percent
increase over the five year target.
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%
Project Objective: To increase capacity to transfer more Hispanic four-year STEM programs
Check if this is a status update for the previous budget period.
Performance Measure
Measure
Type
Quantitative Data
Target
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.
Project
Actual Performance
Data
Raw
Raw
Ratio %
Number
Number
25
/
30
Ratio
%
/
Explanation of Progress (Include qualitative data and data collection information)
The baseline data for this objective was based on data collected from the California Post Secondary Education Commission (CPEC). In 2011, that data source was
eliminated. During Year 2, data reported was aggregate self-report data from students and not specific to Hispanic students. Since Year 3, a student survey has been
conducted by the Research Analyst. This methodology allows for the disaggregation of data and subsequent report of transfer rates of Hispanic students only. The end
Year 4 total represents a 20 percent increase over the five year target.
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Project Objective: To increase the use of evidence-based decision making.
Check if this is a status update for the previous budget period.
Performance Measure
Measure
Type
Quantitative Data
Target
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%.
Project
Actual Performance
Data
Raw
Raw
Ratio %
Number
Number
6
/
7
Ratio
%
/
Explanation of Progress (Include qualitative data and data collection information)
The programs which show evidence of using data to significantly improve decision making are Anatomy and Physiology, Chemistry, Computer Science, Geosciences
and Microbiology. In addition, although not included in the original baseline, the Engineering and Mathematics programs also show evidence of improved data-driven
decision making as a result of grant activities. Biology and Physics show evidence of using data to inform some decisions, but have not have done so at a level the
project director will include them among the programs that have done so. The GIS program has yet to begin.
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P031C110175
Project Objective: To increase the number of Hispanic students entering STEM programs at CHC.
Check if this is a status update for the previous budget period.
Performance Measure
Measure
Type
Quantitative Data
Actual Performance
Data
Target
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.
Project
Raw
Ratio
Number
%
15 / 100 15
Raw
Number
Ratio
%
8 / 100
8
Explanation of Progress (Include qualitative data and data collection information)
Only one event, SciFri, captures students who are eligible to apply and enroll at CHC the following year. All other outreach activities have been focused on elementary
and middle school students not yet of college-going age. In Year 4, the SciFri event went from one day to two and capacity doubled, yet the percentage of those
students who attended CHC and enrolled in a STEM course in Fall 2015 was 50 percent less than both the target and the year prior. The project team will continue to
support SciFri but the bulk of outreach events are now directed toward younger audiences with the realization that by their senior year, high school students'
perceptions of and decisions regarding college are well established.
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Project Objective: 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.
Performance Measure
Measure
Type
Quantitative Data
Actual Performance
Data
Target
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).
Project
Raw
Number
41
Ratio
%
/
Project
Raw
Number
Ratio
Ratio
53
%
3898 / 5698 68
/
Raw
Number
Ratio
%
3783 / 5698 66
Explanation of Progress (Include qualitative data and data collection information)
Data collected is the number of students who have successfully matriculated from MATH 095 though first-semester calculus by the end of academic year 2014-2015
represents a 29 percent increase over the Year 4 target and already surpasses the five year target.
Data collected is the number of students who earned an "A,' "B" "C," or "P" in those courses identified as STEM-directed. The success rate in all STEM courses
continues to trend upward, from 63.1 percent in 2012-2013, to 65.9 percent in 2013-2014, to now 66.4 percent in 2014-2015, although the Year 4 increase was not
enough to keep pace with the Year 4 target of 68.4 percent.
Page 7 of 12
%
Actual Performance
Data
Target
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).
Raw
Number
2015 Annual Performance Report
Crafton Hills College
P031C110175
Project Objective: Project Objective: 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.
Performance Measure
Measure
Type
Quantitative Data
Target
1.7: By 2016, ten (10) new STEM courses will have completed approval processes, curriculum
development, and articulation.
Project
Raw
Ratio %
Number
8
/
Target
1.7: By 2016, two new STEM programs will have completed approval processes, curriculum
development, and articulation.
Project
Raw
Ratio %
Number
2
/
Target
1.7: By 2016, 30 revised courses will have completed approval processes, curriculum development,
and articulation.
Project
Raw
Ratio %
Number
24
/
Actual Performance
Data
Raw
Number
Ratio
16
%
/
Actual Performance
Data
Raw
Number
Ratio
1
%
/
Actual Performance
Data
Raw
Number
Ratio
47
%
/
Explanation of Progress (Include qualitative data and data collection information)
Prior to Year 4, 13 new STEM courses were created and approved: CSCI 110, CSCI 120, CSCI 230, CSCI 240, CSCI/MATH 200, CHEM 150H, CHEM 151H, ENVS
101, ENVS 110, BIOL 131H, MATH 255 and PS 101. During Year 4, four more new courses were created and approved including two computer programming courses
(CIS 121 Android Application Development and CIS 190D Software Development Internship) and three courses required for students wishing to become elementary
school teachers and middle and high school STEM teachers (GEOL 140, Earth Science, GEOL 141, Earth Science Laboratory and MATH 106, Mathematical
Concepts for Elementary School Teachers).
The development of three GIS courses is now complete. It is expected these courses will receive Curriculum Committee approval in 2016.
Five additional courses were reviewed and revised in Year 4, bringing the total number to 47. Additional resources were dedicated to articulation efforts in Year 4,
resulting in 92 new articulation agreements with CSUs and 61 articulation agreements with UCs. Data represents total number of agreements regarding duplicated
courses and have not been included in the reported data above.
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Project Objective: To improve the currency of laboratory equipment and experiences.
Check if this is a status update for the previous budget period.
Performance Measure
Measure
Type
Quantitative Data
Actual Performance
Data
Target
Objective 1.8: By 2016, Hispanic Students will participate in laboratory experiences with
technologically current equipment and instrumentation.
Project
Raw
Number
Ratio
%
1374 / 1717 80
Raw
Number
Ratio
%
1374 / 1717 80
Explanation of Progress (Include qualitative data and data collection information)
In an effort to provide more accurate data, target and performance data has been based on unduplicated headcount of Hispanic students in all Physical and Biological
Sciences courses since Year 3. Instructional equipment purchases continues to account for a significant portion of funds expended during Year 4 with several
purchases in anticipation of the opening of a new laboratory building on the campus. Our estimate is that 80 percent of Hispanic students in these courses are working
with new equipment or instrumentation funded through the grant project.
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2015 Annual Performance Report
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Project Objective: 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.
Performance Measure
Measure
Type
Quantitative Data
Actual Performance
Data
Target
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.
Project
Raw
Ratio
Number
%
Raw
Number
30 / 50 60
Project
Raw
Ratio
Number
%
14 / 50
28
Actual Performance
Data
Target
1.9: By 2016, 50% will include at least one new classroom technique proven to work with Hispanic
learners.
Ratio
%
15 / 50 30
Raw
Number
Ratio
%
8 / 50
16
Explanation of Progress (Include qualitative data and data collection information)
Due to the resignation of the grant team member primarily responsible for professional development at the beginning of Year 4, professional development efforts in this
period were largely informal. As a result, we are reporting no change to the number of faculty who participated in formal training. While the project director would argue
the informal efforts undertaken did allow faculty to learn and use classroom techniques proven to work with Hispanic learners, data to support this assertion is not
available.
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2015 Annual Performance Report
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P031C110175
Section B: Budget Information
Budget information is as of September 30, 2015. At the end of Year 4 of the grant period, grant expenditures totaled $702,712 which includes carry-over funds from
Year 3 of $249,322. The total draw down amount for Year 4 was $747,941. The total draw down amount is larger then the total expended due to issues with delays in
draw downs at the end of Year 3.
Carry over as of September 30, 2015 totaled $455,013. In addition to those funds expended before the end of the grant period, the grant has, as of January 28, 2016,
expended an additional $132,484 and encumbered an additional $138,846, resulting in a current carry over amount of $183,682. Based on these figures, the total
amount expended and encumbered as of January 28, 2016 represents 77.8% of the total Year 4 budget and demonstrates the grant is expending funds at a rate just
below the accepted rate. The grant team has instituted a plan to ensure all grant funds will be expended by the end of the grant term on September 30, 2016.
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Section C: Additional Information
At this time, we do not anticipate any significant changes to the scope, goals or personnel of the grant.
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2015 Annual Performance Report
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