2014 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, Arts and Sciences
Ph #:
909-389-3205 Fax #:
Email Address:
RHOGREFE@CRAFTONHILLS.EDU
Reporting Period Information
7. Reporting Period: From: 10/01/2013 To: 09/30/2014
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
$784,745.00
$0.00
b. Current Budget Period
$827,973.00
$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?
No
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:
02/02/2014
Phone:
909-389-3200
E-mail:
cmarshal@craftonhills.edu
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2014 Annual Performance Report
Crafton Hills College
P031C110175
Executive Summary
Executive Summary
In its third 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. In particular we will provide a brief review of personnel changes as
well as outline activities in each of the five major activity areas: outreach, curriculum, student success, laboratory up-dates and professional development.
Personnel
Having hired a new Research Analyst in June of the previous grant year, the project team began Year 3 fully staffed. In June 2014, Dr. Robert Brown, who served as the
Alternative Learning Strategies Coordinator, made the decision to return to the classroom. Given his experience working on both the STEM Pathways as well as the
college’s first Title V HSI grant, Dr. Brown’s departure was loss to the project. Subsequent to his departure, a search was conducted and the positon was awarded to
Daniel O’Hare. Dan has earned bachelor’s degrees in both mathematics and geology and is awaiting final approval on his thesis, thus completing the requirements of the
MS degree in Geology from Loma Linda University. Dan comes from Chaffey College where he worked in their nationally recognized success center program.
Major Activities
Outreach. The project team again contributed hundreds of hours to outreach efforts exposing over 2000 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 3, STEM faculty again participated in college’s annual Senior Day, TrigSTAR competition, and NASCAR Math and Science Day. Following on the success of hosting
the Sea Perch camp the previous summer, the project team collaborated with The Science Experience to host the regional aqua robotics competition at the college’s
Aquatics Center in March.
In February, 80 high school students attended the second annual SciFri event. Students began the day with keynote address by Dr. Stuart Sumida, a biologist from
CSUSB who work has contributed to films including Avatar. The students then rotated through a series of three experiential based workshops focused on geology,
microbiology and engineering.
During Year 3, Crafton Hills College maintained its partnership with the Ontario-Montclair School District as a part of its Promise Scholars program. In November 2013,
OMSD recognized the college and the project director in their efforts to support the mission of Promise Scholars. Throughout the year, approximately 700 students from
six schools visited campus, participating in hands-on activities in a variety of programs, including biology, fire science and computer science. For the second 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, this
year focusing on the health sciences. In July, the project team launched the inaugural Science Explorer Camp. Drawing on the successes of the computer science
campus each of the past two summers, 20 students participated in the four day program. Grant personnel more fully developed the activities developed as a part of SciFri
into day long experiences. The culmination of the event was a boat building activity in the college’s pool and a celebratory dinner for participants and their parents.
Curriculum. Efforts to sustain the introductory engineering course were unsuccessful, due in part on the pressure on students to complete coursework in two years.
However, pre-engineering preparation proved to be successful as the college’s entry into the UCR wind turbine competition took first place, beating out five -time
returning champion RCC in our first ever year competing. Year 3 saw the completion of the first year of the new Computer Science program developed as a part of the
grant. The program saw an immediate increase in enrollment in Year 3, prompting the need to offer additional sections to meet demand. Work was completed on two of
the planned courses in geographic information systems, each of which is navigating the college’s curriculum review process. Resources of the grant were also dedicated
to the development of a computer-based calculus laboratory required at many transfer institutions.
In his role, Ernesto Rivera, the STEM Transfer Services Coordinator continued to identify gaps in articulation agreements and works with the college’s articulation officer
to fill those gaps. With the increased focus on transfer success in STEM, the articulation officer was soon overwhelmed by these requests. As a result, the project brought
on the college’s recently retired articulation officer to contribute her expertise to these efforts. In addition, Mr. Rivera is now working more closely with the College Honors
Institute to ensure that STEM students who wish to pursue honors coursework can do so within the context of the lower-division major preparation requirements, including
both semesters of general chemistry, both semesters of majors biology and the introductory geology course.
Student Success. The project team has maintained a strong relationship with faculty and staff at our local four year partners, UCR and CSUSB. 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 other four year schools
including UCLA, UCSB and CSUCI.
In Year 3, the STEMTrek and STEM Academy continued to serve approximately 80 students. STEM Academy allows students who are beginning their studies the
opportunity to boost their academic readiness while STEMTrek offers academic, social and co-curricular opportunities designed to support successful transfer into
four-year programs.
This year provided the Research Analyst an opportunity to analyze the effect these programs have on students, specifically Latino learners. What he found was assuring.
Hispanic learners participated in the program in the same percentage as the general population. More importantly, Hispanic students in STEMTrek are enrolling in more
STEM courses each semester than students from other ethnic groups, demonstrating the program is contributing to a higher motivation among Latino/a to reach their
educational goal. Hispanic students who participated in STEMTrek were statistically significantly (p=.019) more likely to successfully complete their STEM courses (76
percent) as compared to Hispanic students who did not participate in the program (70 percent). Finally, Hispanic students who participated in STEMTrek had a higher
cumulative GPA (2.73) at the end of the 2013-2014 academic year than Hispanic students who did not participate in the program (2.45).
The project also supported learning communities and supplemental instruction. During the Spring 2014 semester, the grant supported a learning community pairing
first-semester calculus based physics with its prerequisite course, MATH 250, Single Variable Calculus I. While the learning community students succeeded at a rate
higher than students taking the courses alone, the pilot did not result in a higher level of persistence from PHYSIC 250 to PHYSIC 251, the initial goal prompting the
community’s initial development. As a result, the pilot was not continued.
The SI program continued support to students in five STEM disciplines: chemistry, physics, geology, microbiology and mathematics. The grant also supported one-on-one
tutoring services for students in advanced physics and mathematics courses through the college’s Tutoring Center. Similar to the data collected regarding STEMTrek and
STEM Academy, data collected about SI shows the program’s specific benefit to Hispanic students. The success rates of Hispanic students who did not participate in SI is
much lower (52.5%) than Caucasian students who did not utilize SI (70.1%) yet Hispanic students who participated in two or more SI session were substantially (ES=.38)
and statistically significantly (p = .017) more likely to successfully complete the course (71%) than Hispanic students who did not attend SI (53%). In summary, SI in
STEM courses makes a more substantial difference among Latino/a learners than any other ethnic group. In fact, it was only among Latino/a students that the
improvement was statistically significant.
Laboratory Equipment and Instrumentation. CHS 237 was reconfigured to address the needs of math faculty, with 20 workstations and 40 new computers. Additional
equipment and supplies were purchased for all STEM programs, most notably physics who as a result of the redesign of the calculus based physics sequence faced the
prospect of offering an additional semester of coursework without appropriate laboratory apparatus.
Professional Development. The project continues to sponsor professional development opportunities for faculty and staff. The project team presented two concurrent
sessions at the AHSIE Best Practices Conference at the University of LaVerne and travelled to the 2013 STEMtech Conference in Atlanta. Before his departure, Dr.
Brown worked individually with three science faculty to continue their work with NSF Getting Results program and introduced the program to four more in mathematics.
As evidenced here and in the accompanying data, CHC has made considerable progress in Year 3 toward meeting the overall goals and performance measures
described in the grant proposal. This progress was recognized at the end of the also by the Excellencia in Education organization as honorable mention in the Examples of
Excellenia competition.
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2014 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,
ASor 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
47
/
63
Explanation of Progress (Include qualitative data and data collection information)
Data was collected student awarded STEM degrees in 2013-2014 and represents a 34% increase over the target.
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2014 Annual Performance Report
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P031C110175
Ratio
/
%
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.
Program
Actual Performance
Data
Raw
Raw
Ratio %
Number
Number
21
/
23
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. In Year 3, a student survey was conducted
by the Research Analyst but now the results were disaggregated and only data regarding Hispanic students is reported.
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2014 Annual Performance Report
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P031C110175
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
5
/
4
Ratio
%
/
Explanation of Progress (Include qualitative data and data collection information)
Results remain unchanged from Year 2. The programs which show evidence of using data to significantly improve decision making are CHEM, ANAT, MICRO and CS.
Other departments including GEOL and PHYSIC are using data, 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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2014 Annual Performance Report
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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
Project
graduation.
Raw
Ratio
Number
%
15 / 100 15
Raw
Number
Ratio
%
15 / 100
15
Explanation of Progress (Include qualitative data and data collection information)
Only the SciFri event captures students who are eligible to apply and enroll at CHC the following year. All other outreach activities were focused on elementary and
middle school students not yet of college-going age. In the previous year, of those 100 students who attended SciFri, 25 later applied at CHC, 18 enrolled and of the
18, 16 enrolled in one or more STEM courses. Student information for those attending SciFri during Year 3 is not available, but estimates are the rates did not change
substantially.
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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
33
Ratio
%
/
Project
Raw
Number
Ratio
Ratio
32
%
3443 / 5289 65
/
Raw
Number
Ratio
%
3488 / 5289 66
Explanation of Progress (Include qualitative data and data collection information)
Data collected of students who have successfully matriculated from MATH 095 though first-semester calculus is line with target. The effect of grant programs and
curricular interventions is now evident in Year 3. Course success rose from 63.1 in 2012-2013 to 65.9 in 2013-2014, and now is slightly above the target of 65.0.
Additional data in the executive summary shows the specific positive effect STEMTrek, STEM Academy and Supplmental Instruction have on Hispanic learners.
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
2014 Annual Performance Report
Crafton Hills College
P031C110175
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
6
/
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
18
/
Actual Performance
Data
Raw
Number
Ratio
12
%
/
Actual Performance
Data
Raw
Number
Ratio
1
%
/
Actual Performance
Data
Raw
Number
Ratio
42
%
/
Explanation of Progress (Include qualitative data and data collection information)
Since the award of the grant, 13 new STEM courses have been develope 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. This excludes the creation of MATH 110 to replace MATH 108 and the curricular
modification of the weather and climate course into two courses, GEOG 114 with a laboratory and GEOG 115, without a laboratory. The development of the GIS
program and accompanying coursework is underway but has yet to be completed. Eleven additional courses reviewed, revised and additional articulation efforts
undertaken in Year 3, bringing the total number to 42.
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2014 Annual Performance Report
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P031C110175
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
%
957 / 1594 60
Raw
Number
Ratio
957 / 1594 60
Explanation of Progress (Include qualitative data and data collection information)
In an effort to provide more accurate data, target and performance data will be based on unduplicated headcount of Hispanic students in all Physical and Biological
Sciences courses in 2013-2014. Previous estimated were aggregate data. Instructional equipment purchases continued to account for a significant portion of funds
expended during Year 3. These purchases included equipment for a computer laboratory as well as updated instructional equipment and supplies, most notably for
physics and anatomy and physiology. Our estimaes that 60 percent of Hispanic students in these courses are working with new equipment or instrumentation funded
through the grant is conservative at best.
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%
2014 Annual Performance Report
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P031C110175
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
22 / 50 44
Project
Raw
Ratio
Number
%
18 / 50
36
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
%
12 / 50
24
Explanation of Progress (Include qualitative data and data collection information)
Professional development efforts were maintained at the level offered in Year 2. Increase in performance data is based on the cohort of four mathematics faculty who
participated in the Getting Results program. The resignation of the Alternative Learning Strategies Coordinator has slowed professional development efforts through
much of Year 3. Professional development efforts related to Reading Apprenticeship (RA) and specifically RA in STEM will realize a significant increase in these
performance indicators in the next two years.
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2014 Annual Performance Report
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P031C110175
Section B: Budget Information
Budget information is as of September 30, 2014. At the end of Year 3 of the grant period, grant expenditures totaled $784,745 which includes carry-over funds from
Year 2 of $176,777. The total draw down amount for Year 3 was $794,412. The total draw down amount is larger then the total expended due to issues with draw downs
in Year 2 as reported in the Year 2 APR.
Carry over as of September 30, 2014 totaled $249,332, of which $97,000 was encumbered. In addition to those funds expended before the end of the grant period, the
grant has, as of December 31, 2014 , encumbered and/or expended and additional $42,543, resulting in a carry over amount of $109,787. Based on these figures, the
total amount expended and encumbered as of December 30, 2013 represents 87.2% of the total Year 3 budget and demonstrateds the grant is expending funds at a
rate within an accepted range.
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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2014 Annual Performance Report
Crafton Hills College
P031C110175
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2014 Annual Performance Report
Crafton Hills College
P031C110175