Title V progress report for the third quarter of grant year four ending June 30,
2014
Project Management
The Project Management Procedures chapter of the Policies and Procedures manual
states what actions need to be put in place to get the grant operational beginning on
page 17. The following is a status report on the progress toward completing or
establishing each of these activities. The activities that have previously reported as
complete have been omitted here.
Staff Meetings: Twice monthly, weekly in Year 1, additional meetings as necessary:
Ongoing, typically weekly or as needed.
Time and Effort Reports: Monthly years 1 – 5:
Time and effort reports are being received monthly from all Title V employees and
faculty members involved in the project. Tutors are not required to do so.
Activity Progress Reports: Monthly years 1 – 5:
Progress reports are being received monthly from all Title V employees and faculty
members involved in the project. Tutors are not required to do so.
Quarterly Reports: Years 1-5:
This is the third quarterly report from the fourth year of the grant.
Performance Reports: Annually, Years 1-5:
The Annual Performance report was submitted before the deadline, and has been
published. The external evaluation report was conducted in January 2014, and is posted
on the web site.
Fiscal Responsibility: Monthly:
Budget reports are produced monthly and are reconciled with the university Business
Office and detailed Title V budget from the grant application. A budget report is
contained in this report.
Separation of Funds: Ongoing, Years 1-5:
Title V funds are separate, restricted funds, with separate records for financial
transactions.
Title V Funds Not to Supplant College Funds: Ongoing, Years 1-5:
Federal funds are not used to replace or supplant funds that would otherwise support
such activities and are documented to ensure compliance. External evaluation audits
verify the appropriate use of funds.
Personnel Procedures: Ongoing, Years 1-5:
Institutional policies and procedures are followed. This was verified by the external
evaluation.
Inventory: Ongoing, Years 1-5:
The Title V Director maintains up-to-date equipment inventory in addition to the
institution inventory of all equipment, verified annually.
Institutional Governance Representation: Quarterly and per institutional policy:
The Title V Dir. and Activity Coordinators meet with Evaluation Team, serve on
appropriate institutional committees, task forces.
Communication: Ongoing, Years 1-5:
The Title V website is on line, emails are sent to inform constituencies and reports are
given during appropriate meetings. More publicity is planned.
Progress toward objectives and performance measures
Our fourth year has three objectives with seven performance measures.
6. By September 2014, at least 85% of students in IT course pilots succeed (C or
better) and 55% re-enroll in STEM (Baseline 2008 – 2009 STEM success 78%,
persistence 30%).
There were two sections of the ET 120 STEM pilot taught fall 2013. In section
A01 there were 16 students enrolled (13 passed w/C or better). In section A02
there were 13 students enrolled (all passed w C or better). 90% of the total
students enrolled in ET 120 passed with a C or better in fall 2013.
There was one section of the ET 120 STEM re-pilot taught in the spring 2014.
There was a total of 15 students enrolled in the course (13 passed w/C or better).
A total of 87% of students passed with a C or better in the course.
There was one 5 week summer session for the ET 120 re-pilot. 5 students
enrolled in the course (5 passed w/C or better). A total of 100% of the students
passed with a C or better.
There is currently two sections of ET 120 re-pilot being taught in the fall
semester. Pass and completion rates will be reported when the fall 2014
semester has concluded.
7. By September 2014, increase enrollment in STEM curricula to at least 155, with
min. 60% Hispanic and/or low income students (Baseline Fall 2009 enrollment
120, 29% Hispanic.
In progress, see progress under performance indicators below.
8. By September 2014, 75% of students in Fast Track developmental Gateway
course pilots succeed (C or better) (fall 2008 baseline: 68% success in
developmental writing, 62% in developmental reading, 62% success in
developmental math.).
In progress, see progress under performance indicators below.
6a. By August 2014, at least 50% of students in IT course pilots participate in
tutoring.
In progress. Tutoring participation: http://goo.gl/9KVkE8 (data collection ongoing)
The data for students participating in tutoring for the fall 13 pilot (ET 120) is as follows:
Fall 2013
Section A01 – Tutor Participation
Checkpoint 1 = 9/15
60%
Checkpoint 2 = 6/15
40%
Course Participation:
50%
Total Tutor Participation: 54%
Section A02 – Tutor Participation
Checkpoint 1 = 7/12
58%
Checkpoint 2 = 7/12
58%
Course Participation
58%
After the fall 13 semester this course was changed by main campus from 3 credits to 2 credits and
grading rubrics were changed. The data for students participating in tutoring for the spring 14 pilot is as
follows:
Spring 2014
Section A01 – Tutor Participation
Checkpoint 1 = 12/15
80%
Checkpoint 2 = 13/15
87%
Checkpoint 3 = 12/15
80%
Total Tutor Participation: 82%
The data for students participating in tutoring for the summer 14 pilot is as follows:
Summer 2014
Section A40 – Tutor Participation
Checkpoint 1 = 5/5
100%
Checkpoint 2 = 5/5
100%
Checkpoint 3 = 5/5
100%
Total Tutor Participation: 100%
The data for students participating in tutoring for the fall 2014 re-pilot courses is pending and will be
reported upon completion of the courses.
6b. By August 31, 2014, 85% of IT degree pilots report satisfaction with industrystandard instrumentation in the Information Technology Training and Certification
Center, as measured by student evaluations.
As of this report, 100% of students report satisfaction with the new labs.
Satisfaction with industry standard instrumentation as measured by student
evaluations: http://goo.gl/L07sN3 (spring 2014 participation complete)
7a. By March 31, 2014, 95% of instrumentation and equipment for Electronics
Technology Lab acquired and installed.
As of March 31, 2014, 95% of instrumentation and equipment for the Electronics
Technology Lab has been ordered and installed.
7b. By June 30, 2014, ET and BET instructors demonstrate at least 90% competency
in STEM instruction, as measured by training post-tests.
All Cisco instructors have successfully passed all four CCNA courses required to
teach in the NMSU-A Cisco Academy. This is the major new component in the
overall curricular revision. The other areas are being revised by the instructors to
reflect industry standards using the new lab equipment.
8a. By January 2014, enroll a minimum of 18 students in one section of the COMM
265G courses with the same 18 students co-enrolled in one section of the CCDR
110N courses.
At the start of spring 2014 semester (January), enrollment in both COMM 265
and CCDR 110 reached a total of 15 students. One student withdrew from the
institution, one student has never shown up and two students discontinued
attendance. This reduces the sample size to 12 students.
8b By May 2014, students in pilots will show individual improvement in the Reading
section of Compass scores and on the Personal Report of Communication
Apprehension (McCroskey’s PRCA-24), using normalized testing instruments.
The initial pre-test has been administered. Pre-tests have been administered for
both the COMPASS and the PRCA-24. Both of these will be re-administered at
the end of April 2014 and analysis of the results will be compiled.
Going Forward:
As a result of the challenges we have encountered in the initial implementation of
this pilot we have developed some changes/adaptations for future
implementation. One is to separate the classes by schedule and location. We
found that sequential scheduling along with holding both classes in the same
location have actually proven to be distractors for the students. Two, in addition,
we will only concentrate the pilot students in CCDR and place them in multiple
sections of COMM 265 in order to provide modeling for these students. Three,
we will implement a hands-on orientation to basic computer skills for the LMS
early in the semester. Four, we will recommend prerequisite or concurrent
scheduling of COLL 101 and Basic Keyboarding to the advisors and Curriculum
Committee. Five, we will also continue to meet with Student Services personnel
to address scheduling and accommodation concerns. Six, we will initiate
changes in the embedded tutor program by providing more structure in the tutor’s
duties and by requiring rather than recommending student involvement. This will
be partially based on COMPASS scores.
8c. By May 2014, the success rate of the MATH 120 co-requisite class will equal or
better the average of the non- paired MATH 120 classes based on the results of
the common final exam. In progress.
Preliminary Results
Beginning Algebra
84.00%
83.30%
Spring 2013 Compressed Class
7 students
Fall 2013 Co-Requisite Class
14 students
82.00%
80.00%
78.00%
76.50%
76.00%
74.00%
72%
72.00%
73%
Spring 2013-81 students
Fall 2013-26 students
70.00%
68.00%
66.00%
Spring 2013
Fall 2013
Intermediate Algebra
90.00%
83.30%
73.50%
80.00%
62%
70.00%
60.00%
Spring 2013 Compressed Class
6 students
Fall 2013 Co-Requisite Class
14 students
50.00%
35%
40.00%
Spring 2013-68 students
Fall 2013-58 students
30.00%
20.00%
10.00%
0.00%
Spring 2013
Fall 2013
Note: The left column (blue in color) represents the average grade for the compressed
class (spring) and the co-requisite class (fall). The right column (red in color) represents
the total average grade for non-pilot courses.
Comments
The students chosen for the spring 2013 compressed classes were chosen from
instructor recommendations based on their performance in previous math class.
The students in the fall 2013 co-requisite classes could choose to take these classes if
they placed into CCDM 114. Advisors were given guidelines as to who to recommend
for these classes. We recommended these classes for students who had completed
high school within the past two years, students who tested into the “gray” area of CCDM
114N and MATH 120, or students completed the majority of beginning algebra material
in ALEKS while enrolled in CCDM 103N or CCDM 105N.
Summary
The math faculty will continue working with Advising to make sure students are correctly
placed. As necessary changes continue to be made in developmental mathematics, the
whole picture needs to be observed, evaluated, and continually revised. The foundation
is a strong developmental education program which includes instructors who
understand what developmental education is and are willing to continually adapt to the
needs of the students. The faculty’s goal is to help their students successfully complete
their math courses in as short a time as possible, while still being successful in college
level mathematics courses.
Budget Report
Budgeted amount
Expenses
Amount Remaining
$309,652.26
$206,510.99
$103,141.27
Fringe
82,631.84
58,372.80
24,259.04
Travel
22,892.93
14,204.61
8,688.32
Equipment
14,900.00
0.00
14,900.00
213,574.16
176,840.77
36,733.39
9,610.89
3,430.13
6,180.76
Construction
155,805.81
51,619.53
104,186.28
Endowment
39,000.00
0.00
39,000.00
Other
12,215.95
11,500.48
715.47
Total
$860,283.84
$522,479.31
$337,804.53
Personnel
Supplies
Contractual
The budget that was in the approved grant application and money carried over is
detailed in the annual performance report and is noted above.
Personnel: See above.
Fringe: See above.
Travel: Most approved travel is complete. A substantial amount of training was done
web based and posted under other. Money from travel (approximately $7,000.00) will
need to be moved into other from travel to cover the cost of the external evaluation.
Equipment: See above.
Supplies: $176,840.77 has been spent do far, primarily on the second phase of the
Information Technology (IT) lab, the Engineering Technology (ET) lab and the
Biomedical Electronics Technology (BMET).
Contractual: See above. Less than anticipated has been spent to date.
Construction: The total construction/renovation project totaled $535,813.72, leaving
$226,946.54 unspent. The projected carryover for year four is $104,186.28. Plans are
ongoing to submit a change of scope to the Program Officer to allocate these funds to a
new project if approved
Endowment: $93,665.83 was transferred to other lines as noted in the Annual
Performance Report for an approved project. The fourth year budgeted amount of
$39,000.00 remains in the endowment line and committed to the endowment project.
The NMSU Foundation Board’s long range plans call for building the university’s fund
raising capability to allow for raising enough in donations to be fully matched by the
grant. No contributions have been received as of the end of the second quarter.
Other: The external evaluation which was done in January and Web Based instruction
for Cisco certification.
Additional Performance Reporting
Grant-related Achievements:
Major equipment purchases (include type and number of key items as well as total
expenditures when possible) and the grant learning outcomes they support.
IT Labs
TE 126 Technologies Classroom
The workstations and monitors have been fully replaced with the latest
generation hardware components available at the time of the upgrade (November
2014). The workstations are comprised of state-of-art Intel i7 Core Processors,
Business Class dedicated graphics, powerful Main-Board with the latest in SATA, USB,
and Intel Chipsets. The hardware upgrades introduced a new concept of active hard
drive selectors. These selectors allows for the use of various operating systems on a
single workstation by using the multiple Operating System selector switch panel. The
monitors are touch enabled which takes advantage of the Windows 8 Operating System
that was engineered for this type of input.
This latest hardware technology greatly benefits the Information Technology
Associate in Applied Science Degree, Biomedical Equipment Technology Associate in
Applied Science Degree, Associate of Applied Science Degree – Construction
(Technologies Option) Electrical Apprenticeship, The Electronics Technology Associate
in Applied Science degree, and the Network Specialist Certificate since they all share
some of the same core courses. The aforementioned degree and certificate programs
require the installation and instruction of Windows 7/8 Operating Systems, Windows
Server Operating Systems, and Linux Network Operating Systems and therefore greatly
enhances the curriculum by taking advantage of next generation hardware devices in
use in many of today’s IT, ET, and Biomed related industry sectors.
Cost: $37,000
TE 133 Information Technology Training and Certification Center (ITTCC)
This computer lab has been updated to include additional supplies specifically for
network cabling and additional hardware components, which help to provide current
technologies and procedures in support of the Cisco Networking Academy and CCNA
curriculum and instruction.
Cost in year 3: $41,000. Year 4 costs negligible.
ET Labs
TE 134 Soldering Classroom
The analog soldering stations have been replaced and upgraded with digital
resistive and conductive rework soldering stations, which brings our soldering program
in line with the current technology used both on main campus and the electronics
industry field. As a requirement in both Associate in Applied Science Degree plans, the
Electronics Technology and the Biomedical Equipment Technology, this upgrade further
enhances these programs by offering the current equipment used in today workplace.
Cost: $27,000
TE 125 Electronics Classroom
The bench and instructional equipment in the Electronics Classroom, TE 125,
has now been replaced and upgraded, to reflect that used in the current workplace and
on main campus. Students graduating with a degree in our Associate in Applied
Science for Electronics Technology or Biomedical Equipment Technology will now be
learning and working with equipment representative of that out in the current field and
workplace. Students transferring to main campus seeking a continuation in the
electronics field of studies will be better prepared and familiar with the equipment
offered in those programs on that campus. The addition of UX80 Smart board in the
classroom will offer greater latitude to the application of teaching techniques including
online applications, as well as enhanced dynamics in the classroom.
Cost: $85,000
BMET Lab
TE132 – Biomedical Laboratory
The laboratory classroom has been updated to include supplies which help to
provide current technologies and procedures in support of the Associate in Applied
Science Degree in Biomedical Equipment Technology. Below is a detailed description of
the supplies acquired and their role in enhancing student skills and knowledge within
the field of Biomedical Technology.



Ventilator Maintenance Kit and a Test Lung in support of OEBM 241 (Advanced
Medical Electronics)
Medical Portable Oscilloscopes (x3) in support of OEBM 141 (Introduction to
Medical Electronics) and OEBM 241
Bench-Top Centrifuges (x3) and a Tachometer in support of OEBM 141/241




AED Patient Monitor in support of OEBM 141/241
SMART Board in support of all biomedical courses/labs
ELMO Visual Presenter in support of all biomedical courses/labs
Tools and supplies including a precision screwdriver set, magnetic pick-up tool,
telescopic mirror/clip tool, battery charging station, and various rechargeable
batteries in support of all biomedical courses/labs
Supplies purchased are industry standard and support biomedical student labs/course
objectives and are for the purpose of providing the skills necessary in the biomedical
field. These supplies will assist in instructing students and for providing hands on
experience in proper testing techniques, troubleshooting, preventive maintenance,
calibration, and repair.
Cost: $26,000
Facility renovations (include type and number of renovations well as total expenditures
when possible), and the grant learning outcomes they support.
None
Professional development activities and expenditures (include number of instructors and
nature of activities when possible)
Justin Valentino, CCAI (Midwest Consulting Services LTD) provided our Cisco
Academy instructors (Fernando Terrazas, J.D. Bratton, and Noel Romero) with onsite
training Friday, May 30 – Monday, June 2, 2014. This training covered hands-on labs
using our physical lab equipment in TE-133 (ITTCC) specifically for CCNA 1 & 2
courses. This professional development opportunity was a very beneficial component to
help complement the online training instructors received for CCNA 1-4.
Many labs were completed and will be utilized in Title V pilot curriculum for
NMSU-A Cisco Academy courses starting fall 2014. Training with the same instructor
(Justin Valentino) was necessary in order to develop additional technical curriculum
components and help build a foundation for previously learned CCNA online curriculum.
Having the same instructor as opposed to a different instructor/vendor for the delivery of
this specialized onsite learning was extremely beneficial for everyone involved.
Cost: $8,000
Gateway course travel included attendance at NMHEAR and the John N. Gardner
Institute for Excellence in Indianapolis Indiana for the 14th annual gateway course
experience.
Cost: $5,500
Travel for the Electronic Components and Technology Conference (ECTC) for Sheri
Dropinski, Samantha Henley and John Yates. This is a leading national conference on
electronic components and technology. Information gained from this trip was used to
make informed decisions on selecting equipment for the labs.
Cost: $9,000
Recruiting and outreach activities (include number, venue, and/or location when
possible, as well as number of participants for each event)
None
Number of course/program re-designs, if applicable
There were a total of 20 course/program re-designs in Fall 2013 – Spring 2014. The
programs, courses, and semesters for redesigns are as follows:
Target STEM Curricula: Information Technology (IT) Curricula
Fall 2013
ET 120 Computation & Presentation Software
ET 153 Introduction to Networks
ET 273 Fundamentals Network
Communications
ET 284 Software PC Maintenance
ET 285 Principles of Security
ET 290 Wireless Communications
Spring 2014
ET 155 Network Operating System I
ET 283 Hardware PC Maintenance
ET 262 Software Technology I
ET 291 PC Forensics and Investigation
OECS 220 Database Fundamentals
Target STEM Curricula: Electronic Technology (ET) Curricula
Fall 2013
ET 183 Applied DC Circuits
Spring 2014
ET 182 Digital Logic
ET 184 Applied AC Circuits
ET 276 Electronic Communications
Target STEM Curricula: Biomedical Equipment Technology (BMET) Curricula
Fall 2013
OEBM 141 Introduction to Medical
Electronics
OEBM 211 CBET Preparation
OEBM 241 Advanced Medical Electronics
Spring 2014
OEBM 140 Applied Human Biology
OEBM 240 Introduction to Radiography
Systems
Curricula redesign forms and evaluations for each course available upon request
from Title V STEM Coordinator.
Cost: $95,000
Number of NMSU-A students, courses, and programs impacted by grant-related
activities
*Emailed Greg Hillis regarding data for this objective.
Information on the success of internships, service learning initiatives, tutoring support,
or other special features related to curricular redesign and/or supplemental activities
See above for tutoring support.