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Criterion 3, Component 3C:Title V Report

Title V Report for HLC/NCA Self-Study

May 24, 2004

Maria Enciso,Project Director

History:  Title V grants are awarded by the Department of Education to Hispanic Serving Institutions to “assist eligible Hispanic-serving institutions of higher education to expand their capacity to serve Hispanics and low-income students.  Funds may be used for activities such as renovation of instructional facilities, faculty development, the purchase of scientific or laboratory equipment for educational purposes… academic tutoring, and student support services.  The Title V Program is not a scholarship or fellowship program for individuals or for research.  The program is designed to support institutions of higher education that are HSI’s.” (Institutional Development and Undergraduate Education Programs Website)  

Phoenix College received its Hispanic Serving Institution designation in Spring 2000 and its Title V grant began in Fall 2000.  The 5 year grant ends September 30, 2005.

The focus area of the grant is Student Success and Outcomes, with the goal of improving student success by integrating technology into classroom instruction and learning assistance.  All grant activities revolve around this area of focus as well as the four measurable objectives of the grant.  The measurable objectives must be met by September 30, 2005, the end of the grant cycle.

The four measurable objectives are:

Objective 1:  Ninety percent of faculty teaching developmental and gateway courses will utilize NovaNet or other computer software as an additional classroom tool.

The following developmental courses have been identified for this objective:  ENG 061, ENG 071, RDG 081, RDG 091, MAT 082, MAT 092, CHM 090 and  the following gateway courses; MAT 120, MAT 150, MAT 151, ENG 101, ENG 102, ENG 107, ENG 108, and CRE 101.

Status:  Spring 2004 survey results indicate that 78.2% of faculty teaching developmental and gateway courses utilize computer software.

Objective 2:  Among entering developmental students, college-wide, successful completion will increase by 15% , semester-to-semester persistence will increase by 10%, and year-to-year persistence will increase by 5%.

Status:  As of Spring 2004, successful completion has increased by 1.12%, semester-to-semester persistence has decreased by 3.8%, and year-to-year (fall-fall) persistence has decreased by 1.61%.

Objective 3:  The original grant objective 3 focused on the ESL student in an accelerated track, however, this objective was rewritten in grant year 3, with Dept. of Ed. approval, in order to reach more students. 

The current objective states: Among ESL students who successfully complete advanced ESL and/or Developmental coursework, successful completion rates of college level courses will increase by 10%.

Status:  not available, data pending

Objective 4:  The transfer rates among ethnic minority and/or low-income students to four-year institutions will increase by 10%.

Status:  not available, data pending 

Measurable Objective Summary:  All Phoenix College students may be impacted by the grant at some point, beginning with objectives 1 & 2 that focus on the developmental student and the student enrolled in gateway courses  on to the ESL student taking 100 & 200 level college courses (objective 3) and finally to the student transferring to the university (objective 4).

Highlights:  The grant has redesigned several learning environments, bringing a total of 146 student use computers and educational (content specific) software to Phoenix College, with an additional 45 student use computers pending in the final year.   The areas impacted are English, ESL, Reading, Health Care, Math, Biology, Chemistry, Physics, the Learning Center, and the Math Zone. 

The grant has worked with over 40 residential faculty and many adjunct faculty in software research and course redesign in order to integrate technology in instruction.

The grant presence can be seen in the following key buildings:  Library, Learning Center, Liberal Arts building, Business and English building, Science building, Dalby building (Biology), Noble Engineering Sciences building, and the Reading building.

 The grant also created an entirely new learning environment, the Math + Science Center!  This is an interactive, collaborative, and innovative environment for Math + Science faculty and students.  The Center will host a faculty led mentoring program for math and science majors and many other student support services.

Year V:  The final year of the grant will focus on reaching, or making substantial progress towards, the grant objectives.  An area of concern is the decrease in semester-to-semester and year-to-year persistence among developmental students.   The department chairs of Math, Reading and English as well as faculty teaching the identified developmental courses are aware of the decrease in persistence and are working with Title V to identify means of increasing retention and persistence.   

The grant will continue to monitor the use of the electronic classrooms and learning environments to identify problems of underutilization or other operational problems.

The grant will work with college staff to institutionalize the programs and services brought to the campus through the grant.  The college has a responsibility to maintain identified services and staff. 

The grant will complete the Department of Education end-of-grant report and will provide recommendations to the college for future Title V grant proposals.