Abstract. Title V: Improving Hispanic Serving Institutions

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Norco College (NC) is a public, open-access, two-year community college approximately 50 miles east of Los Angeles in the rapidly growing “Inland Empire” region of southern California. The college serves a population of approximately 12,000 students of which 52% are Hispanic. A large number of our students meet the U.S. Dept. of Education’s definition of “at-risk,” meaning they enroll at NC facing a host of barriers to meeting their educational goals. 32% of NC’s students come from low socio-economic backgrounds. The region has a historically low college attainment rate as well with only 6.1% of the overall and 4.5% the Hispanic population

successfully completing a bachelor’s or higher degree.

As the local community college, Norco College is poised to address these inequities by providing low-cost, high-quality, lower division undergraduate education and accelerated pathways for students to graduate and transfer to four-year programs of study.

Nearly 60% of the college’s incoming Hispanic and low-income students identify “transfer to university” as their educational goal. However, nearly 90% of them arrive at NC requiring remediation in mathematics and/or English. Without the necessary skills for academic success the goal of transfer remains elusive; only 9% of Hispanic and low-income students complete the transfer process within six years. Uninformed goal-setting, discouragingly long remediation pathways, lack of critical academic support, and insufficient resources available for traditional and non-traditional college students all contribute to the disheartening levels of success.

The project “Accelerated Pathways to Graduation and Transfer” proposes one activity: developing curriculum design models, support structures, and critical academic services that improve persistence rates and accelerate students’ graduation and/or transfer rates. This activity focuses on four integrated components critical to improving success of non-traditional Hispanic and low-income students as they move through NC’s educational pipeline: (1) develop

curriculum models focused on alternative placement and acceleration in English and math for non-traditional students; (2) Increasing access to critical support services to increase persistence; (3) Increasing transfer/completion rates by enhancing Learning Resource Center Staffing & Resources; and (4) Increasing persistence rate by providing professional development for faculty, staff, and administrators on helping students develop non-cognitive skills associated with

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PROJECT ABSTRACT . . . upload

TABLE OF CONTENTS . . . . . . i

INTRODUCTION……….. 1

COMPREHENSIVE DEVELOPMENT PLAN . . . 2

Description of Analysis Process . . . . . . . 2

Analysis of Weakness, Challenges and Opportunities……… 3

Key Institutional Goals . . . 11

Measurable Objectives for the Institution . . . ……. 19

Institutionalizing Practices and Improvements . . . 14

Five-Year Plan for Improving Services to Hispanic and Low-Income Students… 17

ACCELERATED PATHWAYS TO GRADUATION AND TRANSFER Introduction to Activity . . . 24

Activity Objectives. . . ……….. . . 18

Implementation Strategies . . . 20

Implementation Timetable . . . 27

Key Personnel. . . 32

Project Management Plan . . . 34

Evaluation Plan…. . . 38

Budget Narrative. . . 47

Competitive Preference Priority #1……….. 49

Competitive Preference Priority #2………... 52

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Norco College (NC) is a public, open-access, two-year community college located in the city of Norco, California, approximately 40 miles east of Los Angeles. The newest California Community College, receiving initial accreditation in January of 2010, NC is one of three colleges within the historic Riverside Community College District. Norco College serves

approximately 12,000 students annually. In 2014, 52% of all students were Hispanic with a total minority population at Norco of 73%; 39% receive need-based financial assistance; 42% are between the ages of 20-24; 76% attend part-time; and 54% are female. A total of 60% of the college’s incoming Hispanic and low-income students identify “transfer to university” as their educational goal. Over 80% of all incoming students require remediation in mathematics and/or English. For incoming Hispanic and low-income students, the need for remediation is 90%.

The college’s student population is primarily from three communities in the Riverside County region of southern California. The growth in the region’s Hispanic population has outpaced that of the general population 3-to-1 going from 37% to 46.6% of the region’s total population in the last decade (see below).

Norco’s Primary Attendance Cities Cities Students (83.4%) 2013 Pop. Hispanic Pop. % Hispanic Corona 35.3% 155,227 66,176 43% Riverside 22.1% 316,619 158,708 51% Norco 6.1% 27,079 7,815 29% 2013 Total 498,925 232,699 46.6%

Introduction

Norco College serves our students, our community, and its workforce by providing educational opportunities, celebrating diversity, and promoting collaboration. We encourage an inclusive, innovative approach to learning and the creative application of emerging technologies. We provide foundational skills and pathways to transfer, career and technical education, certificates and degrees. – Norco College Mission

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2000 Census 350,175 88,942 25.4%

% Increase +30% +61.7% +21.2%

Source: US Census ACS, 2013: Norco College 2013

The families in the neighborhoods surrounding the college are more than twice as likely to be living below poverty level as families elsewhere in the state.

Area Poverty Statistics and Education Attainment

The disparity in income is of little wonder when it is recognized that only 6.1 % of the local adults have completed an undergraduate education and for the college’s

Hispanic neighbors, the percentage drops to 4.5%

Characteristic *Norco County CA US

Families Below Poverty 31.75% 14% 12.9% 11.8%

Per Capita Income $7,546 $21,970 $28,341 $27,319

% Adults w/HS Diploma 27.8% 24.9% 20.6% 28%

% Adults w/Some College/AA or AS 21.9% 33.9% 30% 29.3%

% Adults w/BA or BS + 6.1% 20.5% 30.9% 29.1%

% Latinos w/HS Diploma 25.9% 25.5% 24.2% 26.7%

% Latinos w/Some College/AA or AS 14% 25.2% 24.1% 23.5%

% Latinos w/BA or BS + 4.5% 8% 11% 13.8%

Source: Census ACS, 2013; *Norco Neighborhoods, zip codes 92860/92880

As the local community college, Norco College is poised to address these inequities by providing low-cost, high-quality lower division undergraduate education and a pathway for students to graduate and/or transfer.

COMPREHENSIVE DEVELOPMENT PLAN

Description of Analysis Process. The Comprehensive Development Plan (CDP) of the Title V planning development and process originated and rests within our Student Success Committee. The committee has a wide constituency of 28 members that include nine faculty, 10 administrators, seven staff members, and two students. The Student Success Committee is one of seven college-wide Strategic Planning Committees governed by the Academic Senate. Through the integrated efforts of academic and student services, the Student Success Committee supports all students in achieving their stated educational goals by responding to evolving student

academic needs. The committee engages in research, analysis, dialogue, formulation and

Comprehensive Development Plan

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implementation of initiatives to ensure college access and improve student success.

The Student Success Committee relied on sound research to focus on the most important aspects of student success. It also selected the components to be included in the proposal with input received at several open forums and a college-wide student success retreat attended by faculty, staff, administrators, students, community leaders, and local business industry representatives. The feedback that was collected was used to align the five-year goals of this proposal with Norco’s 2013-2018 Strategic Plan goals.

A key framework that drove the discussion at the committee meetings and open forums is the Bill & Melinda Gates Foundation Completion by Design “Loss and Momentum Framework.” Completion by Design (CBD) and its framework is a major step towards community college reform and provides a model pathway to completion. The model draws from the body of research and experience generated by previous community colleges initiatives and proven and promising practices from intake to completion. This research indicates that if community colleges

restructure the student experience and build linkages and interdependence among the systems that touch the lives of the students, they can dramatically and efficiently increase rates of completion, especially for low-income students. CBD’s Loss and Momentum Framework indicates that community college students lose momentum at four crucial points: (1) college entry; (2) academic catch-up; (3) selecting and progressing toward a set goal/program of study; and (4) goal completion. It further indicates that community colleges that build linkages between these crucial points and give students academic support are more likely to increase persistence and completion rates, especially for Hispanic and low-income students. This proposal is designed to provide support for Hispanic and low-income students at the four crucial points.

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weaknesses in supporting its students along the four-momentum points spectrum. This process was used to formulate the analysis of institutional strengths in the areas of academic programs, student support services, institutional management and fiscal stability. The table below lists the strengths and weaknesses that were identified in this process.

Norco College Strengths and Weaknesses Strengths

• College designation-NC is designated as the Technology College of Riverside Community College District. It prides itself in utilization of technology for classroom instruction and professional development.

• Technology Infrastructure-Previous HSI grants has helped the college to improve its technology infrastructure by providing the funding to upgrade computers in various classrooms and learning centers.

• Systematic and comprehensive program review process-Norco’s program review process is integrated into campus-wide strategic planning in an ongoing manner that involves students, all divisions and administrative units. This process allows faculty and student services units to identify strengths and weaknesses in their respective areas. • NC is a leader in Multimedia programs. Previous HSI grants provided the necessary

funds to develop affordable, state of the art and competitive academic programs in the fields of multimedia (game development, mobile applications, and commercial music). These programs have increased the number of Hispanics and low-income students seeking degrees in these fields due to their affordability and competitiveness in comparison to private, for-profit schools in the region.

• Exemplary practices and innovation-NC has received honorable mentions from state and national organizations for piloting small-scale programs in partnership with the local schools district to help underprepared, first-time college students improve their placement in English and math and increase the rate at which students complete the basic skills sequence.

• Faculty innovation-Faculty have developed and piloted a limited number of experimental courses designed to accelerate students through basic skills English and math.

• NC’s Institutional Culture can best be described as family-like, small town feel, and collegial. Faculty and staff have a pioneering spirit and are committed to being student-centered.

• Enrollment Management Excellence-Norco has developed expertise in managing enrollment to achieve the highest efficiency rate in the district, thus allowing more educational opportunities for Hispanic and low-income students.

Weaknesses

• Non-traditional Hispanic and low-income students do not have access to alternative placement programs designed to improve students’ placement in English and Math. • Non-traditional Hispanic and low-income students do not have access to enroll in

accelerated English and math courses due to limited offerings.

• Accelerated English and math courses have low success rates due to inadequate levels of academic support services.

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Resource Center services due to limited staffing, tutorial services and operating hours. • Non-traditional Hispanic and low-income students lack computer proficiency skills

necessary to partake and succeed in on-line and hybrid courses.

• Student success workshops and trainings are not available to non-traditional Hispanic and low-income students who primarily attend classes in the evening and on weekends. • Transfer level courses have low success rates due to inadequate academic support

services.

• Faculty and staff lack professional development in non-cognitive indicators that are linked to increased success in postsecondary education for disadvantaged and non-traditional students.

• Hispanic and low-income students do not have the skills necessary to successfully navigate online coursework.

• Many students cannot make it to campus during traditional times and need online and hybrid courses to complete their education.

The Over-Arching Challenge for Norco College

Norco College does not have the means to develop and enhance academic and student services interventions to provide a seamless educational pathway for Hispanic and non-traditional students

(students who primarily attend classes in the evenings, weekends, and on-line to bridge from basic skills/developmental level courses to degree and transfer level courses.

Analysis of Weaknesses, Challenges and Opportunities

Norco College clearly demonstrates strengths in many areas, but it also experiences many academic and institutional challenges that negatively affect student success. The Comprehensive Development Plan process led by the Student Success Committee, guided by the CBD

framework, helped NC identify key academic, institutional management and fiscal weaknesses that need further development in order to improve outcomes for all NC students, particularly Hispanic and low-income students.

Significant Problems-Academic Program

Problem No. 1-Low Basic Skills Course Completion Rates. The greatest barriers to student success at NC are the long and complex basic skills English and math sequences

underprepared students confront. On average, only 26.8% of students who begin their education in basic skills English complete the sequence and successfully complete transfer level English

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within two years. In math, only 16.8% of students who begin in basic skills math complete the sequence. Success in completing the sequence is negatively related to the number of

developmental courses a student has to take to reach college level. The higher the number of basic skills courses the student is required to complete, the lower the probability the student will complete the sequence. Alternatives to shorten the sequence are limited and therefore it is not uncommon for most of our students to spend more than a year in basic skills courses. This discourages students from persisting in college, especially those who primarily attend classes part-time in the evenings and/or on weekends.

Problem No. 2-Inequities in Course Completion Rates. Hispanic and disadvantaged students’ course completion rates are lower as compared to the general student population. Measuring the number of students who received a passing grade of A, B, C, or CR (credit) determines successful course completion at the end of term. According to NC’s 2014 Equity Report, the seven-year average (2007-2013) course completion rate for Hispanic students was 66% compared to 69.1% for the overall population. The course completion rate for White students was 73.1% and 74% for Asian/Pacific Islanders. The only other group that performed below Hispanics was African Americans at a rate of 61.2%. These inequities are disheartening because Hispanics and African Americans represent more than 50% of NC’s student population. Low course completion rates hinder Hispanic students from completing their intended

educational goals.

Inequities also exist in online course success rates. The 2014 success rate for online students was 53% compared to 64% for traditional courses (Office of Institutional Research). A qualitative study of online students revealed that lower success rates are attributed to students’ lack of technology skills, computer proficiency skills, family commitments, and the need to work

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30+ hours. Students who lack the technological skills necessary to succeed in online courses are likely to continue performing below the general student population.

Problem No. 3-Low Persistence Rates. NC persistence rates are low as compared to the state average. The fall-to-fall persistence rate is defined as the percentage of new students who enroll in fall term, continue through the subsequent spring term, and also enroll the following fall term. The average fall-to-fall persistence rate over three years (2011-2014) was 46.8% as

compared to the statewide rate of 71.3%.1 This translates to Norco College losing more than half of all new students each year. There are many reasons why students do not persist beyond the first year in college. The Basic Skills education sequence and low course completion rates discourage many students from persisting in college. Because the majority of NC’s students are from low-income backgrounds, external pressures prevent them from enrolling full-time. On average, from 2010-2014, 80% of NC’s students enrolled only part-time. Two external barriers students identified in the NC 2014 Community College Survey of Student Engagement (CCSSE) were the number of hours they devote to work to contribute to the household and responsibilities of caring for dependents or younger siblings. These non-traditional students do not have access to academic support services and student success workshops that are only available Monday-Friday, 8-5, due to their responsibilities at home and the need to work 30+ hours per week. These students are in need of student success workshops that are available online, 24 hours a day, 7 days a week.

Problem No. 4-Low Transfer Rate. The percentage of students who complete transfer requirements and transfer to four-year institutions is low compared to state averages. In the

1

California Community Colleges Student Success Scorecard. http://scorecard.cccco.edu/scorecard.aspx

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California Community College System, transfer prepared students are those who complete 60 transferrable units with a 2.0 grade point average or higher in six years or less. Only 26.6% of NC students (23% Hispanic students) are transfer-prepared as compared to the state average of 49.2%.2 The percentage of NC students who actually enroll in a four-year institution is 26.2%.3 The path to reach transfer preparedness is long and complex. Many students struggle in college-level transferrable courses and they often fail to seek academic support services. This is

especially true of non-traditional, Hispanic and low-income students who do not have services available to them in evenings and on weekends. Unfortunately, NC does not have adequate resources or personnel to increase the availability of academic support services.

Institutional Management Weakness

Problem No. 5-Inadequate Provision for Professional Development for Faculty and Staff. One of the biggest barriers demonstrated by community college students is their lack of well-developed non-cognitive skills that help them stay motivated and focused towards reaching their educational goals. Well-developed non-cognitive skills are necessary predictors of college success, especially for students from underrepresented and/or disadvantaged backgrounds (Sedlack, 2004). This is particularly true of non-traditional Hispanic and low-income students who are enrolled part-time. Because NC is a relatively small college, its faculty, staff, and administrators lack the time and resources to investigate and receive training on how to help students develop student success skills. Non-cognitive skills are crucial for our student demographic.

While it is important to develop clear pathways for students to follow, what is often

2 Ibid 3

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neglected and overlooked is the key role that faculty, staff, and administrators play as

institutional agents in facilitating student success, especially as it relates to Hispanic and low-income students. Faculty can play an important role by helping students develop non-cognitive skills in class and by mentoring students. Staff and administrators can also play an important role by encouraging students in their interactions with them as well as holding students accountable. Faculty, staff and administrators who are aware of culturally relevant student success strategies that promote higher success rates amongst Hispanics and low-income students serve as

institutional agents that help increase student success, particularly in community colleges.4 Motivation and interest is not lacking at Norco College; however, professional development resources are necessary for faculty, staff and administrators to explore options to implement both inside and outside the classroom.

Fiscal Stability Weakness

Problem No. 6-Inadequate Level of Critical Academic Support Services. The institution does not have sufficient resources to offer the necessary levels of tutoring for all academic areas. It relies heavily on the state’s Basic Skills Initiative (BSI) and Federal Work-Study funding to hire tutors. Due to limited financial resources, only 5% of its population benefited from one-on-one and group tutoring. NC also lacks resources to offer Classroom Assisted Tutors (CATs) and supplemental instruction (SI) for college-level courses. These critical support services help to significantly increase retention and success rates in Basic Skills education courses and in gateway transfer level courses.

Problem No. 7-Inadequate Staffing Levels- The college also lacks a robust Learning

4

Teranishi, Robert T. "Recognizing and Serving Low-Income Students in Higher Education: An Examination of Institutional Policies, Practices, and Culture ed. by Adrianna Kezar (review)."

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Resource Center (LRC) due to inadequate staffing. The LRC has been under the supervision of the Dean of Library, but needs its own director to direct and enhance academic support services. The LRC also does not have adequate support staff to serve students or keep its door open into the evenings and on weekends. This hinders the institution’s ability to determine whether or not the neediest students are being prioritized to receive the services they need, when they need them. The effectiveness of the LRC and its services would be enhanced greatly if it were under the leadership of a well-respected faculty member to serve as the liaison between academic departments, faculty and the LRC. Staffing the LRC with a director and additional support staff will direct and deliver timely academic support services to students with the most need.

Proposed Solution: “Accelerated Pathways to Graduation and Transfer”

Norco College proposes to develop a comprehensive approach to solving these problems through its Title V Activity, Accelerated Pathways to Graduation and Transfer The Activity will increase the number and proportion of academically underprepared Hispanic and low-income students who complete the basic skills sequence, persist in college, and graduate or transfer. This activity is designed to support Hispanic and low-income students along the full continuum of the student experience from start to finish, not just at the beginning, middle, or end. Using cohort strategies, by the end of the grant (2020), Norco College will have developed alternative methods for students to improve their placement in English and math; increased the percentage of students who complete the basic skills course sequences; increased course completion rates in accelerated math and English courses; increase course completion in gateway college-level transferrable courses; improved retention and persistence rates; and increased transfer rates of Hispanics and low-income students.

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The Student Success Committee designed the Title V proposal to directly address the identified institutional weaknesses and align with Norco’s Strategic Plan. The table below provides an alignment comparison of the NC’s 2013-2018 Strategic Plan Goals being addressed by this proposal.

NC Strategic Plan Goals Related to Title V Project Design Norco College 2013-2018 Strategic

Plan Goals

Title V Project Goals

A. Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum.

B. Improve persistence rates by 5% over 5 years (fall-spring and fall-fall persistence rates).

C. Increase course completion, certificate and degree completion, and transfer rates of underrepresented students.

D. Improve transfer preparedness (60 units with 2.0 or higher GPA)

E. Improve transfer rate by 10% over 5 years. F. Increase student engagement (faculty and student interaction, active learning, student effort, and support for learners).

G. Increase student satisfaction and importance ratings for student support services.

H. Increase students’ awareness of college resources dedicated to student success.

1. Improve basic skills completion rates of Hispanic students in English and Math by developing innovate curriculum design models focused on accelerating time to completion. 2. Improve student success rates of Hispanic students in accelerated courses by increasing critical academic support services.

3. Improve course completion and success of Hispanic students in transfer-level courses by providing critical academic support.

4. Improve Hispanic student satisfaction and importance ratings for student support

services by enhancing the Learning Resource Center staffing and resources.

5. Increase engagement with Hispanic students by providing professional development for faculty, staff and

administrators in the area of student non-cognitive traits associated with increased persistence and success.

6. Improve graduation and transfer rates of Hispanic students by increasing critical academic support services and student success workshops.

Measurable Objectives for the Institution

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goals and the tasks listed in the table below. The committee formulates specific strategies to address each task and then evaluate progress through the use of measurable indicators. In developing the proposed Title V objectives, feedback was gathered from various strategic committees, the Academic Senate, and the Office of Institutional Research and Effectiveness. The proposed objectives are measurable, ambitious, and attainable and are based on past performance for our student demographic. The table below lists the project’s five-year

measurable objectives, tasks and methods that will be used to achieve the objectives. The table also indicates how the proposed objectives are tied with NC’s Strategic Plan goals and tasks.

Five Year Objectives in Relation to NC’s Strategic Plan 5-Year Measurable Objectives Tasks, Strategies and Methods Related to SP Goals

Objective 1: By the end of year 5 (9/2020), the percentage of Hispanic cohort students who

begin in basic skills English and successfully complete transfer-level English will be 37% or higher (baseline 26.8%). Goal: Improve basic skills completion in English for Hispanic students

• Identify English faculty to develop and pilot Accelerated Placement Program (APP) during winter session (alternative placement in English for non-eligible Summer Advantage Program participants).

• Enhance accelerated ENG 80 course (Preparatory Composition) and increase offerings for nontraditional students.

• Develop on-line student educational support modules for ENG 80.

• Improve advisement for placement in ENG 80

• Provide critical academic support services for students enrolled in ENG 80 (tutoring and Classroom Assisted Tutors (CATs). A. Increase the percentage of students who complete basic skills pipeline

begin in basic skills Math and successfully complete transfer-level Math will be 27% or higher (baseline 16.8%). Goal: Improve basic skills completion in Math for Hispanic students

• Identify math faculty to develop and pilot Accelerated Placement Program (APP) during winter session (alternative placement in math for non-eligible Summer Advantage Program participants).

• Develop alternative placement for MAT 52 (Elementary Algebra) by developing on-line MAT 90 a-f 1unit

courses. A. Increase the percentage of students who complete basic skills pipeline

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• Enhance accelerated MAT 65 course (Arithmetic & Pre-Algebra) and increase offerings for nontraditional students.

• Develop on-line student educational support modules for accelerated MAT 65.

Objective 3: By the end of year 5 (9/2020), success rates of Hispanic cohort students enrolled

in accelerated ENG 80 will be at 75% (baseline 62.8%) and accelerated MAT 65 will be at 80% (baseline 69.2%). Goal: Improve Hispanic student success rates in accelerated courses.

• Hire LRC Director to serve as the liaison between academic departments and student services

• Hire a Tutorial Services Clerk to extend operating hours. • Expand tutorial services operation

• Identify educational organization to provide tutor training/certification.

• Provide critical academic support services for regular, online & hybrid accelerated courses through tutoring and Classroom Assisted Tutors (CATs).

• Work with Counseling Department to Improve advisement for placement in ENG 80 & MAT 65

B. Improve persistence rates by 5% over 5 years C. Increase course completion rate. G. Increase student satisfaction with for student support services

Objective 4: By the end of year 5 (9/2020), success rates of Hispanic cohort students

enrolled in targeted transfer level courses will be at 75% or higher (baseline 64.4%).

Goal: Improve course success rates for Hispanic students in transfer-level courses.

• Hire a part-time Supplemental Instruction Coordinator to pilot online Supplemental Instruction for transfer level courses with the lowest success rates.

• Hire an On-line Education Development Specialist to develop computer proficiency modules to support students enrolled in hybrid and on-line courses • Provide critical academic support services for

transfer-level courses (tutoring and CATs)

• Develop computer modules for transfer readiness/career exploration. C. Increase course completion rate. D. Improve transfer preparedness (60 units with 2.0 or higher)

Objective 5: By the end of year 5 (9/2020), the fall-to-fall persistence rates of Hispanic cohort

students will be at 60% (baseline 46.8%).

Goal: Increase Hispanic student engagement and persistence rates.

• Develop Norco College specific on-line computer modules to increase student success (i.e. college resources, academic programs, educational plans, transfer requirements, technology tools)

• Identify educational organization to provide ready-made, on-line student success modules (i.e. time management, studying skills, stress management, financial literacy, career exploration).

• Provide training for faculty, staff and administrators on

B. Improve persistence rates by 5% over 5 years F. Increase student engagement

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non-cognitive skills.

• Offer training to faculty, staff, administrators on helping students to develop non-cognitive skills

• Develop and offer non-cognitive skills development workshops for students.

H. Increase students’ awareness of college resources dedicated to student success

complete transfer requirements in four years and enroll in 4-year institutions will be at 35% (baseline 26.2%). Goal: Increase transfer rate for Hispanic students

• Develop computer modules for transfer readiness • Supplemental Instruction

• One-on-tutoring and CATs

• Training for students to develop non-cognitive skills

D. Improve transfer preparedness (60 units with 2.0 or higher) E. Improve transfer rate by 10% over 5 years. Institutionalizing of practices and improvements

Norco College (NC) is committed to institutionalizing successful practices and

improvements developed under this project. The overarching goal of NC’s Title V project is to increase student success by developing curriculum design models that accelerate completion of basic skills courses, and to enhance academic support services. The proposed project has been designed with sustainability in the forefront of all planning activities. To achieve sustainability, NC will make financial commitments to supplement Title V funds during and after the grant period. When applicable, NC will also leverage Student Equity and Student Support Services Plan funds to support Title V grant activities.

The project objectives call for shortening the pathway to completion of basic skills

English and math courses by developing alternative placement practices and enhancing academic support services for students. Title V funds will be used to increase tutorial services, provide training and certification for tutors and supplemental instruction leaders to support students who

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participate in alternative placement activities, accelerated courses and transferrable courses with the lowest success rates. Funding levels for tutoring and supplemental instruction will be

sustained after the grant with savings resulting from a decrease in the number of basic skills courses needed each term.

Much of the Title V funds will be also used to hire personnel to improve and increase services provided by the Learning Resource Center (LRC). As was previously indicated, the LRC has never had a director to lead the development and the improvement of academic services and to serve as a liaison between academic and student services departments. NC is committed to institutionalizing the LRC Director position starting with a 25% commitment in year four, 50% commitment in year five, and 100% institutionalization when the grant ends. The Tutorial Services Clerk will work evenings and weekends to extend the center’s operating hours as well as help manage the increased tutorial staff and activities. The Online Educational Development Specialist will help faculty develop on-line content as well as provide support to students enrolled in hybrid and on-line courses. To sustain high quality LRC services and extend

operating hours, NC will also institutionalize the Tutorial Services Clerk at the end of the grant. The district will continue providing the services provided by the Online Educational

Development Specialist after the grant ends. The SI Coordinator will work with faculty to identify, hire, train, and place SI Leaders in transfer level courses. The Coordinator, the SI Leaders and additional tutors hired under this grant will be institutionalized at the end of the funding period.

For activities to be sustained and for positions to be institutionalized, the college has two options for funding. First, the project activities call for improved placement practices and

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basic skills sections needed each semester, which translates into direct savings in instructional FTEs (Full Time Enrollments). For example, a 10% reduction in basic skills sections equates to a release of six full-time faculty, a realized savings of approximately $564,603 ($94,100 per faculty). These savings can be used to increase the number of accelerated English and math sections offered each term and to pay faculty stipends to increase the number of students served by the Accelerated Placement Program (APP). Savings can also be used to sustain the LRC tutorial services and supplemental instruction.

The second is to increase NC’s state FTE reimbursement and tuition collection through increased enrollment and retention. The college expects increases in enrollment as a result of improved placement practices, accelerated courses, and an increase in retention through enhancement of academic support services. Increases in enrollment equates to the college collecting $1,380 per full time student each year. Increases in retention equates to the state reimbursing the college $6,557 per student. A simple increase in 40 FTEs per year equates to an additional $317,480 in tuition collection and state funding, which can be used to permanently institutionalize the LRC Director and other personnel after the grant ends.

College leaders have analyzed each of the positions and the services necessary for

institutionalizing practices and improvements post-grant and are summarized in the table below.

Post-grant Institutionalization of Personnel and Activities Personnel to be Retained Post-Grant End of Grant Annual Costs (Salary & Benefits) Funding Source

Learning Resource Center Director (100%)

$103,777 These full-time and part-time positions will be institutionalized with general funds realized from increases in annual FTEs and tuition revenues.

Tutorial Services Clerk

(100%) $105,029 Supplemental Instruction Coordinator (19 hrs.) $40,917 S.I. Leaders $37,000

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Tutors $65,000 On-line Education

Development Specialist (50%)

$105,482 The RCCD Office of Distance Education will support faculty beyond the grant to

maintain and revise on-line modules developed by the specialist.

Activity End of Grant Annual Costs

Funding Source

Advanced Placement Program

$15,000 The Math and English instructional budgets will be augmented to compensate faculty involved in the APP.

Annual Fee for access to on-line Student Success Workshops and software programs.

$15,000 Annual fee will be covered with general funds realized from increases in FTEs and tuition increases.

Norco College Five-Year Plan for Improving Services to Hispanic and Low-income Students A five-year Activity Overview is presented below to indicated planned goals for improving services to Hispanic and low-income students at Norco College.

Title V

Five-year Institutional Goals

HSI Five-year Plan Goals

1. Improve basic skills completion in English and Math by developing innovate curriculum design models focused on accelerating time to completion.

1a. Develop and offer curriculum design models focused on accelerating time to completion of basic skills English and Math. 1b. Increase the number of Hispanic and low-income non-traditional students who

participate in curriculum design models focused on accelerated time to completion. 1c. Improve placement of Hispanic and low-income students to increase the matriculation rate from basic skills to college-level Math & English courses.

2. Improve course completion and student success in accelerated courses by increasing critical academic support services.

2a. Increase tutorial resources to better support Hispanic and low-income students increase course completion rates.

2b. Increase the number of Hispanic and low-income students who successfully complete accelerated courses (MAT 65 & ENG 80). 2c. Develop and offer on-line student success and computer proficiency modules and make them accessible to non-traditional Hispanic and low-income students.

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3. Improve student satisfaction and importance ratings for student support services by enhancing the Learning Resource Center staffing and resources.

3a. Improve critical academic resources for Hispanic and low-income students by increasing operating hours, staffing and tutorial services offered by the Learning Resource Center.

3b. Increase the number of Hispanic and low-income students who participate in student success workshops by making them available online.

4. Improve course completion and success in transfer-level courses by providing critical academic support.

4a. Increase the number of Hispanic and low-income students who enroll and successfully complete gateway transfer level courses. 4b. Identify transfer level courses with the lowest success rates and offer supplemental instruction to improve success rates of Hispanic and low-income students. 5. Increase engagement with students by

providing professional development for faculty, staff and administrators in the area of student non-cognitive traits associated with increased persistence and success.

5a. Provide professional development and training opportunities for faculty, staff and administrators about non-cognitive skills necessary for nontraditional and/or disadvantaged students to succeed. 5b. Develop and offer workshops and/or in-class assignments for nontraditional and disadvantaged students to develop non-cognitive skills to increase student success. 6. Improve graduation and transfer rates by

providing critical academic support services and student success workshops.

6a. Increase availability of supplemental instruction to Hispanic and low-income students enrolled in transferrable courses 6b. Develop and offer transfer preparedness workshops and make them available on-line for Hispanic and low-income students.

Objectives for the activity reflect strategies that address identified institutional needs and significant challenges. Project goals, objectives, and outcomes are clear, realistic, specified, and measurable, and are designed to be achieved by the end of the grant period (September 30, 2020). Annual percentage “indicators” have been set for the five-year period and are reflected in the table below. Developmental activities have been outlined and support the objectives. All

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objectives and activities are measurable and realistic, ensuring the institution reaches its long-term objectives and overall project goals.

Activity Objectives

Activity Objectives Relation to CDP, Title

V Goals and Problems Objective 1: By the end of year 5 (9/2020), the percentage of

Hispanic cohort students who begin in basic skills English and successfully complete transfer-level English will be 37% or higher (baseline 26.8%).

Fall 2016 (28%), Fall 2017 (30%), Fall 2018 (32%), Fall 2019 (34%), Fall 2020 (37%).

Institutional Goals: A HSI Goals: 1a, 1b, 1c Institutional Problems: 1,2

Objective 2: By the end of year 5 (9/2020), the percentage of Hispanic cohort students who begin in basic skills Math and successfully complete transfer-level Math will be 27% or higher (baseline 16.8%).

Institutional Goals: A HSI Goals: 1a, 1b, 1c Institutional Problems: 1, 2

Objective 3a: By the end of year 5 (9/2020), success rates of Hispanic cohort students enrolled in accelerated ENG 80 will be at 75% or higher (baseline 62.8%)

3b. By the end of year 5 (9/2020), success rates of Hispanic cohort

students enrolled in accelerated MAT 65 will be at 80% or higher (baseline 69.2%).

Institutional Goals B, C, G

HSI Goals: 2a, 2b, 2c, 3a, 3b

Institutional Problems: 2

Objective 4: By the end of year 5 (9/2020), success rates of Hispanic cohort students in transfer level courses will at 75% or higher (baseline 64.4%).

Institutional Goals C, D

HSI Goals: 4a, 4b Institutional Problems: 4, 6, 7

Objective 5: By the end of year 5 (9/2020), the fall-to-fall persistence rates of Hispanic cohort students will be at 60% or higher (baseline 46.8%).

Fall 2016 (50%), Fall 2017 (52%), Fall 2018 (54%), Fall 2019 (56%), Fall 2020 (60%).

Institutional Goals B, F, H

HSI Goals: 3a, 5a, 5b Institutional Problems: 3, 6, 7

Objective 6: By the end of year 5 (9/2020), the percentage of Hispanic cohort students who complete transfer requirements in four years and enroll in 4-year institutions will be at 35% (baseline

26.2%).

Fall 2016 (n/a), Fall 2017 (n/a), Fall 2018 (n/a), Fall 2019 (30%), Fall 2020 (35%).

Institutional Goals D,E

HSI Goals: 6a, 6b Institutional Problems: 6, 7

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Accelerated Pathways to Graduation and Transfer is focused on increasing the number and proportion of academically underprepared Hispanic, underrepresented, and low-income students who persist and reach transfer preparedness. To achieve this goal, NC proposes to develop and pilot activities that are conceptually grounded in the Gates Foundation’s “Completion by Design” research. Completion by Design (CBD) views disadvantaged,

academically underprepared students holistically. CBD boosts completion rates for most students by focusing on systemic changes in policies, programs, and practices that strengthen pathways to completion for students. CBD elevates an institution’s completion movement in two ways. First, it addresses the full continuum of the student experience from start to finish. Second, it advocates for institutions to integrate research and lessons from prior reforms and demonstration projects into institutional practices by improving organizational and administrative processes. The research behind CBD indicates that community college students lose momentum at four crucial points: (1) college entry; (2) academic catch-up; (3) program of study; and (4) transition.

Students who are guided through each of the four points are more likely to succeed academically and graduate or transfer. The four components of this proposal and the five-year objectives are aligned with the CBD’s four points.

Component 1: Accelerating Time to Completion. The first component is focused on

accelerating time to completion for students, especially those who test into lower-level pre-collegiate courses. This component meets CDB points (1) college entry, and (2) academic catch-up.

Develop and pilot Accelerated Placement Program (APP). To help students who are placed into developmental courses improve their placement in English and math, the college will

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develop a modified version of their highly successful Summer Advantage (SA) program. SA is currently only offered to recent area high school graduates on weekdays during normal college operating hours. This means at least 71% of NC’s students do not have the opportunity to take part in this beneficial program. Data shows that a total of 69% of participants who completed the program improved their math placement by at least one level and 82% improved by at least one level in English.

In order to expand the program’s reach, NC will develop and pilot an “Accelerated Placement Program” (APP) during winter intersession (between December and February). APP will be offered during evening and weekend hours, opening the doors for non-traditional, working students to reap the same benefits as more traditional students, assisting them to

accelerate quickly through developmental courses. Lessons learned from this pilot program will be used to develop a comprehensive program that will serve more students. Each year the program will be evaluated and redesigned as needed, based on feedback and data outcomes.

Develop online student educational support modules, and improve advisement for placement, in accelerated courses English 80 and Math 65. Expanding our reach to students, NC will develop online student educational support modules for two accelerated courses, English 80, and Math 65. English 80 (pre-collegiate) will be a 6-unit course students can take for

accelerated preparation for English Composition (college level). Math 65 (pre-collegiate) will be a 5-unit course that offers students accelerated preparation for Math 52 (one level below college level algebra). These courses will allow students to bypass two levels of basic skills in English or math. Recent data indicates that students in an open-entry, accelerated, one-semester course in developmental English were more likely to complete the class and go on to earn higher grades in college-level English (Office of Institutional Effectiveness). To assist students with these

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courses, NC is designing online support modules, which will offer all students 24/7 access to tutoring and academic support, assisting with their success in both accelerated courses.

NC faculty will also develop online versions of Math 90a, 90b, 90c, 90d and 90f. These will be one unit courses available to NC students in the classroom or online. Students may complete these courses at their own pace to qualify for Math 52. Developing these courses and making them available online will improve access for non-traditional Hispanic and low-income students to accelerate their completion of the math basic skills sequence.

Component 2: Increasing Access to critical support services to increase persistence. The second component is focused on increasing access to critical support services, including advising, tutoring, and assistance with coursework, especially for students who are taking pre-collegiate courses. This component meets CDB points (2) academic catch-up, (3) program of study; and (4) transition.

Provide critical academic support services for regular, online & hybrid courses through Classroom Assisted Tutors. Studies indicate that students participating in

Supplemental Instruction (SI) earn higher grades than their peers who did not participate5. The goals of SI include: improved student grades in targeted courses; reduction of attrition rate within those courses; and, an increase in the graduation rates of students6. However, traditional SI usually takes place outside of the classroom, affecting students’ ability to get an immediate response to any questions they have regarding the material. In order to close the lag between classroom learning and SI assistance, NC will utilize Classroom Assisted Tutoring (CATs), which places tutors inside of the classroom, enabling students to get immediate assistance.

5_{Pascarella, Ernest T., and Patrick T. Terenzini. "How College Affects Students: A Third Decade}

Of Research (Jossey-Bass Higher & Adult Education) Author: Ernest T. Pas." (2005): 848.

6

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Utilizing CATs appears to lead to greater retention of students, assists students in developing study skills, and promotes higher-order thinking skills, which are necessary to perform well in college

Develop computer proficiency modules for students. Many of NC’s students come from disadvantaged backgrounds, and have very little computer experience. This is evident in data that shows that the majority of NC students perform very poorly in online courses. The average 2014 success rate of on-line students was 53% compared to 64% for traditional courses. Based on these data, NC will develop computer proficiency modules to assist students with building these necessary skills. This will help students perform better in the classroom and prepare them to enter the workforce or continue their education at a four-year university.

Provide and develop computer modules for college success skills workshop series. Many students who come to NC are unprepared for the rigors of college academics and the time commitment required to be successful. Currently, students have the option of taking in-class Guidance courses that assist them in acclimating to college, learning about NC’s resources, choosing an academic program, life planning, and the transfer process but these courses are only offered during the day. Because the majority of our students are non-traditional, NC will take components from these classes and transfer them into online modules. In addition, NC will identify an educational organization/provider that has developed o-line student success workshops on topics such as time management, studying skills, stress management, financial literacy, career selection, and other topics. NC will purchase access to these workshops and make them available to all NC students, 24/7. This will enable all students to take advantage of the material these courses provide, without having to worry about physically having to be in a class.

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Center Staffing & Resources.

The third component is focused on increasing transfer and completion rates, for all students, but especially those who are Hispanic, underserved, and/or low-income. This

component meets CDB points (2) academic catch up; (3) program of study; and (4) transition. Hiring Learning Resource Center Staff. As discussed earlier, at least 71% of NC students are not 18-20 year olds coming to the college immediately after high school. This is especially true of our Hispanic students. Many work and cannot take advantage of on-campus resources that operate from 8-5. In order to better assist our students, NC will hire a full-time Learning Resource Center (LRC) Director, a full-time Tutorial Services Clerk, a half-time Online Educational Development Specialist, a part-time Supplemental Instruction (SI) Coordinator, SI Leaders, and tutors for one-on-one tutoring and in Class Assisted Tutoring (CATs). The LCR Director will lead the coordination of services between academic departments and the student services division. The Online Educational Development Specialist will help faculty develop line content and help students develop the necessary skills to succeed in on-line courses. The Tutorial Services Clerk will help manage the tutorial services operation and help extend the LCR hours into the evenings and on weekends. Extending the hours of operation will allow students to get the services they desperately need at a time that is convenient for them, increasing transfer and completion rates.

Develop computer modules for transfer readiness and career exploration. Like the college success workshop series in Component 2, NC will also be developing online computer modules for transfer readiness, career exploration, or employment. The transfer readiness workshops will help students select their program of study and the transition from community college to a four-year institution. For students who earn a degree and are ready to enter the

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workplace, modules will be developed to prepare them for finding employment.

Component 4: Increasing persistence rate by providing professional development for faculty, staff, and administrators on helping students develop non-cognitive skills associated with increased persistence and success.

The fourth component is focused on helping students develop non-cognitive skills that are predictors of college success and persistence regardless of their level of preparation for college. This component meets all of CDB’s four points (1) entry; (2) academic catch up; (3) program of study; and (4) transition because non-cognitive skills are necessary at every step of the way until a student transfers or graduates.

Research indicates that well-developed non-cognitive skills are necessary predictors of college success and persistence. Development of non-cognitive factors strongly influence students’ college success, careers and life skills (Farrington et. al., 2012; National Research Council, 2012; Sedlacek, 2004; Snyder, 2008 and Hewlett Foundation, 2011). Sedlacek and other researchers have determined non-cognitive factors, like behaviors and attitudes, are more closely linked to postsecondary outcomes for disadvantaged and non-traditional students. Non-cognitive factors encompass a broad range of behaviors, strategies and attitudes including:

Examples of Non-cognitive Factors Influencing Postsecondary Success Academic Behaviors Academic Mindset Approaches Toward

Learning  Attendance  Homework completion  Time Management  Successfully negotiating the system  Hopefulness  Positive self-concept  Realistic self-appraisal  Belonging to academic community  Goal-setting  Problem-solving  Curiosity  Study skills  Self-regulated learning Assessing students’ non-cognitive factors presents challenges to faculty, staff and administrators at NC. Because non-cognitive indicators are based on students’ perceptions, attitudes and

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behaviors, traditional measures of academic ability, such as the Accuplacer, do little to assist in this area of assessment. Students with well-developed non-cognitive skills are more likely to persevere and succeed in their academic pursuits than those who have limited self-awareness. Yet, NC has no systematic means for measuring non-cognitive success indicators of its student population. Therefore it is essential for faculty, staff, and administrators to participate in professional development to learn how to help students develop positive academic behaviors, positive mindsets and effective approaches toward learning with behaviors associated with those indicators. Title V grant funds will be used for faculty to be trained in this field and become trainers for other faculty, staff and administrators, as well as develop activities for students to develop these skills in class and outside of class.

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Norco College Title V Activities Timetable

Year 1: 2015-2016

OCT NOV DEC JAN FEB MAR APR MAY JUN JUL AUG SEP

Fall 2015 Intersession Spring 2016 Intersession F 2016

Campus-wide APP dissemination campaign

Recruit & hire Tutorial Service Clerk (100% time), Supplemental Instruction Coordinator (50% time), and Online Education Development Specialist

(50% time)

Examine learning center models & best practices Learning Center Director begins

Develop student online success modules (1-2 per year)

Develop FLEX presentations – Effective Uses of Technology in the Classroom

Hire/train part-time tutors for fall Develop/adopt tutor and SI training program

Select two non-STEM gateway transfer courses & develop SI curriculum F L E X Launch new SI Courses fall 2016 Campus-wide dissemination campaign

Hire/train SI leaders fall 2016

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Year 2: 2016-2017

Accelerated Placement Program (APP)

Pilot APP

Accelerated English & Math Remediation – ENG 80, MAT 65 & MAT 90 A-F

Continued curriculum development

21st Century Learning Center Learning Center Activities Pilot tutor & SI training program

Evaluate/revise online success modules Pilot online success modules

Faculty Activities

Select gateway transfer courses & develop SI curriculum for launch fall 2017 Fall 2017 SI Evaluate & revise APP

Launch ENG 80 _{Evaluate & revise} curriculum/course delivery

Evaluate & revise tutor & SI training program

Launch fall 2016 SI Evaluate & revise fall 2016 SI courses

F L E X F L E X

Indiv. Training Indiv. training – Classroom Tech

Indiv. training

Develop 1-2 new online success modules Pilot new

Campus-wide dissemination campaign for alternative self-placement in ENG & MAT Faculty guided placement in ENG & MAT cohort 1

Launch MAT 65 & 90 A-F

Institutionalize fall 2016 SI courses Evaluate success & completion cohort 1

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Year 3: 2017-2018

Pilot rev. APP

21st Century Learning Center Learning Center Activities Pilot tutor & SI training program

Evaluate/revise online success modules Pilot new online success modules

Evaluate & revise tutor & SI training program

F L E X F L E X

Indiv. training

Institutionalize fall 2017 SI courses Evaluate success & completion cohort 2

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Year 4: 2018-2019

Pilot rev. APP

21st Century Learning Center Learning Center Activities

Institutionalize tutor & SI training program

F L E X F L E X

Indiv. training

Institutionalize fall 2019 SI courses Evaluate success & completion cohort 3 Develop campus/district APP Best Practices

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Year 5: 2019-2020

Accelerated English & Math Remediation – ENG 80, MAT 65 & MAT 90 A-F Institutionalize accelerated ENG & MAT courses & disseminate results

APP efficacy report

Institutionalize & disseminate results

21st Century Learning Center Learning Center Activities

Launch fall 2020 SI Evaluate & revise fall 2020 SI courses F

L E X Indiv. Training

Indiv. training – Classroom Tech Indiv.

training Institutionalize all online success modules

Institutionalize all SI courses (8 total) F

L E X

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Quality of Key Personnel will be assured through the Riverside Community College District and NC standard hiring practices, in compliance with GEPA and federal and state laws. After careful consideration of the Activity Objectives, the time commitment determined by NC for key personnel is realistic to accomplish the goals and objectives of this project.

PROJECT DIRECTOR (50%,12 MONTHS,YEARS 1-5)

Qualifications and Experience

Gustavo Oceguera, Proposed Project Director

Education:

Ed. D., Higher Education Administration, University of Southern California (2014) M.A., Management and Leadership, University of Redlands (2004)

Bachelor of Architecture, California State Polytechnic University, Pomona (1993)

Related Experience:

• Associate Dean, Grants & College Support Programs- Norco College- 2011 to present • Trio Director, Norco College, 2006-2011

• Over 12 years of experience managing and directing grants at the University of California, Riverside (1993-2006).

• 8 Years of Grant Management Experience in the community college system. Including Title V and Title IV (Student Support Services, Upward Bound, Educational Talent Search).

• Bi-lingual in English and Spanish

As Project Director (50%, 12 months, Years 1-5), responsible for project, budget, and personnel management and evaluation, we propose Dr. Gustavo Oceguera, whose experience directing individual and cooperative Title V projects at NC has prepared him for these

management responsibilities. With an Ed.D. in Higher Education Administration, experience with program/curriculum development, serving as Director of several ED TRiO programs, and nine years of experience at NC, Dr. Oceguera exceeds position qualifications.

LEARNING RESOURCE CENTER DIRECTOR (100%,12 MONTHS,YEARS 1-5)

Dr. Sheryl L. Tschetter, Proposed LRC Director

Education:

Ed.D., Community College Leadership, University of Southern California M.A., Composition, California State University, San Bernardino

Bachelor of Arts, English, University of California, Riverside

Key Personnel

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Related Experience:

• Professor of English (2012-present)

• Associate Professor of English (2004-2012) • Assistant Professor, English (2000-2004) • Writing Lab Coordinator (2001-2005)

• Assistant Professor, English Instructor, Puente (2000-2003)

The Learning Resource Center Director (100%, 12 Months, Years 1-5) is responsible for ensuring day-to-day quality operation of the Norco College Learning Resource Center, we propose Dr. Sheryl Tschetter, whose experience in teaching and leadership has prepared her for these management responsibilities. Dr. Tschetter is a highly respected, tenured faculty member who is involved in efforts to improve services provided by the LRC. She will serve as the liaison between instructional faculty and the center. She will also be responsible for oversight of tutorial services, instructional media lab, the writing lab and supervision of LRC staff.

TUTORIAL SERVICES CLERK (12 MONTHS,100%,YEARS 1-5)

• Graduation from high school or GED equivalent is required.

• College course work in Computer Information Systems is preferred.

• Two years of closely related experience in Computer Information Systems is required.

• Experience dealing with the operation of an instructional laboratory and supervisory experience are an asset.

• Knowledge of current office methods, machines and software.

The Tutorial Services Clerk (12 months, 100%, Years 1-5) creates and maintains a variety of files, types memos, maintains student and classified hourly records, inputs data, assists in assigning work and providing instruction to student and classified hourly employees; assists in payroll when requested and fills in for Tutorial Services Specialist in his/her absence.

SUPPLEMENTAL INSTRUCTION COORDINATOR (12 MONTHS,50%,YEARS 1-5)

• Associate Degree.

• Two years closely related experience in working with students in the capacity of tutorial services and/or academic support services in required.

• Knowledge of teaching and learning theories.

• Knowledge of evaluation tools