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Grants Administration

Title III
Strengthening Institutions Program

Facts about Title III

What is a Title III grant?

Title III (Strengthening Institutions Program) is a U.S. Department of Education grant available to institutions of higher education to increase their self-sufficiency by improving academic programs, institutional management, and fiscal stability.

What is the purpose of Calhoun's Title III grant?

The Title III grant will increase student success and retention through redesigning courses and building a Virtual College . The grant has two components - an Academic Component that will focus on redesigning courses to increase student success and retention, and a Services Component that will increase web-based student services.

When does the grant begin and end?

The award period begins on October 1, 2004 , and ends on September 30, 2009 .

How much money will the College receive?

Calhoun will receive $365,000/year for each of the 5 grant years.

Who is the Project Director?

Mr. Randy Cox is the Academic Component Director, and Dr. Wayne Tosh is the Services Component Director. Dr. Dena Stephenson is the overall Project Director and is responsible for overall evaluation and reporting.

Will there be other personnel hired by grant funds and/or by the College to implement Title III objectives?

Yes. There will be 3 new employees hired with grant funds: a Virtual Services Specialist, Instructional Technology Specialist, and an Administrative Assistant. The College will gradually assume the salaries of the Virtual Services Specialist and the Instructional Technology Specialist to maintain these 2 positions after the grant ends.

What are the Title III objectives?

The Title III objectives are listed below by grant year:

Year 1 Objectives:

• Increase the knowledge of faculty regarding course redesign, student assessment, and use of technology by September 30, 2005 .
• Increase the student success rate by redesigning four large enrollment general education core courses (Group I Courses) in campus-based and distance learning modes by September 30, 2005.
• Increase student services available on the web and increase student satisfaction with financial aid and registration by 10% by September 30, 2005 .

Year 2 Objectives:

• Increase the knowledge of faculty regarding course redesign, student assessment, and use of technology by September 30, 2006.
• Increase student success and student satisfaction with instructional effectiveness in redesigned Group 1 and Group II courses by September 30, 2006.
• Increase services delivered through the web and increase student satisfaction with services by September 30, 2006.

Year 3 Objectives:

• Increase the knowledge of faculty regarding course redesign and use of technology by September 30, 2007.
• Increase student success and student satisfaction with instructional effectiveness in Group I, Group II, and Group III courses by September 30, 2007.
• Increase web-based student support and year-to-year retention for AA/AS students by 10% by September 30, 2007.

Year 4 Objectives:

• Increase the percentage of AA/AS faculty applying new assessment techniques and web-based delivery techniques by September 30, 2008 to 75% of full-time and 50% of adjunct.
• Increase instructional responsiveness to student needs as documented by increased student success and increased student satisfaction with instruction by September 30, 2008.
• Increase retention to graduation for FTIC students in AA/AS degree programs by 10% by September 30, 2008.

Year 5 Objectives:

• Increase student retention to graduation within three years for AA/AS majors by 15% through institutionalization of redesign process and improved use of technology.
• Increase student satisfaction with instruction and student services as reported on the Noel Levitz SSI to exceed the 2009 SSI national comparison group by September 30, 2009.

What is meant by course redesign, and why was it chosen as a topic for Title III?

Even though the College requires a common departmental syllabus for each course containing desired outcomes, faculty are given flexibility in the delivery methods, assessment methods and assessment standards employed in teaching a course. As a result, two students taking different sections of the same course may receive radically different instruction and assessment. To assess the extent of this problem, the College analyzed both the Fall 2000 and Fall 2003 faculty grading profiles for developmental and general education courses required for most programs of study (large enrollment courses). These courses were delivered by both full-time and adjunct instructors at both campuses, day and night, and some by distance learning modes. The success percentage (grades A, B, or C) was computed for each instructor, location and course. The study also revealed that only 9% of the courses offered Fall Semester 2003 were in distance education formats or on weekends.

Which courses will be redesigned first?

Courses with highest overall enrollments will be redesigned first with additional courses added each year. The following is a list of course redesign groups for each year of the project.

Which web-based student services will be added to our current system?

— Complete and submit Application for Admission
— Review Grades
— Withdraw from Class
— Monitor Academic Progress through Degree Audit Software
— Review/Accept Financial Aid Awards
— Purchase Books
— Request Electronic Transcripts
— Communicate with Instructors

Funded by the United States Department of Education

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