strengthening and expanding stem career pathways
TRANSCRIPT
Strengthening and Expanding
STEM Career Pathways
Submitted to:
U. S. Department of Education
Office of Postsecondary Education
Developing Hispanic-Serving Institutions Program
CFDA 84.031C
Submitted by
Cumberland County College
Vineland, NJ
May 31, 2016
Cumberland County College HSI STEM Proposal Page i
HSI STEM Project Proposal: Strengthening and Expanding STEM Career Pathways
Submitted by Cumberland County College, 3322 College Drive, Vineland, NJ 08360
Contact: David A. Stump, Director of Grants, (856) 200-4574, [email protected]
ABSTRACT
Cumberland County College (CCC), located in Vineland, NJ, is a member of the New Jersey
Community College system. CCC serves a diverse county, 28.6% of which is Hispanic. The
county has a 20.1% poverty rate and an 8.1% unemployment rate. Among the county’s Hispanic
population, the poverty rate is 28.1%, and the unemployment rate is 13.5%. Hispanic students
comprise 30.7% of CCC’s student body.
Strengthening and Expanding STEM Career Pathways creates course sequences that map clear
paths and provide for continuous guidance and support for graduation and STEM career entry or
baccalaureate transfer. CCC’s goal is to increase STEM program enrollment, persistence, degree
completion, preparation for career entry, and baccalaureate transfer among Hispanic and low-
income students. Absolute Priorities 1 and 2 and Competitive Preference Priority 21 are
integrated in the project’s model of systemic reform, which includes these elements:
1. STEM Career Pathways with an embedded My Academic Plan, mapping course sequences
that build toward terminal learning objectives in 2- and 3-year major programs of study;
2. Guided development and management of: (a) individual educational plans with identified
“critical pass” courses in the pathway and (b) career plans, supported by career counseling;
3. Case management and continuous advisement, with pathway milestones and touch points
from enrollment through graduation;
4. New A.S. program in CyberSecurity and strengthened programs in Biomedical Science,
Chemistry, Computer Science, Engineering, Mathematics, and Network Management;
5. 13 redesigned foundational STEM Pathway courses;
6. Linked on-ramp STEM math co-requisite courses for developmental math completers;
7. Supplemental instruction and tutoring, delivered through a new STEM Tutoring Center;
8. Enhanced STEM laboratories and integration of technologies and modularized curricula;
9. STEM Learning Community, facilitated through linked courses and STEM-Smart seminars;
10. 2+2 STEM program articulation agreements with Wilmington and Rowan Universities, with
additional university partnerships and 2+2 articulation agreements explored;
11. Professional development for faculty and staff, to support STEM Career Pathways; and
12. Rigorous quasi-experimental design evaluation to demonstrate the new systemic reform
model.
End of project outcomes for HSI STEM participants include increased: enrollment (509 to 565);
retention rate (from 49% to 60%); 3-year graduation rate (from 15.7% to 30%); and transfer rate
to STEM bachelor’s degree programs (a 10 percentage point increase above baseline, to be
established).
1 Scrivener, S., Weiss, M. J., Ratledge, A., Rudd, T., Sommo, C., & Fresques, H. (2015). Doubling graduation rates:
Three-year effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for developmental education
students. New York: MDRC. Retrieved from www.mdrc.org/sites/default/files/doubling_graduation_rates_fr.pdf;
This study meets WWC standards without reservations: http://ies.ed.gov/ncee/wwc/quickreview.aspx?sid=20155
Cumberland County College HSI STEM Proposal Page ii
Table of Contents for Narrative
Responses to Absolute and Competitive Preference Priorities …………………..……….. 1
Absolute Priority 1—Applicants that propose student centered services, tutoring,
counseling, and student service programs designed to improve academic success,
including innovative and customized instruction courses (which may include remedial
education and English language instruction) designed to help retain students and move
the students rapidly into core courses and through program completion ………………….. 1
Absolute Priority 2—Applicants that propose 1) to increase the number of Hispanic
and other low income students attaining degrees in the fields of science, technology,
engineering, or mathematics; and 2) to develop model transfer and articulation
agreements between two-year HSIs and four-year institutions in such fields ….……….…. 1
Competitive Preference Priority 2 (Three additional points) —Applications
supported by evidence of effectiveness that meets the conditions set out in the
definition of “moderate evidence of effectiveness.” ……………………….……….….…. 1
Selection Criteria ………………………………….…………………...…………….……... 6
Introduction ………………………….……….………………………………...….….……. 6
A. QUALITY OF THE PROJECT DESIGN …………...………………………..……..…. 8
1. The extent to which the design of the proposed project is appropriate to, and will
successfully address, the needs of the target population or other identified needs ….…. 8
2. The inclusion of a thorough, high-quality review of relevant literature, a
high-quality plan for project implementation, and the use of appropriate methodological
tools to ensure successful achievement of project objectives ……………………..……. 12
3. The extent to which the proposed project is supported by strong theory ……………..... 25
4. The extent to which the proposed project represents an exceptional approach
to the priorities established for the competition ….………………………………….…. 27
B. QUALITY OF PROJECT SERVICES ….……………………………………............…. 28
1. The extent to which services to be provided by the proposed project
reflect up-to-date knowledge from research and effective practice ….……………..….. 28
2. The likely impact of the services to be provided by the proposed
project on the intended recipients of those services ….……………………….….…….. 31
C. SIGNIFICANCE ….………………………………………………………………………. 34
1. The potential contribution of the proposed project to increased knowledge or
understanding of educational problems, issues, or effective strategies ….…….........…. 34
2. The likelihood that the proposed project will result in system change or improvement
….……………………………………………………………….…....…………………. 35
D. QUALITY OF THE MANAGEMENT PLAN ….…………………………………....…. 37
Cumberland County College HSI STEM Proposal Page iii
1. The adequacy of the management plan to achieve the objectives of the
proposed project on time and within budget, including clearly defined
responsibilities, timelines, and milestones for accomplishing project tasks ………..…. 37
2. The extent to which the time commitments of the project director and principal
investigator and other key personnel are appropriate and adequate to meet the objectives
of the proposed project ….………………………………………….……………..……. 41
E. QUALITY OF THE EVALUATION PLAN ….……………………………………....…..43
1. The extent to which the goals, objectives, and outcomes to be achieved by
the proposed project are specified and measurable ….…………………………...….….43
2. The extent to which the methods of evaluation are thorough, feasible,
and appropriate to the goals, objectives, and outcomes of the proposed project ..……...47
3. The extent to which the methods of evaluation will, if well implemented,
produce evidence about the project’s effectiveness that would meet the
What Works Clearinghouse (WWC) Evidence Standards with reservations ...….......…. 48
APPENDICES (Not included in this Distribution Copy)
Appendix A: Student Enrollment Data
Appendix B: Letters of Support from Cumberland County High Schools
Appendix C: Timeline of Touch Points
Appendix D: Qualification of CCC’s HSI STEM Quasi-Experimental Study as Meeting
“WWC Evidence Standards with Reservations”
Appendix E: Résumé of Ms. Carole Grusemeyer, Project Director
Appendix F: HSI STEM Impact Study: Interventions and Demographic Variables
(Independent Variables) and Student-Level Outcomes (Dependent Variables)
BUDGET NARRATIVE
Cumberland County College HSI STEM Proposal Page 1
Responses to Absolute and Competitive Preference Priorities
Absolute Priority 1—Applicants that propose student centered services, tutoring, counseling,
and student service programs designed to improve academic success, including innovative and
customized instruction courses (which may include remedial education and English language
instruction) designed to help retain students and move the students rapidly into core courses and
through program completion.
Absolute Priority 2—Applicants that propose 1) to increase the number of Hispanic and other
low income students attaining degrees in the fields of science, technology, engineering, or
mathematics; and 2) to develop model transfer and articulation agreements between two-year
HSIs and four-year institutions in such fields.
Pages 6-55 address Absolute Priorities 1 and 2.
Competitive Preference Priority 2 (Three additional points) —Applications supported by
evidence of effectiveness that meets the conditions set out in the definition of “moderate
evidence of effectiveness.”
Through significant research, Cumberland County College (CCC) has determined that linked
academic and wrap-around student support service interventions yield significant positive results
in increasing academic achievement and timely degree completion. Research has shown that
when bundled together, interventions such as prescriptive attendance and course sequencing
requirements, intrusive advising and career services, linked courses, learning communities,
contextualized First Year Experience programming, enhanced tutoring and supplemental
instruction opportunities, and expanded financial support services have been shown to lead to
higher levels of student success. This determination is supported by Scrivener, Weiss, Ratledge,
Rudd, Sommo, and Fresques (2015) in Doubling graduation rates: Three-year effects of CUNY’s
Accelerated Study in Associate Programs (ASAP) for developmental education students.2
The Scrivener et al. study has been reviewed by the What Works Clearinghouse (WWC) and
2 Scrivener, S., Weiss, M. J., Ratledge, A., Rudd, T., Sommo, C., & Fresques, H. (2015). Doubling graduation rates:
Three-year effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for developmental education
students. New York: MDRC. Retrieved from www.mdrc.org/sites/default/files/doubling_graduation_rates_fr.pdf
Cumberland County College HSI STEM Proposal Page 2
meets WWC evidence standards without reservations.3 Because the City University of New
York’s (CUNY’s) ASAP interventions generated statistically significant, favorable impact on
student persistence, graduation, and baccalaureate transfer rates, CCC modeled a substantial
portion of the HSI STEM interventions after those implemented at CUNY for ASAP.
Similar populations. CUNY’s target population consisted of low-income students needing
one or two developmental education courses. CCC’s Strengthening and Expanding STEM
Career Pathways target population will consist of low-income and Hispanic students, 62% of
whom require remediation in at least one subject area, demonstrating overlap with the population
that received the interventions described in the CUNY study. Therefore, it is logical to conclude
that if CUNY’s ASAP interventions are replicated for CCC’s HSI STEM project, CCC’s HSI
STEM students may potentially experience similar successful results.
Interventions. Scrivener et al.4 found that the long-term academic success of students in the
randomly assigned treatment group (i.e., ASAP program participants) increased (see Moderate
Evidence of Effectiveness section, below).5 The ASAP model was designed to address multiple
potential barriers to student success for a period of up to three years. CUNY required ASAP
students to attend college full-time and encouraged them to take developmental courses early and
to graduate within three years. The ASAP program provided comprehensive advisement from an
adviser with a small caseload, as well as enhanced career services and tutoring. Further, the
ASAP program featured linked courses and contextualized seminars. These seminars covered
topics ranging from goal-setting to study skills. The program provided tuition waivers that filled
3 http://ies.ed.gov/ncee/wwc/quickreview.aspx?sid=20155; This study meets WWC standards without reservations. 4 Scrivener, S., Weiss, M. J., Ratledge, A., Rudd, T., Sommo, C., & Fresques, H. (2015). Doubling graduation rates:
Three-year effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for developmental education
students. New York: MDRC. Retrieved from www.mdrc.org/sites/default/files/doubling_graduation_rates_fr.pdf 5 http://ies.ed.gov/ncee/wwc/quickreview.aspx?sid=20155
Cumberland County College HSI STEM Proposal Page 3
any financial gaps that existed beyond financial aid programs, free-of-charge students
MetroCards for use on public transportation, and the free use of textbooks.
CUNY designed wrap-around services that would address multiple student success barriers
over a three year period. The selected wrap-around services were based on research identifying
them as key factors leading to student success. Part of ASAP’s success is grounded in the fact
that the program lasts a full three years and addresses multiple barriers to completion. Most
postsecondary interventions tend to be significantly shorter and designed only to address a small
number of barriers and, as a result, typically produce only modest or short-term effects.6
CCC’s HSI STEM project is designed to increase STEM program enrollment, persistence,
degree completion, preparation for career entry, and baccalaureate transfer among Hispanic and
low-income students by implementing similar interventions to those in the ASAP initiative. CCC
posits that its outcomes will be similar to those achieved by CUNY. As described in this
proposal, CCC will require students to be enrolled full-time, will consistently encourage students
to take needed developmental education courses early in their college careers, and will strongly
encourage students to graduate within three years of starting college. The CCC program will
include wrap-around support services in advising, career services, tutoring, group supplementary
instruction, specially linked courses and contextualized seminars, and the free use of textbooks.
Table 1 lists: (a) CUNY’s ASAP interventions; (b) outcomes of CUNY’s ASAP group; and (c)
targets for CCC’s HSI STEM participants, which align with the CUNY ASAP outcomes.
6 Ibid.
Cumberland County College HSI STEM Proposal Page 4
Table 1—Alignment of CCC’S HSI STEM Interventions and Targets
to CUNY’s ASAP Interventions and Outcomes
Intervention
Cohort Outcomes:
CUNY’s Accelerated Study in
Associate Programs
HSI STEM Cohort Targets:
CCC’s Strengthening and Expanding STEM Career
Pathways HSI STEM Project
Intervention Category #1: Requirements and Messages
Full-time
Enrollment Required.
Required for participation in the HSI STEM cohort. Students
must select from 2- or 3-year guided academic STEM
Pathways. (Supported by Task 2.1; secondarily by 3.4 & 5.1.)
Taking
Developmen-
tal Courses
Early
“Encouraged consistently and
strongly.”
Encouraged consistently and strongly, through integration of
developmental courses during the first year of the 3-year
STEM Pathways. (Supported by Task 2.1; secondarily by 3.1,
3.2, 3.4, 3.5, 3.6, 4.2, & 5.1.)
Graduating
within Three
Years
“Encouraged consistently and
strongly.”
Encouraged consistently and strongly, through 2- and 3-year
guided academic pathways for STEM majors. (Supported by
Task 2.1; secondarily by all other tasks in the project.)
Intervention Category #2: Student Services
Advising
“(a) Student-to-advisor ratio
between 60:1 and 80:1; (b) 95%
of students met with an advisor
during their first year; (c)
Students met with an advisor an
average of 38 times in that
period.”
(a) For STEM advisors, the student-to-advisor ratio will be
80:1; (b) 95% of students in the HSI STEM cohort will meet
with an advisor or Pathways academic coach during first year;
and (c) Of the HSI STEM students who meet with an advisor
or academic coach during the first year, they will meet an
average of 16 times7 during their first year. (Supported by
Tasks 1.2, 2.1, & 3.4; secondarily by 4.2, 4.4, & 5.1.)
Career
Services
“(a) 80% of students met with
career and employment services
staff during first year; (b)
Students met with such staff an
average of 9 times in that
period.”
(a) 90% of students in the HSI STEM cohort will meet with a
career counselor during first year; (b) Students will meet with
career counselors an average of 9 times during their first year.
(Supported by Tasks 1.3; 3.3, & 3.4; secondarily by 1.1, 4.2,
4.3, 4.4, & 5.1.)
Tutoring
“(a) 74% of students received
tutoring outside of class during
first year; (b) Students met with
a tutor an average of 24 times in
that period.”
(a) 90% of students will receive tutoring outside of class
during first year; (b) Students will meet with a tutor an average
of 24 times during their first year. (Supported by Tasks 3.4 &
3.6; secondarily by 4.2 & 5.1.)
Intervention Category #3: Course Enrollment
Linked8 or
Blocked9
Courses
“(a) Available for first year; (b)
Few students took a complete
block of courses; (c) Most
students took at least 1 class
with a concentration of ASAP
students.”
(a) Available not only for the first year but available
throughout the STEM Pathway to graduation; (b) Blocked
courses will be piloted to measure their value, in terms of
student interest and outcomes; (c) 100% of HSI STEM
students will enroll in and complete a linked course.
(Supported by Task 3.5; secondarily by 2.4, 3.6, & 5.1.)
ASAP
Seminar
“Most students took an ASAP
seminar for 3 semesters.”
60% of students will complete at least 2 STEM-Smart
workshops, beyond the STEM-contextualized FYS course,
during their first 3 semesters of enrollment. (Supported by
7 CUNY required program participants to meet on a semi-monthly basis with advisors (i.e., a target of 16 times per
year). The actual outcome was an average of 38 advisor meetings per year, more than doubling the target, which
perhaps may be explained by students stopping by advisors’ offices to retrieve free MetroCards. Because free
MetroCards will not be included in CCC’s HSI STEM project, CCC has established a target of 16 advisor meetings
per year to match CUNY’s initial target. 8 Linked courses are those that are “linked to the program,” with class sections designated for program participants,
per the CUNY model study. The purpose is to provide opportunities for participants to bond and share support. 9 Blocked courses consist of two linked courses offered during back-to-back class periods, per the CUNY study.
Cumberland County College HSI STEM Proposal Page 5
Tasks 3.1 & 3.2; secondarily by 3.4, 4.2, & 5.1.)
Intervention Category #4: Financial Supports
Tuition
Waiver
“3-11 percent of students
received waiver, depending on
semester.” These interventions will not be initiated at CCC as part of the
Strengthening and Expanding STEM Career Pathways because
the associated expenditures may not be allowable for HSI
STEM funding, and institutional funding is not available. Free
MetroCards
“Most students received free
MetroCards for use on public
transportation, contingent on
participation in the program.”
Free Use of
Textbooks
“Most or all students received
textbooks.”
CCC’s textbook loan program has been expanded to include
textbooks for STEM courses. (Supported by Tasks 3.8;
secondarily by 4.2 & 5.1.)
Adapted from p. ES-4.10 Source: MDRC field research data and MDRC student survey.
Moderate Evidence of Effectiveness. A randomly controlled trial was used to evaluate the
effects of ASAP interventions on students’ academic outcomes over a three-year period,
compared to the outcomes of a control group, whose support services consisted of those typical
at CUNY, without access to ASAP interventions. Eligible students who agreed to participate in
the study were randomly assigned to either the ASAP program group or the control group.
The ASAP program demonstrated a statistically significant, positive impact on college-
level credit accumulation over the three years of the study, with ASAP students accumulating an
average of 43 college-level credits, compared to 35 credits for comparison group students. A
significantly higher proportion of ASAP students completed remediation over the course of the
study (75% for ASAP students versus 57% for comparison students). ASAP students were
significantly more likely to attain a degree from any college (40% versus 22%) or transfer to a
four-year college (25% versus 17%) during the three-year study period. CUNY’s ASAP program
is a comprehensive, long-term initiative, designed to successfully mitigate barriers to student
10 Scrivener, S., Weiss, M. J., Ratledge, A., Rudd, T., Sommo, C., & Fresques, H. (2015). Doubling graduation
rates: Three-year effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for developmental education
students. New York: MDRC. Retrieved from www.mdrc.org/sites/default/files/doubling_graduation_rates_fr.pdf
Cumberland County College HSI STEM Proposal Page 6
success.11 The ASAP program is scalable and replicable, and serves as the centerpiece for the
Strengthening and Expanding STEM Career Pathways HSI STEM project.
Selection Criteria: Limited to 50 double-spaced pages. An additional 5 pages may be used to
address the competitive priorities. Titles, headings, footnotes, quotations, references, captions
and all text in charts, tables, figures, and graphs items may be single-spaced and use a 10-point
font. Times New Roman, 12 pt., is the recommended font.
Introduction. Cumberland County College (CCC) is a member of the
New Jersey Community College system. Since its founding in 1966, CCC
has provided quality, affordable, open admissions education for more than
73,000 students. CCC offers 73 associate degree programs, 23 academic
certificate programs, 16 career certificate programs, and five short-term
programs in career pathways aligned with the needs of local employers. The
College is accredited by the Middle States Commission on Higher
Education, and in 2011, its accreditation was reaffirmed for 10 years.
The county is one of the more sparsely populated in New Jersey. The small, northern tier
cities of Vineland, Millville, and Bridgeton contain 73% (115,042) of the county’s 157,332
residents.12 Hispanics constitute 28.6% of the county population.13 Combined with the African-
American population (21.8%), these two minorities constitute the majority (50.4%) of county
residents, placing Cumberland among the earliest “majority-minority” counties in the U.S.
The county’s overall poverty rate is 20.1%.14 However, among Hispanics, the poverty rate
11 Scrivener, S., Weiss, M. J., Ratledge, A., Rudd, T., Sommo, C., & Fresques, H. (2015). Doubling graduation
rates: Three-year effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for developmental education
students. New York: MDRC. Retrieved from www.mdrc.org/sites/default/files/doubling_graduation_rates_fr.pdf 12 U.S. Census Bureau, Population Estimates Program, 2013. 13 U.S. Census Bureau, State and County QuickFacts, 2013 population estimates. 14 U.S. Census Bureau, Small Area Income and Poverty Estimates, State and County Estimates for 2013.
http://www.census.gov/did/www/saipe/data/statecounty/data/2013.html
Cumberland County College HSI STEM Proposal Page 7
is 28.1%, and 48% of those are children from the age of birth to 17 years.15 Ninety-seven percent
(97%) of CCC’s Hispanic students receive Pell grants.16 Chronic poverty—along with local high
school performance and college readiness rankings that significantly lag peer schools across the
state—create conditions that adversely affect the academic preparation of many CCC students.17
Cumberland County’s unemployment rate is among the state’s highest. The financial crisis
of 2008 and recession of 2009-11 pushed the unemployment rate as high as 15% in 2010-13.18 It
receded to 8.1% by March 2016,19 but is nearly twice as high as New Jersey’s unemployment
rate (4.4%; March 2016).20 Moreover, 13.5% of the county’s Hispanic population is
unemployed.21 This rate is likely even higher among young Hispanics, as the overall 2013
unemployment for people age 16-19 and 20-24 was 36% and 26% respectively.22
Documentation of Eligibility. CCC’s enrollment and ethnicity/race statistics for the last five
years are provided in Appendix A. In Fall 2015, Hispanic students comprised 30.7% (FTE
percentage) of CCC’s student body, as reported to IPEDS, and the College met the “eligible
institution” requirements during the eligibility period for Title III and Title V, as published in the
Federal Register on November 19, 2015. In the U.S. Department of Education’s FY 2016
15 U.S. Census Bureau, 2010-14 American Communities Survey, 5-year and 3-year estimates.
http://factfinder.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_14_5YR_S1701&prodTyp
e=table;
http://factfinder.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_13_3YR_B17001I&prodT
ype=table 16 2012-14 institutional data, CCC Office of Information Technology. 17 New Jersey School Report Card data for 2013-14 for Bridgeton, Millville and Vineland high
schools, http://education.state.nj.us/directory/district.php?source=01&county=cumberland 18 U.S. Department of Labor, http://www.bls.gov/eag/eag.nj_vineland_msa.htm 19 U.S. Department of Labor, Bureau of Labor Statistics, March 2015 Economy at a Glance unemployment rate for
Vineland-Millville-Bridgeton Metropolitan Statistical Area. 20 N.J. Department of Labor and Workforce Development, March 2016. 21 U.S. Census Bureau, 2010-14 American Communities Survey 5-year estimates
http://factfinder.census.gov/faces/tableservices/jsf/pages/productview.xhtml?fpt=table 22 U.S. Census Bureau, 2013 American Community Survey 1-year estimates.
Cumberland County College HSI STEM Proposal Page 8
Eligible Hispanic Serving Institutions listing,23 Cumberland is listed on Line #375 as an HSI.
QUALITY OF THE PROJECT DESIGN
(a) Quality of the Project Design (Up to 30 points).
1. The extent to which the design of the proposed project is appropriate to, and will
successfully address, the needs of the target population or other identified needs (Up to
10 points);
Target Population. Cumberland’s HSI STEM project is designed to serve Hispanic and
low-income students who are enrolled full-time and pursuing associate degrees in the following
meta-majors: Biomedical Science, Chemistry, Computer Science, Engineering, and
Mathematics. In 2015-16, the target population was comprised of 509 Hispanic and low-income,
full-time, STEM degree-seeking students. More than 60% of students in the target population
enroll at CCC with an interest in majoring in Healthcare, within the Biomedical Science meta-
major, with plans to pursue admission to the nursing program.
Barriers. The target population, however, experiences a number of barriers to education.
Attrition among Students Not Admitted to the Nursing Program. One of CCC’s greatest
deficits in onboarding students is the inadequate process for facilitating students’ exploration and
selection of an academic major. Without a deliberate process for informing students about varied
available majors, students often select a major with which they are familiar and do not realize
that other excellent choices exist, majors which may better match students’ skills and may offer a
strong job outlook. This is the case among students who select Healthcare as their major, with
plans to pursue nursing, a program that is highly competitive and has demanding science
requirements. Currently, when students are not admitted to the nursing program, they tend to
withdraw from CCC, rather than explore other majors that may be a better fit for their skills.
23 U.S. Department of Education. (2016). FY 2016 Eligible Hispanic Serving Institutions. Retrieved from
http://www2.ed.gov/programs/hsistem/index.html.
Cumberland County College HSI STEM Proposal Page 9
Financial Barriers to a College Education for Hispanic Students. Eighty-seven percent
(87%) of CCC’s Hispanic students are first-generation college students. They and their families
do not have experience navigating the financial aid process. The County’s Hispanic population’s
poverty rate is 28.1%, eight percentage points higher than the general population,24 resulting in
immediate financial pressures related to housing, heating/utilities, child care, and transportation.
These financial pressures compete with the commitment and cost of earning a college degree.
Ninety-seven (97%) of CCC’s Hispanic students demonstrate financial need and are eligible to
receive the Pell grant. Only 7.5% are awarded academic scholarships.
High Drop-out Rate Among Hispanic Students. Forty-five percent (45%) of first-time,
full-time Hispanic students at CCC withdraw before their second year of college (see Table 2).
The County’s extreme economic challenges, high unemployment, and the 28.1% poverty rate of
Hispanic residents are barriers to retention. CCC’s Hispanic students juggle multiple part-time
jobs to support their households, which often include children. Culturally, Cumberland County’s
Hispanic population accepts economic responsibility for both nuclear and extended family, and
students often reduce their course load from full-time to part-time or withdraw from college
completely to begin additional part-time jobs to provide economic support for their families.
Inadequate Persistence to Completion among Hispanic Students. Also shown in
Table 2, 45% of first-time, full-time Hispanic students do not persist toward program
completion. Of those who returned the next fall, only 12% returned as sophomores. Low-
income, first-generation populations, including most of CCC’s Hispanic students, lag the
institution as a whole in retention, persistence, GPA, and graduation. Low-income students lag
24 U.S. Census Bureau. American Communities Survey 5-year estimates. Retrieved from
http://factfinder.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_14_5YR_S1701&prodType
=table
Cumberland County College HSI STEM Proposal Page 10
institutional two- and three-year success rates by 17 and 18 percentage points respectively.25
Table 2—Hispanic Students’ Retention and Persistence - 2013-14 Cohort
Withdrawn 2nd Year Freshman Sophomore
45% (136 of 299) 43% (127 of 299) 12% (36 of 299)
Opportunities. The HSI STEM grant presents an opportunity, through Strengthening and
Expanding STEM Career Pathways, to mitigate barriers to degree completion.
Mitigating Attrition among Students Not Admitted to the Nursing Program. CCC has the
opportunity to integrate an intrusive approach for exploring careers and academic majors in
Biomedical Science, as well as other STEM meta-majors. By focusing on the early selection of
a meta-major, rather than immediately counting on nursing, CCC has the opportunity to
architect a process for helping students assess their career interests and skills before they put all
their hope in being admitted to the nursing program, by: (a) informing students of STEM careers
and career paths that match the interests and skills they identified through career assessments;
(b) establishing a clear path to a STEM career in which the student can be successful; and (c)
based on the student’s selected career, charting a path to graduation by selecting a two- or three-
year Guided Academic Pathway. Through this process, CCC has the opportunity to connect
Hispanic and low-income students with individual career options that may be a fit for them;
instill confidence that they belong in college; and empower them to create a future for
themselves and their families through a well-defined plan and timeline for degree completion
and a clear pathway from students’ chosen academic programs to careers. Not only should this
approach improve retention, persistence, and graduation rates at CCC, but Hispanic and low-
income Cumberland County residents will have the opportunity to create a future for themselves
and their families, breaking the cycle of unemployment and poverty.
25 CCC AP&R Office, Fall 2014.
Cumberland County College HSI STEM Proposal Page 11
Mitigating: Financial Barriers, the High Drop-out Rate, and Inadequate Persistence to
Completion among Hispanic Students. Hispanic and low-income students enroll at CCC to
improve their economic situations. However, if they do not see a clear path toward graduation,
they have little confidence that their financial sacrifice to be enrolled full-time will benefit them
in the long-term, so they scale-back to part-time student status and add multiple part-time jobs
to focus on small, short-term economic gains. This choice leads to a self-fulfilling prophesy that
almost assures they will not graduate. CCC has an opportunity to intervene early and not only
provide a clear path to graduation but also to high-paying STEM careers.
Positive Regional Job Outlook for STEM Careers. A gap analysis performed by Economic
Modeling Specialists International (EMSI) demonstrates that job demand exists for STEM
careers in CCC’s regional job market.26 The gap analysis shows a positive job outlook between
2014-2024 for professionals in computer and mathematical sciences, engineering, life and
physical sciences, and healthcare practitioners, technicians, and support personnel. By targeting
Hispanic and low-income students, the project aims to support this population’s pursuit of
associate degrees, followed by either STEM career entry or STEM baccalaureate transfer, as
milestones for establishing high paying, high-demand careers in STEM and breaking the cycle of
poverty that is so prevalent in Cumberland County.
Strengthening and Expanding STEM Career Pathways. Through the HSI STEM project,
CCC has the opportunity to lead students through the development of an individualized STEM
Career Pathway and—integrated within it—a Guided Academic Pathway, outlining a prescribed
two- and three-year path to associate degree completion. The Guided Academic Pathway will
not only chart a clear path and timeline to a career but also provide continuing case management
26 Economic Modeling Specialists International. (2015, November). Economic overview and program gap analysis
for Cumberland County College.
Cumberland County College HSI STEM Proposal Page 12
support to ensure that students achieve key milestones in their STEM Career Pathways, make
progress toward degree completion at CCC, and prepare for either immediate career-track
employment or transfer to a STEM bachelor’s degree program.
(a)2. The inclusion of a thorough, high-quality review of relevant literature, a high-quality
plan for project implementation, and the use of appropriate methodological tools to
ensure successful achievement of project objectives (Up to 5 points);
By 2020, President Obama called for the U.S. to reclaim its former status as the nation with
the highest percentage of college graduates. To meet this challenge, colleges must achieve
systemic reforms to increase the proportion of college graduates by 50%—or by 8 million
people—by 2020.27 “The United States has made a significant effort and investment in STEM
education, yet the size and the composition of the STEM workforce continues to fail to meet
demand.”28 The challenge is greatest for minorities, who are underrepresented in the U.S.
population of college graduates, particularly in STEM.29 While Latinos represent 17.4% of the
U.S. population,30 they represent only 2.2% of Americans whose first degree is in the natural
sciences or engineering. This problem “stems from the underproduction of minorities in science
and engineering at every level of the pathways from elementary school to higher education and
the workplace” (p. 13). To increase representation, early pathways are needed to establish each
level of education as a milestone toward high-wage jobs in STEM careers.31 CCC has designed a
27 U.S. Department of Education. (2011). Meeting the nation’s 2020 goal: State targets for increasing the number
and percentage of college graduates with degrees. Retrieved from
http://www.whitehouse.gov/sites/default/files/completion_state_by_state.pdf 28 Wang, M. T., & Degol, J. (2013). Motivational pathways to STEM career choices: Using expectancy-value
perspective to understand individual and gender differences. Developmental Review. Retrieved from
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3843492/ 29 Olson, S., & Labov, J. B. (2012). Community colleges in the evolving STEM education landscape: Summary of a
summit. Washington, D.C.: The National Academies Press. Retrieved from http://www.nap.edu/read/13399/chapter/1 30 U.S. Census Bureau. (2014). Quick facts: United States. Retrieved from
https://www.census.gov/quickfacts/table/PST045215/00 31 Olson, S., & Labov, J. B. (2012). Community colleges in the evolving STEM education landscape: Summary of a
summit. Washington, D.C.: The National Academies Press. Retrieved from http://www.nap.edu/read/13399/chapter/1
Cumberland County College HSI STEM Proposal Page 13
reform to strengthen and expand STEM Career Pathways for Hispanic and low-income students
(i.e., the proposed project) to increase STEM program enrollment, persistence, graduation,
preparation for career entry, and baccalaureate transfer among Hispanic and low-income students
(i.e., the project goal). Drawing from the literature, the following tasks are designed to
implement this reform. The Performance Measures are provided in Table 15 on page 44.
Objective 1: To strengthen bridges from STEM associate degree completion to: (a) STEM
career entry and (b) STEM baccalaureate transfer.
Task 1.1: Develop partnerships with STEM employers and engage them in STEM
career events. Engaging and partnering with employers is a valuable strategy for helping
students build their professional networks.32, 33 CCC will develop partnerships with STEM
employers throughout the region to engage them in career events and interview opportunities.
Task 1.2: Develop partnerships with baccalaureate institutions and execute 2+2
articulation agreements for STEM programs. The supply of bachelor’s degree-prepared
students does not meet demand, and students are less likely to earn a bachelor’s degree if many
of their community college courses do not transfer.34 CCC will execute 2+2 articulation
agreements with baccalaureate institutions, for CCC graduates to enroll in STEM bachelor’s
degree programs with junior status. Transfer pathways35 will be created by executing articulation
agrees with Wilmington and Rowan Universities.
Task 1.3: Create and implement a “Bridges beyond Graduation” counseling program.
32 Baxter, A., & Waldock, J. (2012). Developing employer engagement in STEM through career mentoring.
Retrieved from http://www.raeng.org.uk/publications/other/developing-employer-engagement 33 Scrivener, S., Weiss, M. J., Ratledge, A., Rudd, T., Sommo, C., & Fresques, H. (2015). Doubling graduation
rates: Three-year effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for developmental education
students. New York: MDRC. Retrieved from www.mdrc.org/sites/default/files/doubling_graduation_rates_fr.pdf 34 Olson, S., & Labov, J. B. (2012). Community colleges in the evolving STEM education landscape: Summary of a
summit. Washington, D.C.: The National Academies Press. Retrieved from http://www.nap.edu/read/13399/chapter/1 35 The College Board. (2011). Improving student transfer from community colleges to four-year institutions: The
perspective of leaders from baccalaureate-granting institutions. Retrieved from
http://www.jkcf.org/assets/1/7/Perspective_of_Leaders_of_Four-Year_institutions.pdf
Cumberland County College HSI STEM Proposal Page 14
“As opposed to the traditional image of a pipeline leading from K-12 education through college
to graduate school and a career as a scientist or engineer, the concept of ‘pathways’ is more
appropriate for community colleges. Students can earn a variety of degrees and certificates from
community colleges and either enter the workforce or a four-year institution” (p. 37).36 A
“Bridges beyond Graduation” counseling program will prepare Hispanic and low-income
students to transition from CCC to employment or baccalaureate institutions.
Objective 2: To increase the number of STEM programs at CCC and strengthen existing
STEM programs.
Task 2.1: Establish structured Pathways to Graduation for STEM degree programs.
Students are more likely to complete a degree program if they declare a major early and develop
an academic plan with a clear path to completion. Replacing the traditional “cafeteria” model for
course selection and registration, Guided Academic Pathways increase the likelihood of
completion,37, 38 with students completing only the courses and number of credits needed for
degree completion.39 CCC’s project is designed to fulfill that need. Two- and three-year guided
pathways will be established for STEM programs. The guided pathways will include a prescribed
sequence of courses for students to earn an associate degree within that specified timeframe, with
any needed developmental education courses integrated early in the three-year guided pathway,
36 Olson, S., & Labov, J. B. (2012). Community colleges in the evolving STEM education landscape: Summary of a
summit. Washington, D.C.: The National Academies Press. Retrieved from http://www.nap.edu/read/13399/chapter/1 37 Community College Research Center. (2015). What we know about guided pathways. New York, NY: Teachers
College, Columbia University. Retrieved from http://ccrc.tc.columbia.edu/media/k2/attachments/What-We-Know-
Guided-Pathways.pdf 38 Jenkins, D., & Cho, S. W. (2012). Get with the program: Accelerating community college students’ entry into and
completion of programs of study. New York, NY: Community College Research Center, Teachers College,
Columbia University. Retrieved from http://www.sjsu.edu/advising/docs/Jenkins_x_Cho_2012.pdf 39Jenkins, D. (2014). Redesigning community colleges for student success: Overview of the guided pathways
approach. New York, NY: Community College Research Center, Teachers College, Columbia University. Retrieved
from https://www.irsc.edu/uploadedFiles/FacultyStaff/Redesigning-Community-Colleges-For-Student-Success.pdf
Cumberland County College HSI STEM Proposal Page 15
per CUNY’s ASAP model.40 The guided pathway for the student’s chosen STEM major will
become My Academic Plan (MAP), which—coupled with the student’s post-graduation plans for
career entry or baccalaureate transfer—will comprise the student’s STEM Career Pathway.
Task 2.2: Develop and implement a new A.S. degree program in CyberSecurity.
CyberSecurity is a relatively new occupational field with $116,000 reported as the average salary
and Washington, D.C.—located less than 150 miles from CCC—reported as the epicenter for
CyberSecurity innovations and careers.41 CyberSecurity is currently offered as a narrow
concentration through CCC’s A.A.S. program in Network Management. As part of the HSI
STEM project, CyberSecurity will be refreshed and expanded to a full academic major with a
Pathway leading to an A.S. degree. A full-time faculty member, with Cisco’s “train-the-trainer”
credential, will be hired to design a “career latticed” curriculum, integrating: A+, Cisco Certified
Network Associate Security (CCNA Security) and “Securing Cisco Networks with Threat
Detection and Analysis” (SCYBER) certifications. The A.S. curriculum will be fully
transferrable to Wilmington University’s baccalaureate CyberSecurity program (see Task 1.2).
Task 2.3: Restructure, upgrade, and transform STEM programs to prepare students
for career entry or baccalaureate transfer.42 The following programs will be restructured to
eliminate “undecided” majors and, instead, facilitate student selection of a meta-major early in
the college experience, while allowing students to further explore specialty areas within that
40 Scrivener, S., Weiss, M. J., Ratledge, A., Rudd, T., Sommo, C., & Fresques, H. (2015). Doubling graduation
rates: Three-year effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for developmental education
students. New York: MDRC. Retrieved from www.mdrc.org/sites/default/files/doubling_graduation_rates_fr.pdf 41 Dave, P. (2013, August 6). Cybersecurity salaries average $116,000; D.C. seen as center. Los Angeles Times.
Retrieved from http://www.latimes.com/business/technology/la-fi-tn-cybersecurity-jobs-salaries-dc-20130806-
story.html 42 Olson, S., & Labov, J. B. (2012). Community colleges in the evolving STEM education landscape: Summary of a
summit. Washington, D.C.: The National Academies Press. Retrieved from http://www.nap.edu/read/13399/chapter/1
Cumberland County College HSI STEM Proposal Page 16
meta-major, before they declare a major.43, 44
Table 3—Enhancement Plan for Existing STEM Programs
Program Degree Program Enhancement Plan
Biomedical
Science A.S.
Restructure, upgrade, transform program to provide strong, articulated transfer pathways
to Rowan U., Stockton U., Rutgers U., and others so associate degree completers
transfer to bachelor’s degree programs with junior status (see Task 1.2), prepared for
career paths in high-level health care careers such as Physical Therapy, Occupational
Therapy, Physician’s Assistant, Medical Doctor, Veterinary Doctor, and Biomedical
Researcher. Improve program through updated lab equipment.
Chemistry A.S. Improve program through course revisions, enhanced academic support, and updated lab
equipment.
Computer
Science A.S.
Improve program through course revisions, enhanced academic support, additional full-
time Cisco-certified train-the-trainer instructor to support the career lattice approach
described in Task 2.2.
Engineering A.S.
Improve program through course redesign, additional faculty line, new lab modules in
CNC machining, Robotics, and Prototyping with 3-D Scanner and 3-D Printers.
Improve program through new course sequence in SolidWorks to replace CADD series.
Mathematics A.S. Improve program through course revision, academic support, and faculty development.
Network
Management A.A.S.
Improve program through course revision, classroom improvements and Cisco Certified
Network Associate Security (CCNA Security) and SCYBER, A+, and other
credentialing.
Task 2.4: Foundational STEM courses will be reviewed and revised or redesigned.
Table 4—Enhancement Plan for Foundational STEM Courses
Course Enhancement Plan
FYS: Freshman Seminar for STEM+ Review and revise to align with STEM Pathways;
Integrate andragogical best practices:
o Integrate digital tools—particularly contextualized content and exercises
available online—that adapt to individual learning styles and maximize
limited study time;
o Create mobile access to study resources;
o Generate accessible analytics for students and faculty that help provide
immediate performance feedback to support pass rates and retention
while accumulating detailed, long-term data for program improvement;
o Integrate an “embedded librarian”45 in EN 101 and BI 101, with a
librarian attending each class, as well as—outside of class—offering bi-
weekly sessions in the library for assistance with searching databases,
locating library resources, and applying American Psychological
Association (APA) format; and
o Contextualize FYS and EN 101 for STEM.
EN 101: English Composition I (for
STEM)+
BI 101: General Biology I
BI 106: Anatomy & Physiology I
CH 101: General Chemistry I
MA 109: Principles of Mathematics
MA 110: College Algebra
MA 121: Pre-Calculus*
MA 130: Calculus*
MA 205: Statistics*
PI 141: General Physics I
43 Complete College America. (2016). Meta-majors: Increasing student success through engagement and informed
choice. Retrieved from http://cpe.ky.gov/NR/rdonlyres/F7CCA867-7158-461A-9CE3-
2B2C668C2FF2/0/MetaMajorsBlakeJohnson.pdf 44 Jenkins, D. (2014). Redesigning community colleges for student success: Overview of the guided pathways
approach. New York, NY: Community College Research Center, Teachers College, Columbia University. Retrieved
from https://www.irsc.edu/uploadedFiles/FacultyStaff/Redesigning-Community-Colleges-For-Student-Success.pdf 45 Kolowich, S. (2010). Embedded librarians. Inside Higher Ed. Retrieved from
https://www.insidehighered.com/news/2010/06/09/hopkins
Cumberland County College HSI STEM Proposal Page 17
CS 111: Computer Science I Completely revise, updating content to equip students with experience in
programming languages, hardware, software, and other current standards in
Computer Science careers. Integrate andragogical best practices listed above. CS 112: Computer Science II
* Denotes courses with one-credit “on-ramp” co-requisites for developmental math completers (see Task 3.5). + Denotes “linked” courses, with sections reserved for HSI STEM participants (see Task 3.5).
Objective 3: To strengthen academic and student support services and programs.
Task 3.1: Develop and implement college readiness programs. Deliberate pathways are
needed to facilitate the transition from high school to college to career.46 To assist first
generation and low-income students transition, college readiness programs should include both:
(a) information about degree programs and careers and (b) academic preparation and practice.47
CCC will integrate both these components through: (a) STEM dual-enrollment courses;48 and
STEM Summer Bridge,49 delivered through a STEM-contextualized First Year Seminar.
Task 3.2: Develop and implement a STEM-Smart workshop series. First generation
college students often struggle to navigate the college system and succeed. Especially for STEM,
they need more information about degree programs and available careers, job outlook, and
strategies for career entry.50, 51 At CCC, HSI STEM students will participate in career-relevant52
STEM-Smart workshops, focusing on non-cognitive skills, such as: academic community
inclusion; overcoming barriers to degree completion; STEM careers; and career readiness.
Task 3.3: Develop and implement proactive, intrusive career counseling. CCC’s Title V-
46 IBM. (2012). STEM pathways to college and career schools: A development guide. Retrieved from
http://citizenibm.com/wp-content/uploads/STEM-Pathways-Playbook_Feb-2012.pdf 47 Olson, S., & Labov, J. B. (2012). Community colleges in the evolving STEM education landscape: Summary of a
summit. Washington, D.C.: The National Academies Press. Retrieved from http://www.nap.edu/read/13399/chapter/1 48 Ibid. 49 IBM. (2012). STEM pathways to college and career schools: A development guide. Retrieved from
http://citizenibm.com/wp-content/uploads/STEM-Pathways-Playbook_Feb-2012.pdf 50 Complete College America. (2016). Meta-majors: Increasing student success through engagement and informed
choice. Retrieved from http://cpe.ky.gov/NR/rdonlyres/F7CCA867-7158-461A-9CE3-
2B2C668C2FF2/0/MetaMajorsBlakeJohnson.pdf 51 Olson, S., & Labov, J. B. (2012). Community colleges in the evolving STEM education landscape: Summary of a
summit. Washington, D.C.: The National Academies Press. Retrieved from http://www.nap.edu/read/13399/chapter/1 52 IBM. (2012). STEM pathways to college and career schools: A development guide. Retrieved from
http://citizenibm.com/wp-content/uploads/STEM-Pathways-Playbook_Feb-2012.pdf
Cumberland County College HSI STEM Proposal Page 18
initiated case management system’s “touch points” (see Task 3.4) will be customized for STEM
and expanded to include career exploration,53 counseling,54 development of career plans,55 and
cataloging of the student’s résumé-building experiences that, coupled with My Academic Plan,
will comprise the student’s digital STEM Career Pathway.
Task 3.4: Expand CCC’s case management strategy to increase retention and
persistence to graduation, with intrusive “touch points” from enrollment through
graduation. “The only thing more expensive than fixing retention in community college is not
fixing it.”56 When first-time, full-time students do not return the next fall, collectively over $4-
billion in grants was wasted on that first year of college, an investment that did not lead to a
degree.57 The “cafeteria” approach to offering a full array of courses, coupled with the average
student-advisor ratio of 400:1, leaves students lost. At two-year colleges, just 5% of students
graduate on-time, and 13% graduate within three years. Those who do manage to graduate from
two-year colleges typically have 35% more credits than needed to earn an associate degree,
and—on average—they take 3.6 years to graduate.58
To address this gap, CUNY integrated a comprehensive, long-term ASAP model with
dovetailing interventions to accelerate the path to graduation and increase three-year graduation
rates among low-income students needing remediation. Also based on a systemic approach,
53 Olson, S., & Labov, J. B. (2012). Community colleges in the evolving STEM education landscape: Summary of a
summit. Washington, D.C.: The National Academies Press. Retrieved from http://www.nap.edu/read/13399/chapter/1 54 Wang, M. T., & Degol, J. (2013). Motivational pathways to STEM career choices: Using expectancy-value
perspective to understand individual and gender differences. Developmental Review. Retrieved from
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3843492/ 55 Center for Innovative Technology. (2010). Academic and career plans best practices. Retrieved from
http://www.cit.org/assets/1/7/VDOEACPBestPracticesSummary.pdf 56 Schneider, M. S. (2004). The hidden costs of community college. Washington, D.C.: American Institutes for
Research. 57 Olson, S., & Labov, J. B. (2012). Community colleges in the evolving STEM education landscape: Summary of a
summit. Washington, D.C.: The National Academies Press. Retrieved from http://www.nap.edu/read/13399/chapter/1 58 Complete College America. (2016). Meta-majors: Increasing student success through engagement and informed
choice. Retrieved from http://cpe.ky.gov/NR/rdonlyres/F7CCA867-7158-461A-9CE3-
2B2C668C2FF2/0/MetaMajorsBlakeJohnson.pdf
Cumberland County College HSI STEM Proposal Page 19
CCC’s Title V-initiated case management approach and its system of “touch points” leverage
technology-driven alerts to trigger human interventions. Drawing from CUNY’s comprehensive
system of wrap-around services, the “touch points” and target outcomes will be customized and
expanded for Strengthening and Expanding STEM Career Pathways.
Table 5—Title V-developed Touch Points Enhanced and Expanded for the HSI STEM Project
“Touch Point” Definition: Communication, outreach, intrusive advisement, or support service that promotes
or creates stronger connection and engagement between students and the college, stronger academic
performance, and increased potential to complete.
Touch points Interventions
#1. Financial services. Bilingual
assistance for annual financial aid
applications and scholarship services.
FAFSA workshops, financial literacy and loan counseling interventions,
STEM scholarship awareness and application assistance.
#2. Testing and placement services with bilingual support for admitted
students.
Pre-testing interventions, Multiple Measures placement, post-testing
assistance and brush-up interventions emphasizing competencies and
skills needed for STEM; implemented in Tasks 3.1 & 4.2.
#3. New Student Orientation (NSO)
with bilingual option.
Interventions to build familiarity with Student Portal (self-service functions),
Gmail, My Academic Plan (MAP) – STEM, College Catalog, Financial
Aid information, advisement and registration, Blackboard LMS, student
leadership opportunities; implemented in Tasks 2.1, 2.2, 2.3, 3.7, 4.2, & 5.1.
#4. Guided course selection &
registration with advisor verification
based on My Academic Plan (MAP)
commitment and driven by choice of
STEM Guided Academic Pathway.
Interventions related to STEM MAPs; the Pathway to Graduation timeline
selected by the student, annual degree audit, positive/negative benchmarks
(dean's list, probation, transfer counseling/planning, etc.); implemented in
Tasks 2.1, 2.2, 2.3, 2.4, 3.1, 3.7, 4.2, & 5.1.
#5. Fall Welcome. Welcome Event
and Tour/Introduction to Program:
“Find my classes, meet my
professors,” with bilingual support &
STEM Pathways Academic Coach.
Interventions to provide familiarity with the Ellucian GO smartphone
application with academic calendar, event mapping, STEM course
schedules, all college services, instructors, contacts, links, student
leadership groups; implemented in Tasks 2.1, 2.2, 2.3, 3.7, 4.1, 4.2, & 5.1.
#6. STEM-Contextualized
Freshman Seminar and STEM-
Smart workshops.
Interventions focused on high school-to-college learning strategies, time
management, computer literacy, STEM informational interview, STEM
careers and STEM Career Pathway development/research, Blackboard
LMS, financial literacy/loan counseling, student STEM success plan build-
out, non-cognitive skill workshops, multicultural awareness; STEM
presentations/panels; implemented in Tasks 1.3, 3.1 3.2, 4.2, 4.3, & 5.1.
#7. Career counseling and services.
(New for STEM)
Interventions focused on STEM career exploration, Career Success
Plan review/update, résumé and cover letter development, career fairs,
job search, job application, interview preparation, mock interviews;
implemented in Tasks 1.1, 1.3, 3.3, 4.2, 4.3, 4.4, & 5.1.
#8. Tutoring and supplemental
instruction.
Interventions including STEM peer tutoring & STEM supplemental
instruction; implemented in Tasks 3.5 3.6, 4.1, & 4.2.
#9. Digital alerts. Outreach via online
portal alerts, emails, text messages,
cellphone, and social media to
strengthen STEM Pathways Academic
Coach-student connection, and
schedule in-person coaching sessions.
STEM Coach-driven interventions for advisement, registration, FAFSA
completion, grade/progress check, accolades; implemented in Task 3.4,
4.2, & 4.3.
Cumberland County College HSI STEM Proposal Page 20
Table 5—Title V-developed Touch Points Enhanced and Expanded for the HSI STEM Project
#10. In-person coaching. Early
semester/ mid-semester/ late semester
face-to-face with STEM Pathways
Academic Coach or Peer Coach.
Intervention referrals for STEM tutoring, counseling, mental health, early
academic interventions; initial progress report, mid-term grades; STEM
academic mentoring by faculty; implemented in Task 3.4 & 4.2.
#11. Re-registration advisement once per semester.
Interventions to track and update the student’s STEM MAP and financial
aid status, and facilitate baccalaureate transfer counseling (Transfer Day)
and sharing of CCC’s 2+2 articulation agreements for STEM programs,
degree audit, graduation petition; implemented in Tasks 1.2, 1.3, 3.1, 4.2,
4.3, 4.4, & 5.1.
#12. Degree-completion counseling
and baccalaureate transfer
assistance. (New for STEM)
Interventions to address outstanding issues and barriers to graduation; final
academic review; completion scholarship; graduation petition; transfer
assistance; implemented in Tasks 1.2, 1.3, 4.2, 4.3, & 4.4.
Task 3.5: Develop and implement a learning community for HSI STEM participants.
Rather than creating small, traditional learning communities, CCC will follow the approach of
CUNY59 and DePaul University,60 creating a large learning community (i.e., HSI STEM
students). Though students will not have all their classes with the same small group, they will
share “linked” courses and STEM-smart with a variety of members of the learning community.
Linked courses. Drawing from CUNY’s ASAP model, “linked” courses will have class
sections designated for HSI STEM participants, to facilitate learning communities and
promote relationship building and peer support (see Table 4 on page 16).
“On-ramp” co-requisites for the STEM math sequence for developmental math
course completers. Most students enrolled at the college-level do not progress beyond
college algebra, and overall, students are challenged by the STEM math sequence.61 CCC
will offer on-ramp courses as co-requisites to reinforce the scaffolding of math concepts62
for extra support while students complete college-level math courses. “On-Ramp to Pre-
59 Ibid. 60 Settle, A. (2014). Building a linked-courses learning community for introductory development majors. Presented
at the International Conference on Frontiers in Education: Computer Science and Computer Engineering, Las Vegas,
NV. Retrieved from https://www.researchgate.net/publication/269095222_Building_a_Linked-
Courses_Learning_Community_for_Introductory_Development_Majors 61 Olson, S., & Labov, J. B. (2012). Community colleges in the evolving STEM education landscape: Summary of a
summit. Washington, D.C.: The National Academies Press. Retrieved from http://www.nap.edu/read/13399/chapter/1 62
Cumberland County College HSI STEM Proposal Page 21
Calculus,” “On-Ramp to Calculus,” and “On-Ramp to Statistics” will be linked to the HSI
STEM program, designed specifically for developmental math completers, and dedicated
exclusively to supplemental instruction and time-on-task for the corresponding college-
level math course’s assignments.
Task 3.6: Enhance STEM tutoring and initiate STEM supplemental instruction. Based
on CUNY’s model study and on CCC’s successful model for supporting developmental math
and English through supplemental instruction and a drop-in tutoring center, a new part-time
STEM Academic Coordinator will be hired to: provide supplemental instruction and tutoring,
manage the new drop-in Tutoring Center for STEM, hire peer tutors, and lead tutor training.
Task 3.7: Bilingual resources for STEM programs, with “Para Español” links on CCC’s
web site, as well as English/Spanish translation for STEM program information on social media.
Task 3.8: Expand CCC’s textbook loan program to loan textbooks to Hispanic and low-
income students for STEM courses to mitigate barriers associated with the cost of textbooks.63
Objective 4: To strengthen STEM infrastructure to support Strengthening and Expanding STEM
Career Pathways.
Task 4.1: Expand, enhance, and equip Cumberland’s STEM laboratories. Of the
Science Building’s six STEM labs, all but the Engineering lab are outdated. Five of those labs,
plus one Computer Science lab in a different building, will be updated to support the new
CyberSecurity program (see Task 2.2) and revision of STEM programs (Task 2.3). The
enhancements will place students in lab facilities with expanded capabilities, equipment and
software, providing experiences that are expected for STEM career entry and STEM
baccalaureate transfer. To support the program improvements, new equipment and
63 Loranger, E. (2014). Textbook loan program to receive necessary funding. Montana Kaimin. Retrieved from
http://www.montanakaimin.com/news/textbook-loan-program-to-receive-necessary-funding/article_0d705214-5ee6-
11e4-ac2e-0017a43b2370.html
Cumberland County College HSI STEM Proposal Page 22
enhancements, including collaborative learning stations and peripheral shelving for computers,
and computers will be integrated into three Biology labs, and the Chemistry Lab. Additionally,
an unused STEM lab will become the CyberSecurity Lab and will be equipped with new
computers and specialized hardware and software. SmartBoards with computerized podiums will
be added to four labs. In addition, lab equipment will be acquired for the Chemistry and
Biomedical Science programs, including: Attenuated Total Reflectance (ATR) apparatus to
allow examination of solids via spectrophotometry; Nikon LED microscopes; a wide variety of
human-anatomy models, and a Tuttnauer Automatic EZ10 Autoclave to speed up instrument
sterilization and involve students in this task. STEM students and programs will also be
supported by the acquisition of computers for the STEM Open Lab, the tutoring lab, and for the
Science Building with 24 laptops and a charging cart.
Task 4.2: Enhance IT infrastructure to support STEM Career Pathways, through
Expansion of Data Closet and installation of network switches and cabling in the
Science Building to computerize STEM labs;
Card-swipe system for intervention data tracking, for students to swipe their cards—
individually loaded with their names and demographic information—in a fixed or mobile
scanner, upon arrival at academic coaching, counseling, tutoring, and supplemental
instruction sessions; STEM-Smart workshops; career workshops; and other events; and
Six new servers to provide the capacity for integrating: Guided Academic Pathways
through students’ My Academic Plan; the Chemistry Lab’s chemical inventory system;
new software for the CyberSecurity curriculum; as well as scaling the Title V-initiated
Starfish system to provide case management, Early Alerts, and intrusive interventions.
Task 4.3: Acquire and integrate cloud-based career planning system, with functionality
Cumberland County College HSI STEM Proposal Page 23
for storing students’ individual STEM Career Pathways. CCC will purchase and integrate the
Kuder Career Planning system, a career development and planning software, into its career
counseling process.64 In support of the Center for Innovative Technology’s research,65 the
software will provide interest and skills self-assessments, guide career exploration, facilitate
developing individual STEM Career Pathways, and provide students with a lifetime Kuder
account. The College will also install Kuder licenses in four feeder high schools to help students
begin their STEM Career Pathway planning before they graduate.
Task 4.4: Develop a Bridges Beyond Graduation database to track individual student-
level data on STEM graduates’ transfer to bachelor’s degree programs. Stored on a new server
(see Task 4.2), these data will be instrumental in the assessment of STEM programs, as an
external source for program validation and an integral component of the action research process
for continuous improvement.66
Task 4.5: Acquire and integrate academic and STEM industry-specific technologies.
EndCase Endpoint Security software will be integrated in the CyberSecurity curriculum to
prepare graduates for optional professional exams to earn CCNA Security and SCYBER
designations. Additionally, Allegheny Chemical Compliance software will be integrated in the
Chemistry program to improve inventory and tracking of chemicals.
Objective 5: To strengthen professional development to support Strengthening and Expanding
STEM Career Pathways.
Task 5.1: Create and conduct professional development for faculty, staff, and
administrators to support Hispanic and low-income students’ STEM Career Pathways.
64 http://www.kuder.com/ 65 Center for Innovative Technology. (2010). Academic and career plans best practices. Retrieved from
http://www.cit.org/assets/1/7/VDOEACPBestPracticesSummary.pdf 66 Higher Learning Commission. (2015). Policy title: Assumed practices. Retrieved from
http://policy.hlcommission.org/Policies/assumed-practices.html
Cumberland County College HSI STEM Proposal Page 24
Professional development for STEM faculty is a key ingredient for creating quality STEM
programs that prepare students for career entry or baccalaureate transfer.67 CCC’s HSI STEM
professional development program will include topics related to: cultural sensitivity; case
management and touch points; retention alerts and intrusive advising, including Starfish tools;
digital Guided Academic Pathways mapping; STEM Career Pathways and advising; STEM
teaching and learning strategies; STEM program assessment; Cisco Certified Academy Instructor
Program; and academic technology integration.68
Project Milestones and Timeline
Table 6—Project Milestones and Timeline. Title Abbreviation Key: P (President); VPAS (Vice
President Academic Affairs, Student Services); SDD (STEM Division Deans); PD (HSI-STEM Project Director);
EDCM (Exec. Dir. Communications/Marketing); SF (STEM Faculty); PCAC (Pathways Coaches Academics-
Careers); AB (Advisory Boards); C (Consultant); EDCASS (Exec. Dir. Center for Academic, Student Success);
EDIT (Exec. Dir. Information Technology); EDES (Exec. Dir. Enrollment Services); HS (High Schools); SAC
(STEM Academic Coordinator); DFAD (Director Financial Aid); TVPD (Title V Project Director); TSI (Tutors,
Supplemental Instructors); TVPC (Title V Pathways Coaches); DFA (Dir. Facilities & Grounds); DIR (Director
Institutional Research); RA (Research/Admin); ID (Instructional Designer); ST (Staff); AD (Admin.)
Milestone Timeline Person Responsible
Partnerships with STEM employers developed, and employers engaged in
STEM career events. Yr. 1-5
P, VPAS, SDD, PD,
EDCM, SF, PCAC, AB
Partnerships with baccalaureate institutions developed, and 2+2 articulation
agreements for STEM programs executed. Yr. 1-2
P, VPAS, SDD, PD,
SF, C
“Bridges beyond Graduation” counseling program created, implemented. Yr. 1-5 VPAS, PD, PCAC,
EDCASS
Structured Pathways to Graduation established for STEM degree programs. Yr. 1-2 VPAS, SDD, PD, SF
New A.S. degree program in CyberSecurity developed and implemented. Yr. 1-5 VPAS, SDD, PD, SF, C
STEM programs restructured, upgraded, and transformed to prepare students
for career entry or baccalaureate transfer. Yr. 1-3
VPAS, SDD, PD, EDIT,
SF
Review, revision or redesign of foundational STEM courses completed. Yr. 1-3 VPAS, SDD, PD, SF, C
College readiness programs, STEM dual-enrollment courses, and STEM
Summer Bridge program developed and implemented. Yr. 1-5
VPAS, PD, EDES,
PCAC, SF, SAC, HS
STEM-Smart workshop series developed and implemented. Yr. 1-5 PD, PCAC, SAC
Proactive, intrusive career counseling developed and implemented. Yr. 1-5 PD, PCAC, EDCASS
CCC’s case management strategy expanded, to increase retention and
persistence to graduation using intrusive “touch points” from enrollment
through graduation.
Yr. 1-2 PD, PCAC, EDES,
DFAD, TVPD, SF
Learning community, linked courses, and “on-ramp” co-requisites for the
STEM math sequence for HSI STEM participants developed, implemented. Yr. 1-5
PD, EDES, SDD, SF,
PCAC
67 Olson, S., & Labov, J. B. (2012). Community colleges in the evolving STEM education landscape: Summary of a
summit. Washington, D.C.: The National Academies Press. Retrieved from http://www.nap.edu/read/13399/chapter/1 68 Cullinane, J. (2009). Diversifying the STEM pipeline: The model replication institutions program. Washington,
D.C.: Institute for Higher Education Policy.
Cumberland County College HSI STEM Proposal Page 25
STEM tutoring enhanced, and STEM supplemental instruction initiated. Yr. 1-5 PD, TSI, SAC,EDCASS
Bilingual resources for STEM programs developed, implemented. Yr. 1-2 PD, TVPD,TVPC, EDIT
CCC’s textbook loan program expanded. Yr. 1-5 PD, PCAC, SF
Cumberland’s STEM laboratories expanded, enhanced, and equipped. Yr. 1-5 PD, DFA, EDIT, SF
IT infrastructure to support STEM Career Pathways is enhanced through
expansion of Data Closet, installation of network switches and cabling, and
acquisition of six new servers to provide the capacity.
Yr. 1 DFA, EDIT, PD
Cloud-based career planning system, with functionality for storing students’
individual STEM Career Pathways, acquired and integrated. Yr. 1-5 PD, PCAC, EDES, HS
Bridges Beyond Graduation database acquired, developed. Yr. 1-5 PD, IR, RA, C
Academic and STEM industry-specific technologies acquired, integrated. Yr. 1-2 PD, SDD, EDIT, SF, ID
Digital instructional materials and assessment tools, CyberSecurity
hardware/software, chemical compliance software acquired, integrated. Yr. 1-2 PD, SDD, EDIT, SF, ID
Professional development for faculty, staff, and administrators, to support
Hispanic and low-income students’ STEM Career Pathways, created and
conducted.
Yr. 1-5 P, VPAS, PD, SF, ST,
AD, C
Annual project evaluation, quasi-experimental study completed. Yr. 1-5 External Evaluators
(a)3. The extent to which the proposed project is supported by strong theory (as defined in the
notice) (Up to 5 points);
Strengthening and Expanding STEM Career Pathways is supported by “strong theory,”
informed by a logic model that contains four components: resources, activities, outputs, and
outcomes.69 The logic model (see Figure 1 on page 26) has a row for each of the project
objectives. By illustrating how resources, activities, and outputs contribute to short-, mid-, and
long-term outcomes for each project objective, this model will be a key program evaluation tool
for the HSI STEM project, both during the grant period and after institutionalization.
69 Kekahio, W., Cicchinelli, L., Lawton, B., & Brandon, P. R. (2014). Logic models: A tool for effective program
planning, collaboration, and monitoring. (REL 2014–025). Washington, DC: U.S. Department of Education,
Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional
Educational Laboratory Pacific. Retrieved from http://ies.ed.gov/ncee/edlabs
Cumberland County College HSI STEM Proposal Page 26
Cumberland County College HSI STEM Proposal Page 27
(a)4. The extent to which the proposed project represents an exceptional approach to the
priorities established for the competition (Up to 10 points):
CCC’s HSI STEM project integrates a number of exceptional approaches (see Table 7; see
also the Quality of Project Services section of this proposal). Collectively, these practices will
be delivered through an exceptional, action research approach for continuous improvement.
Table 7---Exceptional Features of Strengthening and Expanding STEM Career Pathways
STEM Career Pathways with an embedded My Academic Plan, mapping course sequences that build toward
terminal learning objectives in 2- and 3-year major programs of study;
Guided development and management of: (a) individual educational plans with identified “critical pass” courses
in the pathway and (b) career plans, supported by career counseling;
Case management and continuous advisement, with pathway milestones and touch points from enrollment
through graduation;
New A.S. program in CyberSecurity and strengthened programs in Biomedical Science, Chemistry, Computer
Science, Engineering, Mathematics, and Network Management;
13 redesigned foundational STEM Pathway courses;
Linked on-ramp STEM math co-requisite courses for developmental math completers;
Supplemental instruction and tutoring, delivered through a new STEM Tutoring Center;
Enhanced STEM laboratories and integration of STEM technologies and modularized curricula;
STEM Learning Community, facilitated through linked courses and STEM-Smart workshops;
2+2 STEM program articulation agreements with Wilmington and Rowan Universities, with additional
university partnerships and 2+2 articulation agreements explored;
Professional development for faculty and staff, to support STEM Career Pathways; and
Rigorous quasi-experimental design evaluation to demonstrate the new systemic reform model.
Action Research Approach for Continuous Improvement
Strengthening and Expanding STEM Career Pathways will leverage an action research
approach (see Figure 2) to create a continuous cycle of: planning, action, observation (i.e., data
collection), and reflection. Through this method, CCC will evaluate progress toward the short-,
mid-, and long-term outcomes outlined in the logic model (see Figure 1 on page 26). Each year
will be considered an action research cycle. CCC will use the annual HSI STEM external
evaluation to reflect on measured outcomes, comparing them to performance indicators. Based
on this reflection, CCC will plan for the coming grant year, using the grant proposal as the plan,
but allowing for adjustments based on data collected and analyzed to inform decision–making.
Cumberland County College HSI STEM Proposal Page 28
This process creates a continuous cycle for improvement.70
Figure 2—CCC’s Continuous Improvement Cycle: An Action Research Approach71
QUALITY OF PROJECT SERVICES
(b) Quality of Project Services (Up to 20 points).
1. The extent to which services to be provided by the proposed project reflect up-to-date
knowledge from research and effective practice (Up to 10 points); and
Strengthening and Expanding STEM Career Pathways reflects up-to-date knowledge and
best practices from the literature, as well as innovations derived from CCC’s action research
approach for continuous improvement, to ensure equal access and treatment for members of
groups that have traditionally been underrepresented based on race, national origin, gender, age,
or disability.
STEM Career Pathways with Integrated Guided Academic Pathways. In 2012, the
Departments of Education, Health and Human Services, and Labor issued a joint “ground-
breaking letter” to demonstrate their collective commitment to endorsing career pathways
models, defined as “a series of connected education and training strategies and support services
that enable individuals to secure industry-relevant certification and obtain employment within an
occupational area and to advance to higher levels of future education and employment in that
70
McNiff, J., & Whitehead, J. (2000). Action research in organisations. New York, NY: Routledge. 71 Hudson, B., Owen, D., & van Veen, K. (2003, September). Working on educational research methods with
master’s students in an international online community. Presentation at the European Conference on Educational
Research, Hamburg, Germany.
Cumberland County College HSI STEM Proposal Page 29
area.”72 Career pathways are particularly effective for “streamlining otherwise complex and
difficult-to-navigate systems by offering an efficient and customer-centered approach to training
and education.”73 This emerging best practice is the centerpiece of CCC’s HSI STEM project.
CCC’s project also integrates other complementary best practices and innovations, including:
(a) establishing two- and three-year options for Guided Academic Pathways for STEM
programs, applying Completion by Design (CbD) strategies;74 (b) inserting the Guided Academic
Pathway into My Academic Plan; (c) embedding My Academic Plan in the STEM Career
Pathway, with associate degree completion serving as a milestone toward the student’s goals for
STEM career entry or pursuit of a baccalaureate STEM degree; and (d) creating a database to
collect and analyze data on CCC graduates’ admission to baccalaureate programs.
Case management system with an innovative integration of comprehensive touch
points. CCC’s Title V-initiated case management system, based on CbD’s pathway principles
and strategies,75 will be expanded and customized for HSI STEM. CbD strategies were initiated
by college consortia in Florida, North Carolina, and Ohio in 201276 and by Palm Beach State
College in 2014.77 CCC’s innovative approach to CbD integrates a comprehensive series of
touch points in the case management system, with technology-triggered alerts at each touch point
to prompt staff-initiated outreach and intrusive interventions from enrollment through
graduation. For HSI STEM, CCC will add touch points focused on: (a) career counseling and
developing a STEM Career Pathway; and (b) positioning and preparing students for STEM
72 U.S. Departments of Education, Health and Human Services, and Labor. (2012, April 4). Joint career pathways
letter. Retrieved from http://www2.ed.gov/news/newsletters/ovaeconnection/2012/04122012.html 73 Ibid. 74 Completion by Design. (2012). Pathway principles. Retrieved from www.completionbydesign.org 75 Completion by Design. (2012). Pathway principles. Retrieved from www.completionbydesign.org 76 Ibid. 77 U.S. Department of Education. (2014). FY 2014 project abstracts for new grantees: Funded under Title V,
developing Hispanic-serving institutions program. Retrieved from
http://www2.ed.gov/programs/idueshsi/awards.html
Cumberland County College HSI STEM Proposal Page 30
career entry or STEM baccalaureate transfer (see Table 5 on page 19).
On-ramp STEM math co-requisites for developmental math completers. The literature
describes on-ramp courses implemented at the developmental level as a best practice for
assisting underprepared students to gain entry to a pathway.78 However, for CCC students who
need remediation, the struggle does not end with successful completion of developmental math.
College-level math remains a barrier to degree completion. CCC’s HSI STEM project will
advance this best practice by leveraging on-ramps not to enter a pathway but to complete a
pathway. Students needing math remediation will be supported through the developmental math
redesign with a drop-in math tutoring lab, initiated through CCC’s previous Title III grant. To
support developmental math completers through rapid degree completion, the HSI STEM project
will integrate one-credit on-ramp courses throughout the STEM math sequence, not as pre-
requisites but as required co-requisites for Pre-Calculus, Calculus, and Statistics.
HSI STEM Learning Community. Research has shown that a support network of peers
increases academic persistence and degree completion.79 Rather than a traditional approach with
small, finite learning communities—which may lead to course scheduling challenges for students
and inhibit cost-effective course scheduling strategies for the College—CCC’s HSI STEM
Learning Community will reflect an adapted approach. Drawing from CUNY’s ASAP model,80
CCC’s Hispanic and low-income students majoring in STEM will constitute a large learning
community, supported through: linked and blocked courses (see the courses denoted in Table 4
on page 16); STEM-Smart workshops; and First Year Seminar contextualized for STEM.
78 Kazis, R. (2016). MDRC research on career pathways. New York: MDRC. 79 Scrivener, S., Weiss, M. J., Ratledge, A., Rudd, T., Sommo, C., & Fresques, H. (2015). Doubling graduation
rates: Three-year effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for developmental education
students. New York: MDRC. Retrieved from www.mdrc.org/sites/default/files/doubling_graduation_rates_fr.pdf 80 Ibid.
Cumberland County College HSI STEM Proposal Page 31
STEM-contextualized English 101 with an “embedded librarian.” EN 101 (English
Composition I) will be contextualized for STEM, in support of the CbD model.81 The course will
emphasize scientific research and technical writing, skills directly related to STEM careers. The
STEM-customized EN 101 will also integrate an “embedded librarian” for specialized research.
Rigorous evaluation, including a quasi-experimental study. The evaluation will include
two methods, both designed to address the research question: What is the impact of the
Strengthening and Expanding STEM Career Pathways project on Hispanic and low-income,
STEM degree-seeking students with regard to retention, persistence to completion, and transfer to
a four-year institution? Method #1 will involve establishing baseline data and targets, collecting
outcomes data throughout the grant period, comparing outcomes to targets, and charting
longitudinal trends, as a process for predicting future outcomes and establishing or revising future
targets. Method #2 will involve a quasi-experimental study to analyze the multivariate impact of
student demographics and HSI STEM interventions on key student-level outcomes, including
retention, persistence to graduation, and transfer to baccalaureate STEM programs (see
Evaluation section on page 44). The interventions drawn from CUNY’s ASAP model (see Table
1 on page 4) will be among the interventions analyzed through quasi-experimental study.
(b)2. The likely impact of the services to be provided by the proposed project on the intended
recipients of those services (Up to 10 points).
Based on the WWC’s “moderate evidence of effectiveness” rating of the CUNY ASAP
model, by replicating what worked at CUNY, CCC has reason to believe that the proposed
project’s targeted student outcomes, while ambitious, are realistic and attainable. By replicating
ASAP’s collection of student-centered services (see Table 1 on page 4), CCC will implement
81 Completion by Design. (2012). Pathway principles. Retrieved from www.completionbydesign.org
Cumberland County College HSI STEM Proposal Page 32
interventions to provide the academic and student supports needed to retain Hispanic and low-
income, STEM degree-seeking students and move them rapidly into core courses and through
program completion, as a strategy for achieving the following end-of-project outcomes.
1. Increased fall-to-fall retention: from 49% to 60%;
2. Increased persistence: STEM Pathways established; 65% on-track toward graduation;
3. Increased 3-year graduation: from 15.7% to 30%; and
4. Increased transfer to STEM bachelor’s degree programs: a 10 percentage point increase
above baseline (to be established).
In addition to replicating CUNY’s ASAP interventions and establishing targets that match
CUNY’s ASAP actual outcomes, CCC will use two other approaches for designing the HSI
STEM student-centered services described in Absolute Priority 1: (a) scale student-centered
interventions that have been piloted and found successful at Cumberland; and (b) implement
other best practices interventions and emerging innovations from the literature. For each of
these approaches, the likelihood of the HSI STEM interventions’ impact is described below.
Replicating CUNY’s ASAP Interventions. By replicating wrap-around interventions that
were successful at CUNY in increasing ASAP program enrollment, persistence, degree
completion, and baccalaureate transfer among low-income students who needed remediation, a
moderate likelihood is predicted that CCC’s HSI STEM project will achieve outcomes similar to
those achieved through ASAP. Based on the designation of Scrivener et al.’s (2015) study82 as
meeting the WWC “moderate evidence of effectiveness” standards, WWC’s panel of external
reviewers 83 categorized the study as having “high internal validity but moderate external
82 Scrivener, S., Weiss, M. J., Ratledge, A., Rudd, T., Sommo, C., & Fresques, H. (2015). Doubling graduation
rates: Three-year effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for developmental education
students. New York: MDRC. Retrieved from www.mdrc.org/sites/default/files/doubling_graduation_rates_fr.pdf 83 What Works Clearinghouse. Retrieved from http://ies.ed.gov/ncee/wwc/quickreview.aspx?sid=20155
Cumberland County College HSI STEM Proposal Page 33
validity” (p. 31).84 Moderate external validity suggests that replicating the ASAP interventions
will yield a moderate likelihood of effectiveness in other contexts. Contributing to
generalizability, external validity is affected by both population validity and ecological
validity.85
Population Validity is defined as the generalizability from a particular sample to its
population.86 The questions focused on population validity are: Considering the population of
low-income students needing remediation in at least one subject area, how representative is the
ASAP sample? Is CCC’s HSI STEM sample representative of the same population? Further
studies are needed to replicate the interventions among a sample from the population of low-
income students needing remediation. CCC’s study is a prime candidate for implementing and
publishing the outcomes of a study that replicates a collection of ASAP interventions. While
CCC’s HSI STEM sample is not identical to ASAP’s, it is similar, contributing to the moderate
likelihood that the HSI STEM program will achieve outcomes similar to ASAP’s.
Ecological Validity is defined as the generalizability of an experiment’s outcomes from one
particular environment to another.87 Differences exist between the environments of CCC and
CUNY, as well as between the ASAP and HSI STEM programs. Of ASAP’s 11 interventions,
CCC’s HSI STEM program will implement nine interventions (see Table 1 on page 4).
Additionally, CCC’s HSI STEM program will include several other interventions not delivered
through ASAP (see the list of project tasks on page 13). While the environment and conditions
of the HSI STEM sample are not identical to ASAP’s, they are similar and, therefore, contribute
84 What Works Clearinghouse Procedures and Standards Handbook (Version 3.0, March 2014); retrieved from
http://ies.ed.gov/ncee/wwc/DocumentSum.aspx?sid=19 85 Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research (7th ed.). Boston, MA: Pearson. 86 Ibid. 87 Ibid.
Cumberland County College HSI STEM Proposal Page 34
to the moderate likelihood that the HSI STEM program will achieve outcomes similar to
ASAP’s.
Scaling Interventions Previously Piloted at CCC. The HSI STEM project will include
four interventions that were previously piloted at CCC and will now be scaled, expanded, and
customized to target Hispanic and low-income, STEM degree-seeking students: Summer
Bridge; a case management system with a comprehensive set of touch points for intrusive
outreach and assistance; supplemental instruction at a drop-in STEM Tutoring Center; and a
textbook loan program. Of CCC’s three approaches for designing HSI STEM interventions to
accomplish the student-centered services described in Absolute Priority 1, scaled interventions
previously piloted at CCC have the highest likelihood for impacting Hispanic and low-income
students because both the population validity and the ecological validity are high.
Implementing Best Practices and Emerging Innovations from the Literature. The HSI
STEM project will include a number of interventions that integrate best practices and emerging
innovations (see the project task last on page 13). Of CCC’s three approaches for designing HSI
STEM interventions to accomplish the student-centered services described in Absolute Priority
1, the outcomes from this approach are the least predictable. Using a PSM design, CCC’s quasi-
experimental impact study will further contribute to the literature by mitigating for extraneous
variables and testing the individual and multivariate effects of the HSI STEM interventions that
are grounded in best practices and emerging innovations.
SIGNIFICANCE
(c) Significance (Up to 20 points).
1. The potential contribution of the proposed project to increased knowledge or
understanding of educational problems, issues, or effective strategies (Up to 5 points);
CCC’s HSI STEM project is expected to significantly increase understanding of effective
Cumberland County College HSI STEM Proposal Page 35
strategies for supporting Hispanic and other low-income students to: (a) complete associate
degrees in STEM; and (b) enter STEM careers or transfer to baccalaureate STEM programs.
Table 8—Significance of Strengthening and Expanding STEM Career Pathways
HSI STEM
Initiative
Contribution to Increased Knowledge of Effective Strategies for Supporting HSI STEM
Students’ Associate Degree Completion, Career Entry, and Baccalaureate Transfer
1. STEM Career
Pathways
with
Integrated
Guided
Academic
Pathways
After the HSI STEM project is underway and data have been collected and analyzed,
demonstrating positive graduation and post-graduation outcomes, CCC plans to submit a
proposal to present at the Achieving the Dream (AtD) conference on the HSI STEM project’s
impact on STEM graduation rates, career entry, and baccalaureate transfer. The proposed
presentation will highlight STEM Career Pathways—with My Academic Plan, reflecting a
Guided Academic Pathway, embedded within the STEM Career Pathways—to share the
project’s effective, evidence-based strategies with a national audience of AtD college leaders.
2. Case
management
system with
innovative
integration of
touch points
CCC’s evaluation of the case management approach and HSI STEM-customized touch
points, through an action research approach to continuous improvement, will contribute to
increased knowledge among College faculty, staff, and administrators. With this knowledge,
CCC will further apply effective strategies for a comprehensive, system-wide model for
intrusive interventions throughout students’ pathway to graduation.
3. On-ramp
STEM math
co-requisites
for develop-
mental math
completers
If data demonstrate the on-ramp courses as an effective strategy for increasing STEM
program enrollment, retention, persistence, and graduation, CCC plans to leverage that
knowledge by scaling the strategy to all developmental math completers, beyond the HSI
population. If the on-ramp courses should produce positive student outcomes for the STEM
math sequence, CCC would scale the on-ramp co-requisites to gateway math courses required
for other, non-STEM academic majors.
4. HSI STEM
“mega-
learning
community”
CCC will conduct a quasi-experimental study (see Item #6, below) to measure the
multivariate effects of participation in the HSI STEM Learning Community—through linked
and blocked courses, STEM-Smart workshops, and FYS contextualized for STEM—on
student outcomes, including persistence, graduation and transfer rates. With this knowledge,
CCC will evaluate the Learning Community’s effectiveness and cost effectiveness in order to
identify adjustments for continuous improvement.
5. STEM-
contextual-
ized English
101 with an
“embedded
librarian”
Through the quasi-experimental study (see Item #6, below), CCC will measure the impact of
the “embedded librarian” approach on student outcomes. If the data demonstrate
effectiveness, CCC plans to scale the “embedded librarian” model to other courses that have
a research focus.
6. Rigorous
evaluation,
including a
quasi-
experimental
study
This study is designed to measure the impact of the HSI STEM project and identify effective
interventions for improving key outcomes. The rigorous quasi-experimental design for the
evaluation will add to the body of knowledge of “what works” for Hispanic and low-income
STEM degree-seeking students, by identifying strategies that were demonstrated effective in
increasing retention, graduation, and transfer to four-year institutions. CCC plans to share the
findings of the impact study: (a) at the state level, by presenting at the annual New Jersey
Community College Data Summit, first initiated in 2015 by CCC; and (b) at the national
level, by submitting the study for publication in a peer-reviewed journal and for inclusion in
the WWC, as meeting “WWC evidence standards with reservations” (see Appendix D).
(c)2. The likelihood that the proposed project will result in system change or
improvement (Up to 15 points).
Cumberland County College HSI STEM Proposal Page 36
CCC has a successful track record of pursuing, implementing, and institutionalizing federal
and state grant projects to produce systemic reforms. Cumberland consistently collects data to
measure the effectiveness of: courses, academic programs, academic and student support
programs, and the institution as a whole. Using these data, CCC engages in an action research
approach for data-informed decision-making and continuous improvement (see Figure 2 on page
28), a highly valued and widely-practiced norm that is embedded within CCC’s organization
culture. The College leverages grant projects to increase knowledge and understanding of
strategies that are effective in improving: enrollment, retention, persistence, and graduation rates
and—now, with the HSI STEM project—preparation for STEM career entry and STEM
baccalaureate transfer among Hispanic and low-income students. If an intervention works, CCC
scales the intervention beyond the initial target population. By integrating interventions that were
effective in CUNY’s ASAP project, CCC anticipates that those interventions will also be
effective at CCC, and the College expects to institutionalize them.
Leadership and College Culture Positioned for Systems Change. Through the Title III
project, CCC achieved the following outcomes:
1. Fall-to-fall retention among students completing remediation increased from 60% to 78%;
2. Fall-to-fall retention among students who had not yet completed remediation increased
from 29% to 49%;
3. Gateway course success among students whom Accuplacer placed at the developmental
level but who advanced to college level through Multiple Measures increased from 64% to
86%;
4. College level placement among students who took placement tests increased from 24%
(across all developmental subjects) to 40% for math and to 56% for English/reading; and
5. Underprepared students with a Student Success Plan increased from 10% to 100%.
Through the Title III project and now continuing in the Title V “Vías Hacia la Graduación”
project, CCC has integrated an action research approach to continuous improvement, a culture of
data-informed decision-making, and the launch of an annual college-wide Data Summit and a
Cumberland County College HSI STEM Proposal Page 37
CCC-initiated Data Summit for New Jersey community colleges, further establishing CCC as a
statewide leader institution. Additionally, the College combined the Strategic Plan, Title III, and
Achieving the Dream teams into one team: the Student Success Initiative Task Force, the
synergy of which created an abiding capacity to sustain and scale-up grant-seeded institutional
development.
The success of the CCC’s Title III project, which concluded and was fully institutionalized in
Fall 2015, was attributed to successful, sustained, and scaled innovations, which entailed six
change elements: (a) leadership commitment and collaborative management; (b) broad
engagement of stakeholders; (c) empowered decision-making by faculty and staff; (d)
administrative and financial support; (e) culture of data-informed decision-making; and (f)
systemic policy and organization reform. Based on these continued elements—which are valued
by and integrated within the organization culture at Cumberland—successful, sustained, and
scaled innovations are expected for the Title V Vías Hacia la Graduación project, which
launched in Fall 2015, and also for the proposed HSI STEM Strengthening and Expanding
STEM Career Pathways project.
QUALITY OF THE MANAGEMENT PLAN
(d) Quality of the Management Plan: (Up to 10 points)
1. The adequacy of the management plan to achieve the objectives of the proposed
project on time and within budget, including clearly defined responsibilities, timelines,
and milestones for accomplishing project tasks (Up to 5 points); and
Incorporating a “management by objectives” approach, the project management plan will
accomplish three objectives: (1) meet the HSI STEM guidelines and regulations; (2) adhere to
policies and practices to deliver the highest quality academic and student services; and (3)
effectively execute work assignments for timely accomplishment of activity objectives. The
Project Director will develop a comprehensive HSI STEM Project Operating Manual with
Cumberland County College HSI STEM Proposal Page 38
project policies and procedures, staff responsibilities and lines of authority, job descriptions for
HSI STEM staff, required forms, and appropriate reporting procedures. Copies will be
distributed to all grant and key institutional personnel. The Project Director will also oversee
project records, ensuring accurate and accessible data on grant expenditures, program
compliance, grant activities, and HSI STEM personnel, as well as highly detailed student data for
evaluation purposes. Record keeping will be comprehensive and use the ERP, for easy retrieval.
Daily Operational Management. The Project Director will have operational authority over
all HSI STEM grant-funded employees including direct reports (see Figure 3, for an organization
chart). The Project Director will conduct daily status checks with grant staff and will meet
weekly with key grant personnel and bi-weekly with all grant staff.
Figure 3—Organization Chart: Strengthening and Expanding STEM Career Pathways
Time/Effort Reports. Using standard College time reporting forms, bi-weekly Time and
Cumberland County College HSI STEM Proposal Page 39
Effort Reports will be completed for each employee paid with HSI STEM funds.
Progress Reports. Monthly Progress Reports will be submitted by HSI STEM staff. The
Project Director will synthesize these reports and overall program data into a Quarterly HSI
STEM Executive Summary Report for the President, President's Council, HSI STEM Steering
Committee, and grant personnel. The President will distribute this report to the Board of
Trustees. The Project Director will also prepare an annual presentation for the Board.
Providing Information to Key Administrators. The President will appoint an HSI STEM
Steering Committee, comprised of key administrators and faculty (see list in Figure 3), that will
meet monthly to review progress toward project goals and objectives and guide the project
toward completion. The project will be integrated into College governance and organizational
structures. The Project Director will be an ad hoc member of the Academic Council and the
Senior Staff, which have key roles in curriculum approval and shared governance. As assigned,
key HSI STEM staff will serve on the Academic, Student Development, and Professional
Development Governance Councils that plan and direct College governance.
HSI STEM and Campus Communications. The Project Director will distribute a monthly
HSI STEM activities and program update and will periodically deliver presentations on HSI
STEM project progress, including at CCC’s Annual Data Summit. A bi-monthly, HSI STEM
newsletter will be distributed to highlight accomplishments and milestones and will be posted to
the HSI STEM section of CCC’s website, linked to the CCC home page. Newsworthy features
on HSI STEM activities will be distributed to local media and published on CCC’s website.
Administrative Authority. The College President will have overall responsibility for the
HSI STEM project and will be involved personally in ensuring its quality and impact on the
institution’s Hispanic and low-income students. The President will delegate daily management
Cumberland County College HSI STEM Proposal Page 40
authority to the HSI STEM Project Director, who will report directly to the President and will
have full authority and autonomy to administer the project according to the approved project
plan. The Project Director will have direct access to key directors, such as the Executive
Director of Admissions to coordinate outreach efforts and HSI STEM information sessions; the
Executive Director of the Center for Academic and Student Success for logistics and scheduling
related to tutoring and supplemental instruction; the Executive Director of Finance and
Administrative Services to ensure effective management of grant budgets, approval of purchase
requisitions, and payment of invoices; the Executive Director of Information Technology to
enable efficient communication and effective timing of IT integration in the STEM labs; and the
Executive Director of Communications and Marketing to publicize and support the program
through advertising, HSI STEM brochures, and newsletter production.
Hispanic Advisory Board. This external advisory board, composed of community and
business leaders from the Hispanic community, will meet semi-annually with the Project
Director and HSI STEM staff to review progress and offer objective feedback and suggestions
for improvements to the project. They also will help develop and implement outreach and
communication strategies, and external scholarship, mentorship and internship initiatives.
Fiscal and Accounting Procedures. CCC has comprehensive, GAAP (Generally Accepted
Accounting Principles) financial procedures to ensure proper disbursement and accounting of
grant funds, including a thorough, electronic approval process for spending requests. Grant funds
will not be commingled with other funds. Fiscal activity will be monitored by CCC’s
institutionally funded Grants Accountant, who reports to the Executive Director of Finance, and
will be audited annually in accordance with standard accounting and auditing procedures. The
Project Director will meet monthly with the Executive Director of Finance to ensure grant funds
Cumberland County College HSI STEM Proposal Page 41
are being properly handled and recorded. Financial records maintained by HSI STEM staff will
be reconciled monthly with the college’s financial records.
(d)2. The extent to which the time commitments of the project director and principal
investigator and other key personnel are appropriate and adequate to meet the
objectives of the proposed project (Up to 5 points).
Position descriptions are provided in Tables 9-14 for the Project Director and other HSI
STEM personnel. Ms. Carole Grusemeyer, Associate Professor of Anatomy and Physiology at
CCC, has been identified as Project Director. Her résumé is provided in Appendix E.
Table 9—Position Description: HSI STEM Project Director (1.00 FTE), Reports to CCC President.
Qualifications: Education, Experience, and Training
Education and Training: Master’s degree in STEM field
Experience: Minimum 10 years teaching at two-year or four-year college in STEM subjects, plus experience
supervising and coordinating activities of an academic organization or division.
Duties and Responsibilities
Communicate an informed understanding of HSI STEM project objectives and design to all constituencies; ensure
the HSI STEM project remains congruent with institutional development goals; ensure compliance with HSI STEM,
U.S. Department of Education, and CCC grant policies; provide day-to-day management of HSI STEM activities; direct hiring, supervision and performance evaluation of HSI STEM project staff; monitor project budget and
timelines to ensure timely execution within budget; review and authorize all grant expenditures; collaborate with
college staff and departments to ensure smooth and effective task implementation in line with approved timelines
and budget; evaluate grant initiatives, write evaluation reports, and guide modifications and improvements; facilitate
and oversee timely preparation of HSI STEM fiscal and program reports for CCC and the Annual Performance
Reports for the U.S. Department of Education; prepare and disseminate HSI STEM newsletters and project results
throughout the College and assist in preparation of external reports of HSI STEM achievements; ensure that all
external assistance, consultants, contracts, and bidding processes are operated in compliance with federal regulations
and CCC policies; advise and assist in inventory and distribution of all HSI STEM -acquired equipment; work with
CCC staff to institutionalize new practices and improvements.
Table 10—Position Description: Pathways Coach: Academics & Careers (3.00 FTE), Reports to Project
Director.
Qualifications: Education, Experience, and Training
Education and Training: Master's degree in counseling, student personnel services, student development or related
area required, with expertise in STEM. National or Licensed Counseling Certification such as LPC, NBCC,
LCSW,Career Endorsement Credential or similar credential preferred. Excellent communication skills.
Experience: Minimum two to four years community college student services and academic and career counseling/
advisement experience in Science, Technology, Engineering and Math. Thorough knowledge of—and ability to
work with—diverse student populations, especially low-income, first-generation, high-need students. Facility with
postsecondary student data systems, tracking of student cohorts, and student case management and coaching.
Duties and Responsibilities
Develop initial cohorts of entering fall STEM students, provide career and academic advisement, registration
assistance and a thorough introduction to the Project’s touch-point strategy. Provide case-management-style student
services, utilizing technology to maintain intake-to-graduation tracking system of “touch point” contacts; represent
the College and HSI-STEM program within the community; ensure student participation in HSI-STEM workshops
and other activities; assist Project Director to develop, measure effectiveness of, and modify, intervention strategies
to promote Hispanic and low-income students’ retention and graduation; make appropriate student referrals
Cumberland County College HSI STEM Proposal Page 42
throughout the College community and to community-based organizations and government agencies; assist in the
planning, coordination and implementation of summer programs to prepare students for college-level studies;
organize initial group career development sessions for first-time STEM students, introduce them to the Career
Success Plan process, introduce them to the Kuder Career Planning System, and assist them in starting to develop
their career plans. This advisor will follow up with students individually to review career steps, complete plans and
ensure they remain part of each student’s ESR; and implement career and aptitude assessments for students who
have not identified a definite career pathway; endeavor to meet with each HSI STEM student individually up to nine
times each academic year to review progress toward goals and adjust career plans as needed.
Table 11—Position Description: Pathways Coach: Academics & Careers
(Two @ 0.63 FTE Yrs. 2-5; 1 @ 0.63 FTE Yrs. 3-5). Report to Project Director.
Qualifications: Education, Experience, and Training
Education and Training: Master’s degree in counseling, student personnel services, or related area with
specialization in either academic or career counseling and willingness to learn other discipline. Ability to work with
diverse and financially and academically disadvantaged students. National or Licensed Counseling Certification
such as LPC, NBCC, LCSW credential and/or the Career Endorsement Credential preferred.
Experience: Minimum two years community college student services and academic or career counseling/
advisement experience. Familiarity with and knowledge of, STEM academic or career counseling.
Duties and Responsibilities
The duties of the part-time coaches will be the same as the full-time coaches, but their cohorts will be smaller. They
will develop initial cohorts of entering fall STEM students, provide career and academic advisement, registration
assistance and a thorough introduction to the Project’s touch-point strategy. Provide case-management-style student
services, utilizing technology to maintain intake-to-graduation tracking system of “touch point” contacts; represent
the College and HSI-STEM program within the community; ensure student participation in HSI-STEM workshops
and other activities; assist Project Director to develop, measure effectiveness of, and modify, intervention strategies
to promote Hispanic and low-income students’ retention and graduation; make appropriate student referrals
throughout the College community and to community-based organizations and government agencies; assist in the
planning, coordination and implementation of summer programs to prepare students for college-level studies;
organize initial group career development sessions for first-time STEM students, introduce them to the Career
Success Plan process, enroll them in the Kuder Career Planning System, and assist them in starting to develop their
career plans. This advisor will follow up with students individually to review career steps, complete plans and
ensure they remain part of each student’s ESR; and implement career and aptitude assessments for students who
have not identified a definite career pathway; endeavor to meet with each HSI STEM student individually up to nine
times each academic year to review progress toward goals and adjust career plans as needed.
Table 12—Position Description: CyberSecurity Instructor (2 @ 1.00 FTE: 1 in Year 1, 1 in Year 4).
Report to Project Director.
Qualifications: Education, Experience, and Training
Education and Training: Master’s or Doctorate in Computer Science with specialty in CyberSecurity, including
training in the delivery of all Cisco certifications, including SCYBER (Securing Cisco Networks with Threat
Detection and Analysis) and CCNA (Certified Cisco Network Associate), and in the delivery of instructional
training and student test preparation in these certifications for other faculty members.
Experience: Minimum 10 years instructing in Computer Science overall, with five years instructing in
CyberSecurity at a two-year or four-year college. Familiarity with or direct experience in student success initiatives.
Duties and Responsibilities
Teach fifteen (15) classroom contact hours in new CyberSecurity A.S. program. Assist STEM dean and HSI STEM
Project Director in fine-tuning program and improving alignment with Wilmington University’s bachelor’s
CyberSecurity program to ensure comprehensive student preparation and seamless transfer. Serve as trainer in Cisco
certifications such as SCYBER and CCNA for other Computer Science faculty and adjuncts, and provide advice
and/or assistance to part-time faculty regarding course content, instructional materials, and teaching techniques.
Serve as supplemental registration, academic and career advisor for CyberSecurity students in support of, and in
close communication with, HSI STEM Pathways Coaches. Learn and utilize all of CCC’s student support
technology, such as Early Alert and Connect, to assist students in real time who may be in academic jeopardy and to
help connect all CyberSecurity students with campus and HSI STEM services such as tutoring and supplemental
Cumberland County College HSI STEM Proposal Page 43
instruction. Assemble CyberSecurity program advisory board, organize annual advisory board meetings, analyze and
apply valid advisory board feedback.
Table 13—Position Description: Engineering Instructor (1.00 FTE). Reports to Project Director.
Qualifications: Education, Experience, and Training
Education and Training: Master’s or Doctorate in Engineering with knowledge of civil, mechanical, industrial and
electrical engineering in particular.
Experience: Minimum 10 years instructing in Engineering at a two-year or four-year college, and familiarity or
direct experience in student success initiatives and close monitoring of student progress.
Duties and Responsibilities
Teach fifteen (15) classroom contact hours in Engineering A.S. program. Assist STEM dean and HSI STEM Project
Director in implementing program revisions and improving alignment of the Engineering program with those at
transfer institutions to ensure comprehensive student preparation and seamless transfer. Develop new courses in
state-of-the-art Engineering design tools such as SolidWorks. Provide advice and/or assistance to part-time faculty
regarding course content, instructional materials, and teaching techniques. Serve as supplemental registration,
academic and career advisor for CyberSecurity students in support of, and in close communication with, HSI STEM
Pathways Coaches. Learn and utilize all of CCC’s student support technology, such as Early Alert and Connect, to
assist students in real time who may be in academic jeopardy and to help connect all Engineering students with
campus and HSI STEM services such as tutoring and supplemental instruction. Monitor class attendance for the
early identification of students who may be in danger of withdrawal. Work with Engineering program advisory
board, help organize annual advisory board meetings, analyze and apply valid advisory board feedback.
Table 14 —Position Description: STEM Academic Coordinator (0.63 FTE).
Reports to Project Director.
Qualifications: Education, Experience, and Training
Education and Training: Bachelor’s degree required, master’s degree preferred in STEM area. Excellent
communication, planning skills.
Experience: At least two years’ experience teaching, or extensive experience tutoring, students in STEM courses,
particularly diverse populations of low-income, first-generation, high-need students in a community college setting.
Experience with learning support programs and online platforms such as BlackBoard, and postsecondary data
systems desired.
Duties and Responsibilities
Provide instruction and support for students as needed in the STEM Study Center (open lab). Schedule tutoring
through Center for Academic and Student Success for students in these subjects; provide referrals for students to the
College’s Gateway Math and Writing Center as needed; communicate with students’ assigned Pathways Coaches
and STEM instructors to report on academic progress and/or issues to be resolved, trigger intrusive interventions as
needed for students who are struggling, and work with instructors and students to develop and implement academic
“rescue” plans featuring step-by-step timelines of lab academic support and tutoring to get students back on track.
Input relevant information regarding interventions and progress in students’ ESR. Participate in grant-related
professional development activities, stay current with developments in STEM/Life Sciences instructional theory and
instructional delivery methods.
QUALITY OF THE EVALUATION PLAN
(e) Quality of the Evaluation Plan: (Up to 20 points)
1. The extent to which the goals, objectives, and outcomes to be achieved by the proposed
project are specified and measurable (Up to 5 points);
As outlined in the Quality of Project Design section, the project contains five objectives,
each supported by performance measures that include baseline data and targets.
Cumberland County College HSI STEM Proposal Page 44
Table 15—HSI STEM Activity, Objectives, and Performance Measures
Performance Measures
(Change from Fall 2016 to Fall 2021, unless otherwise stated)
Objective 1.0: To strengthen bridges from STEM associate degree completion to: (a) STEM career entry and
(b) STEM baccalaureate transfer.
By the end of the grant period:
1.1) The number of employers who participate in STEM career or interview events will increase from 15 to 20;
1.1.1) The percentage of STEM majors who participate in STEM career or interview events will increase from 20%
to 40%.
1.2) The number of baccalaureate institutions that have 2+2 articulation agreements with CCC for STEM programs
will increase from 2 to 4;
1.2.1) The percentage of CCC’s STEM programs that are included in at least one 2+2 articulation agreement will
increase from 40% to 80%.
1.3) The number of baccalaureate institutions that participate in Transfer Day on campus at CCC will increase from
8 to 10;
1.3.1) The number of Hispanic and low-income STEM majors who participate in Transfer Day will increase from
61 to 90;
1.3.2) Of the students who participate in Transfer Day, the percentage who will interview with at least one
baccalaureate institution at Transfer Day will be sustained at 100%.
1.4) A data collection system for tracking STEM baccalaureate transfer will be launched and a baseline will be
established; and
1.4.1) The percentage of Hispanic and low-income students transferring successfully to a four-year institution from
a two-year institution and retained in a STEM field major will increase by 10 percentage points (GPRA
Measure).
1.5) The “Bridges beyond Graduation” program will be operational; and 90% of full-time Hispanic and low-income
students in STEM majors will participate in the “Bridges beyond Graduation” program to prepare for their
transition from CCC—upon graduation— to employment or baccalaureate transfer, per the goals outlined in
their individual STEM Career Pathways.
Objective 2.0: To increase the number of STEM programs at CCC and strengthen existing STEM programs.
By the end of the grant period:
2.1) The number of full-time Hispanic and low-income students majoring in STEM programs will increase from
509 to 565 this will represent a 10% change, over the five-year grant period, of the number of full-time, degree-
seeking Hispanic and low-income students enrolled in STEM programs at Cumberland County College (GPRA
measure).
2.2) Guided Pathways will be established for full-time students in the following programs to complete
developmental courses early (as needed) and graduate within three years: Biomedical Science (A.S.),
Biomedical Science/Healthcare (A.S), Chemistry (A.S.), Computer Science (A.S.), CyberSecurity (A.S.),
Engineering (A.S.), Mathematics (A.S.), and Network Management (A.A.S.); and 100% of full-time students
majoring in these programs will have 2- or 3-year My Academic Plans that incorporate a Guided Pathway;
2.21) 65% of full-time Hispanic and low-income, STEM degree-seeking students will be on-track toward graduation.
2.3) The percentage of first-time, full-time Hispanic and low-income, STEM degree-seeking students who enter in
the fall and return in the spring will increase from 85% to 90% (i.e., Fall-to-Spring retention);
2.3.1) The percentage of first-time, full-time Hispanic and low-income, STEM degree-seeking undergraduate
students who were in their first year of postsecondary enrollment in the previous year and are enrolled in the
current year who remain in a STEM field degree/credential program will increase from 49% to 60% (i.e., Fall-
to-Fall retention; GPRA Measure).
2.4) Of the cohort of first-time, part-time Hispanic and low-income STEM degree-seeking students who enter in the
fall, the percentage that return in the spring and remain in STEM degree-seeking programs will increase from
75% to 80%;
2.4.1) Of the cohort of first-time, part-time Hispanic and low-income STEM degree-seeking students who enter in
the fall, the percentage that return the next fall and remain in STEM degree-seeking programs will increase
Cumberland County College HSI STEM Proposal Page 45
Table 15—HSI STEM Activity, Objectives, and Performance Measures
from 29% to 40%.
2.5) An A.S. program in CyberSecurity will be established; the number of first-time, full-time Hispanic and low-
income students who declare CyberSecurity as their major will increase from 4 to 15;
2.5.1) Of the first-time, full-time Hispanic and low-income CyberSecurity majors who enter in the fall, 80% will
return in the spring and will remain in a STEM major (i.e., Fall-to-Spring retention), and 40% will return the
next fall and will remain in a STEM major (i.e., Fall-to-Fall retention).
2.6) Preparation for professional, industry certification will be integrated in the new CyberSecurity curriculum;
2.6.1) 95% of full-time Hispanic and low-income CyberSecurity majors will take a professional certification exam
(e.g., Cisco Certified Network Associate Security [CCNA Security] certification exam88) prior to graduation;
2.6.2) Of the full-time Hispanic and low-income CyberSecurity majors who take a professional certification exam
prior to graduation, 85% will pass the exam, earning certification.
2.7) 45% of first-time, full-time Hispanic and low-income CyberSecurity majors will graduate within three years;
2.7.1) Of the CyberSecurity graduates, 30% will transfer to a baccalaureate CyberSecurity or other baccalaureate
STEM program;
2.7.2) Of the CyberSecurity graduates, 15% will obtain employment in CyberSecurity or other Computer Science-
related occupations upon earning an associate degree.
2.8) The STEM programs in Biomedical Science (A.S.); Biomedical Science/Healthcare (A.S.); Engineering (A.S.);
Chemistry (A.S.); Mathematics (A.S.); Computer Science (A.S.) and Network Management (A.A.S.) will be
current, providing the knowledge and skills that meet today’s standards for employment in those fields.
2.9) The STEM foundation courses will be revised to improve mastery and adaptive/collaborative learning through
integration of computer-aided instruction and new digital resources, and real-time assessment.
2.9.1) EN 101 will integrate an “embedded librarian” approach; and Hispanic and low-income students enrolled in
the STEM contextualized English 101 course will participate in 2 course-specific library research sessions
outside of class.
Objective 3.0: To strengthen academic and student support services and programs.
By the end of the grant period:
3.1) The number of dual-credit STEM courses taught by high school teachers will decrease from 22 to 0;
3.12) The number of dual-enrollment STEM courses taught by CCC faculty will increase from 0 to 22.
3.2) The STEM Summer Bridge Program will be established, and 100% of participating students will be Hispanic
or low-income;
3.2.1) 90% of the Hispanic and low-income STEM students who enroll in the Summer Bridge Program will
successfully complete the program.
3.3) The percentage of Hispanic and low-income STEM students who successfully complete the Summer Bridge
Program and enroll in the Fall Semester will increase from 88% to 94%;
3.3.1) Of those Hispanic and low-income STEM students who successfully complete the Summer Bridge program
and enroll in the Fall, the percentage who complete the semester with a minimum 2.0 GPA will increase from
60% to 67%.
3.4) The number of full-time Hispanic and low-income students participating in grant-funded student support
programs or services will increase from 379 to 565. (GPRA Measure);
3.4.1) The percentage of full-time Hispanic and low-income students who participated in grant-supported services
or programs in good academic standing will increase from 35% to 50% (GPRA Measure).
3.5) The percentage of full-time Hispanic and low-income STEM students who participate in career counseling at
least one time during the year will increase from 80% to 95%;
3.5.1) The average number of times that full-time Hispanic students and low-income students in STEM majors
participate in career counseling during the year will increase from 1.25 times to 9 times.
3.6) 95% of Hispanic and low-income STEM majors will have created a STEM Career Pathway.
88 Cisco Certified Network Associate Security [CCNA Security] certification exam information:
http://www.cisco.com/c/en/us/training-events/training-certifications/certifications/associate/ccna-security.html
Cumberland County College HSI STEM Proposal Page 46
Table 15—HSI STEM Activity, Objectives, and Performance Measures
3.7) The percentage of Hispanic and low-income students who participated in grant-supported services or programs
and completed a degree or credential will increase from 38% to 50% (GPRA Measure);
3.7.1) The percentage of Hispanic and low-income first-time, full-time degree-seeking undergraduate students who
enrolled at CCC, a two-year HSI, and graduated within three years of enrollment with a STEM field
degree/credential will increase from 15.7% to 30% (GPRA Measure).
3.8) STEM Academic and Career Coaches will be hired; and the ratio of Hispanic and low-income students to
STEM Pathways Academic and Career Coaches will be 80:1;
3.9) The percentage of Hispanic and low-income first-time, full-time STEM degree-seeking students who meet
with an advisor during their freshman year will increase from 35% to 95%;
3.9.1) of the students who meet with an advisor, the average number of times they meet with the advisor during
their first year will increase from 10 to a minimum of 16 times.
3.10) The percentage of Hispanic and low-income STEM students who enroll in and successfully complete the
following math courses will increase, as follows:
a) MA 091 (Mathematics and Beginning Algebra): from 51% to 70%;
b) MA 094 (Fundamentals of Algebra): from 34% to 50%;
c) MA 110 (College Algebra): from 51% to 70%;
d) MA 121 (Pre-Calculus Mathematics): from 44% to 55%;
e) MA 130 (Calculus I): from 31% to 45%; and
f) MA 205 (Statistics): from 67% to 85%.
3.10.1) “On-ramp” co-requisites will be developed for MA 121 (Pre-calculus Mathematics), MA 130 (Calculus I),
and MA 205 (Statistics); 100% of the on-ramp courses will “linked” to HSI STEM.
3.11) The percentage of Hispanic and low-income students who participated in grant-supported services or
programs who successfully completed gateway courses will increase from 65% to 85% (GPRA Measure).
3.12) An HSI STEM Learning Community will be established, supported by STEM-Smart workshops and courses
linked to the program (e.g., FYS and EN 101 contextualized for STEM);
3.12.1) Freshman Seminar will be contextualized for STEM to include information about STEM careers and
success in the workplace and will be developed for each of 7 target programs (Biomedical Science,
Biomedical Science/Healthcare, Chemistry, Computer Science, CyberSecurity, Engineering, Mathematics,
and Network Management).
3.12.2) STEM-Smart workshops will be developed and offered to HSI STEM students; and during their first three
semesters of enrollment (i.e., by the end of Fall Semester of their second year), 60% will complete a
minimum of 2 STEM-Smart workshops beyond the STEM-contextualized FYS.
3.13) 100% of Hispanic and low-income students will enroll in at least one “linked” course during their STEM
programs of study;
3.14) A part-time STEM Academic Coordinator position will be created and filled, and a drop-in STEM Tutoring
Center will be created; the number of STEM courses for which supplemental instruction is provided will
increase from 5 to 15 STEM courses;
3.14.1) The number of Peer Tutors who provide tutoring for STEM courses will increase from 25 to 40;
3.15) 75% of full-time Hispanic and low-income students will receive supplemental instruction or peer tutoring,
either in class or at the drop-in tutoring center, at least one time during their first year;
3.15.1) Full-time Hispanic and low-income students will receive supplemental instruction or tutoring an average of
24 times during their first year.
3.16) Bilingual English/Spanish text—accessible by clicking on a “Para Español” button—and Spanish audio or
video recordings will be posted on the college’s web site and social media to communicate information
about STEM programs.
3.17) The textbook loan program will be expanded to loan textbooks for STEM courses; and 750 Hispanic and low-
income students will borrow at least one textbook under the program; and
3.17.1) The textbook loan program will purchase and loan a total of 185 STEM textbooks during the grant period.
Objective 4.0: To strengthen STEM infrastructure to support Strengthening and Expanding STEM Career
Pathways.
Cumberland County College HSI STEM Proposal Page 47
Table 15—HSI STEM Activity, Objectives, and Performance Measures
By the end of the grant period:
4.1) The Chemistry Lab’s software for maintaining an inventory of chemicals, which is required for regulatory
safety standards, will be current.
4.2) The STEM Lab equipment and IT infrastructure will be current and adequate to support the Strengthening and
Expanding STEM Career Pathways project; and 6 new IT servers will be installed to support the HSI STEM
project.
4.3) Career planning software will have been acquired and integrated to: (a) facilitate career exploration and
interest/skill assessments; and (b) develop STEM Career Pathways, store them electronically, and make them
accessible to students, academic advisors, career counselors, and other need-to-know faculty and staff.
4.4) The college will have a tracking system for monitoring career entry and baccalaureate transfer outcomes.
4.5) The college will have acquired and integrated the needed industry-specific technologies, such as: (a) Cisco
Network Security products, (b) FRED (Forensic Recovery of Evidence Device; or similar technologies from
other vendors), and (c) a specialized Dell server for the new CyberSecurity degree.
Objective 5.0: To strengthen professional development to support Strengthening and Expanding STEM
Career Pathways.
By the end of the grant period:
5.1) 95% of faculty, staff, and administrators will have participated in a newly designed, professional development
program to support Hispanic and low-income students’ STEM Career Pathways.
(e)2. The extent to which the methods of evaluation are thorough, feasible, and appropriate
to the goals, objectives, and outcomes of the proposed project (Up to 5 points); and
The evaluation plan is designed to: (1) identify, collect, and analyze the data needed to
measure the extent to which the HSI STEM project’s goals and objectives have been attained and
how the implementation strategy might be improved; (2) produce evidence about the project’s
effectiveness that would meet the WWC’s Evidence Standards with reservation; (3) strengthen
the existing culture and systematic process of continuous assessment, communication, and
improvement; and (4) develop and implement the analytic framework, tools, and procedures for
ongoing evaluation, refinement, and institutionalization of project-developed innovations and
capacities beyond the five-year grant period. As outlined in Table 16, the project will be
evaluated through two methods, Method 1: performance measurement of project objectives
(Years 1-5); and Method 2: a student-level impact study of CCC’s HSI STEM project (Year 5).
Cumberland County College HSI STEM Proposal Page 48
Table 16— HSI STEM Impact Study: Formative and Summative Methods for Evaluating
the Strengthening and Expanding STEM Career Pathways Project
Research
Element
Method #1:
Performance Measurement
of Project Objectives
Method #2:
Student-Level Impact Study
of the HSI STEM Project
Research
Question
What is the impact of the Strengthening and Expanding STEM Career Pathways project on
Hispanic and other low-income, STEM degree-seeking students with regard to retention, persistence
to completion, and transfer to a four-year institution?
Research
Design
Measurement of performance
measures, with comparison of
actual outcomes to targets (see
Table 15 on page 44)
Quasi-Experimental Study: Individuals comprising CCC’s
student population will receive the grant-sponsored intervention
activities outlined in Appendix F. The enrolled student
population during the grant period will be compared to students
enrolled prior to the grant period to identify effects of exposure to
the intervention on student-level outcomes.
Methodology
Analysis of descriptive
statistics (e.g., central
tendencies, ranges) and
tabulations and cross-
tabulations (percentages) and
may include bivariate
comparisons (e.g., Chi-square
statistics), as compared to
target outcomes
Multivariate Regression: Multivariate analysis at the individual
student level. Independent variables: (a) student status as enrolled
during grant period or comparison student based on Propensity
Score Matching (PSM) to prior historical student cohort;
(b) student’s dosage per CCC HSI STEM intervention as
measured by student participation in grant activities; and
(c) student’s demographic affiliation.
Dependent variables: student’s academic outcomes.
Comparison
Actual outcomes compared to:
(a) target outcomes and
(b) the longitudinal trend
Comparison of student cohort enrolled during the grant period to
a matched historical comparison group of students enrolled in
the period immediately prior to the grant. PSM analysis will be
employed to construct the historical comparison sample.
Period Formative & summative Summative
External
Evaluator’s
Deliverable
Y1-5 Evaluation Reports &
Summative Evaluation Report Summative Evaluation Report
(e)3. The extent to which the methods of evaluation will, if well implemented, produce
evidence about the project’s effectiveness that would meet the What Works
Clearinghouse (WWC) Evidence Standards with reservations (Up to 10 points).
As outlined for “Method 2” in Table 16, CCC will draw from Scrivener et al.’s study (see the
CPP2 section, beginning on page 1)89 to conduct a quasi-experimental study to produce evidence
of the project’s impact and effectiveness, meeting the WWC Evidence Standards “with
reservation.” CCC’s study will be submitted for publication and WWC inclusion. The quasi-
experimental impact study will identify the HSI STEM-initiated interventions and the threshold
89 Scrivener, S., Weiss, M. J., Ratledge, A., Rudd, T., Sommo, C., & Fresques, H. (2015). Doubling graduation
rates: Three-year effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for developmental education
students. New York: MDRC. Retrieved from www.mdrc.org/sites/default/files/doubling_graduation_rates_fr.pdf
Cumberland County College HSI STEM Proposal Page 49
of intervention dosage that generates positive student-level outcomes for STEM degree-seeking
students who are either Hispanic or low-income. The study will also identify the threshold at
which student outcomes plateau. This study has valuable implications for cost-benefit analysis
and resource allocation. With these data, CCC may make decisions for institutionalizing and
investing in the HSI STEM interventions that achieve positive student-level outcomes but
foregoing dosage that surpasses the point where outcomes plateau.
Participants. The researchers will not select a sample and divide it into comparison groups.
Instead, CCC’s entire student body during the grant period will be statistically analyzed to
identify multivariate trends. These students, the treatment group, will be statistically compared to
historical students who are no longer enrolled at CCC and attended immediately prior to the
grant period. The latter will constitute a comparison group selected using Propensity Score
Matching (PSM) techniques (see the detailed “Study Methodology” section, below). Two criteria
will contribute to the study’s validity, as listed in the table below.
Table 17—Procedures Contributing to Project Validity
Criterion Procedure
Comprehensive,
accurate data
for all research
variables
At CCC, collecting and analyzing data for evidence-based decision-making is widely practiced
and is woven throughout the organization culture. The College has comprehensive ERP and is
in the process of organizing data into an Electronic Student Record (ESR), a Title V-funded
initiative that positions the College for comprehensive record entry. CCC will provide staff
training for comprehensive, accurate measurement of HSI STEM intervention dosage data.
Intervention
dosage data
By collecting and analyzing data for the entire student body, including those who do not
participate in some or all of the intervention activities, the population studied will represent
some degree of variance in the dosages of the interventions, as well as diversity in terms of
demographic variables. These variables will be included as co-variates in the multivariate
analysis and demographic variables will be used in the PSM analysis to construct the quasi-
experimental comparison groups.
Data Collection. Employing an external evaluator-customized longitudinal database
(COMPETE), CCC will collect the following student-level data: (a) demographics (including
ethnicity, Pell-grant eligibility, and academic major; (b) dosages of each HSI STEM
intervention, drawing from CUNY’s approach for intervention measurement, as described in the
Cumberland County College HSI STEM Proposal Page 50
CPP2 section, and (c) student outcomes (see the detailed list of all variables in Appendix F).
Data Analysis. CCC’s quasi-experimental impact study will use a multivariate regression to
examine the impact of the HSI STEM project. The analysis will identify any significant
multivariate effects of the independent variables (i.e., demographic variables and HSI STEM
interventions) on the dependent variables (i.e., student-level outcomes). For each intervention
identified as significantly affecting the student outcomes listed in Appendix F, a trend-line will
be plotted to quantify the range of utility of the intervention, the range at which increasing
intervention dosage also increases student outcomes.
Outcomes/Impact Analysis Design
Research Question. The primary research question to be answered by the impact study will
be: What is the impact of the Strengthening and Expanding STEM Career Pathways project on
Hispanic and low-income, STEM degree-seeking students with regard to retention, persistence to
completion, and transfer to a four-year institution?
Study Methodology. Using the quasi-experimental design, evaluators will conduct a
rigorous impact and outcomes study to examine the achievement of project students compared to
similar non-participants. CCC plans to include at least 1,250 students in the project during the
grant-funded period from 2016-2021. The treatment group will consist of Hispanic and low-
income, STEM degree-seeking students. Comparison students will consist of statistically
matched students who were enrolled prior to the grant start date in 2016. The evaluators will
draw a sub-sample of the historical data for similar students in the same or similar programs
from recent academic years prior to grant implementation to obtain a comparison group equal in
size to the estimated 1,250 new students in the grant-funded project. Drawing a comparison
group from recent student cohorts will ensure a large enough sample with appropriate statistical
Cumberland County College HSI STEM Proposal Page 51
power and similarity for a quasi-experimental analysis. The quasi-experimental, matched
comparison outcome evaluation will enable assessment of differential outcomes achieved by
treatment and comparison group students.
PSM analysis, a multivariable logistic regression technique,90 will be used to generate a
comparison group for the outcome evaluation. Propensity scores will be calculated using student
socio-demographic variables as co-variates in a multivariable logistic regression procedure,
and will compare those who participate in the Strengthening and Expanding STEM Career
Pathways program during the grant period to similar students who participated at CCC in the
same or similar programs during the previous four years (Fall 2012-Spring 2016 or earlier to
ensure an adequate sample size). As recommended by Shadish91 and by Pearl92, this will: (a)
ensure comparably sized treatment and comparison group samples, with validity of the
statistical test comparisons; and (b) determine the subset of the student sample that is statistically
independent. The resulting subset will represent the comparison sample for outcome analyses.
Evaluators will conduct the PSM analysis using Stata Version 13 software (College Station, TX).
The primary outcomes of interest will be those specified in the HSI STEM Activity,
Objectives, and Performance Measures, including GPRA Measures (see Table 15 on page 44).
For the estimation of the minimum sample size, the evaluators will use alpha = 0.05, Cohen’s
medium effect size (f = 0.25), with power at 80%. The estimated total sample size for a
randomized two-group (project participants and non-project participants in the same or similar
educational programs) repeated-measure ANCOVA with two observations (program intake and
90 Guo, S., & Fraser, M.W. (2010) Propensity Score Analysis: Statistical Methods and Applications. Los Angeles:
Sage Publications. 91 Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for
generalized causal inference. Boston, MA: Houghton Mifflin. 92 Pearl, J. (2000). Causality: Models, Reasoning, and Inference, Cambridge University Press.
Cumberland County College HSI STEM Proposal Page 52
program exit or completion) per subject, with four covariates, and tests of interactions is 237
subjects. A sample size of 118 subjects per group (treatment and comparison) provides greater
than 80% power to detect medium effects over time, accounting for anticipated attrition of 20%
of the original treatment sample. These are minimum assumptions, and we anticipate that a
larger CCC sample will be available and included in the analysis. To ensure more than sufficient
power, and due to expected enrollment levels, the evaluators will include at least 500 students
per condition. The final sample size will be dependent on the total number of available and
appropriate historical comparison students so that a valid PSM analysis can be conducted.
Hypothesis. The hypothesis for this evaluation is that project students will have higher rates
of retention, persistence to completion, completion, and transfer to 4-year institutions than the
comparison group. The required GPRA Measures will be key to proving or disproving this
hypothesis. The final impact analysis that will address the hypothesis will occur with the
summative evaluation at the end of Year 5.
Outcomes/Impact Data Collection and Analysis
The evaluators will conduct descriptive and multivariable analyses during the fifth year of
the project to answer the research questions (see Table 16 on page 48). Cross-tabulations and
Chi-square statistics may be used to compare changes between the project participant student
sample and the historical comparison student sample. Comparisons showing differences in
persistence, retention, completion, and transfer will be conducted. To test research questions, the
evaluators will conduct analyses of covariance (ANCOVA) to discern the main-effects of the
Strengthening and Expanding STEM Career Pathways program. Analyses of interactions
between the independent variables across the performance measures will be conducted
(controlling for demographic and co-variates). All socio-demographic and individual variables
Cumberland County College HSI STEM Proposal Page 53
will be examined for their potential inclusion as control variables. The evaluators will look for
interactions with covariates, and control for such variables if they prove to be statistically
significant. The evaluators anticipate some program attrition, and will test for attrition effects
and account for missing data in the analyses. Missing data will be mitigated using multiple
imputation,93 and maximum likelihood procedures.94 Finally, using multivariable logistic
regression analysis to control for potential confounding influences, the evaluators will examine
the relationship between program participation in project performance measures as hypothesized.
The evaluators will conduct similar analyses to examine differences between the participant
student group and the historical comparison student group. The evaluators will calculate the odds
of improved program completion, employment outcomes, and improved intermediate outcomes
compared to the comparison group students.
Subgroup Analysis. The evaluators anticipate having more than sufficient statistical power to
detect main program effects, and will explore subgroup analyses on the various groups of
students represented in the evaluation. These include student groups with greater and lesser
previous educational attainment and among income, ethnic, gender, age, and other socio-
demographic subgroups.
Data Collection. With support from CCC, the evaluators will develop tools and protocols for
collecting, matching (where necessary), and aggregating core data, including a custom-designed
database (COMPETE). Key data elements (See Appendix F) have been identified that will be
used to inform measurement activities within the evaluation. Many of the necessary data are
already being collected and reported in a way that will facilitate measurement for the evaluation.
93 Gladitz, J. (n.d.). Rubin, Donald B.: Multiple Imputation for Nonresponse in Surveys. John Wiley & Sons,
Chichester , New York, Brisbane, Toronto, Singapore 1987, Biometrical Journal, 131-132. 94 Schafer, J., & Graham, J. (2002). Missing data: Our view of the state of the art. Psychol Methods, 2, 147-177.
Retrieved May 9, 2015, from PubMed.
Cumberland County College HSI STEM Proposal Page 54
Submission for Publication and WWC Inclusion. By replicating CUNY’s ASAP
interventions, as described by Scrivener et al. (2015; see Table 1 on page 4),95 the quasi-
experimental study is designed to meet the “moderate evidence of effectiveness” standards. The
external evaluator’s Summative Evaluation Report will include a report of the quasi-
experimental study. The findings detailed in the report will also be used to draft an article to
submit to a peer-reviewed academic journal for publication and inclusion in the WWC, as
meeting “WWC evidence standards with reservation” (see Appendix D).
Evaluation Management
The HSI STEM Project Director will lead the implementation of the evaluation plan and will
monitor progress toward the objectives through reporting protocols, procedures, and timetables
developed in collaboration with the HSI STEM Internal Steering Committee and external
evaluator. The Project Director will receive monthly Task Status Reports with performance data
from those responsible for task execution. The Project Director will prepare reports and deliver
presentations to the President and leadership team, Board of Trustees, and campus community.
The HSI STEM Internal Steering Committee will meet quarterly with the HSI STEM Team
to review a quarterly report compiled by the Project Director, and suggest ways to improve the
program. The Committee will ensure the project: (a) upholds CCC’s mission and goals; (b)
advances toward project goals and objectives; and (c) institutionalizes project-seeded activities.
An experienced external evaluator will be engaged promptly following award notification
and will conduct annual formative evaluations in Years 1-4, submitted annually by December 15,
and a combined Year 5 and summative evaluation at the end of Year 5. The external evaluator
95 Scrivener, S., Weiss, M. J., Ratledge, A., Rudd, T., Sommo, C., & Fresques, H. (2015). Doubling graduation
rates: Three-year effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for developmental education
students. New York: MDRC. Retrieved from www.mdrc.org/sites/default/files/doubling_graduation_rates_fr.pdf
Cumberland County College HSI STEM Proposal Page 55
will visit CCC periodically to help the HSI STEM staff and Steering Committee review the
project’s objectives, anticipated outcomes, and evaluation design, and to refine data collection
and analysis procedures. The external evaluator will help establish valid baseline data, an
internal evaluation reporting system, and a mechanism for using ongoing evaluation outcomes to
improve the program. The external evaluator will assess the project in seven critical areas:
Table 18—External Evaluation Focus Areas
1. Achievement of activity objectives
2. Contribution of implementation strategies to the achievement of objectives and whether possible changes to the
implementation strategies might improve project effectiveness
3. Changes in institutional structures, systems, and policies, as a result of Strengthening and Expanding STEM
Career Pathways
4. Positive and unintended outcomes of institutional changes, contributing to the knowledge of what works in
producing such outcomes
5. Progress toward institutionalizing the activity and evaluation processes
6. Impact of the project on the target population
7. Provision of equitable access to and participation in HSI STEM program activities for Hispanic students, in
accordance with the General Education Provisions Act, Section 427
Experience of External Evaluators
External evaluation and technical assistance services will be provided by Paul T. Bucci
and Associates (PTB). With over 25 years of experience in the design and evaluation of Title III
and Title V projects, Dr. Bucci was invited to deliver the keynote presentations, entitled Title III
Project Evaluation, at the National Title III Conferences in 1992 and 1998. Dr. W. Douglas
Evans, PTB’s Research Director, will serve as Lead Evaluator for CCC’s HSI STEM project. A
tenured professor at The George Washington University, Dr. Evans formerly served as a senior
research director and Vice President at RTI International and at the American Institutes for
Research. Dr. Evans is an internationally renowned expert on behavior change intervention
design and evaluation and has published over 130 articles, books, and chapters on intervention
design and outcome/impact evaluation in health, education, and other social change programs.
As Chief Scientist, Dr. Evans supervises PTB’s evaluation of multiple quasi-experimental impact
studies of educational reform, STEM innovation, and workforce improvement programs.
Cumberland County College HSI STEM Proposal Page 56
BUDGET NARRATIVE
Category/Description Year 1
2016-17
Year 2
2017-18
Year 3
2018-19
Year 4
2019-20
Year 5
2020-21
Total
PERSONNEL
HSI-STEM Project Director. 100% time. $90,000/year,
(9 mos. in Yr. 1 beginning January 2017. 12 mos. in Yrs.
2-5).
$67,500 $91,800 $93,636 $95,509 $97,419 $445,864
**3 STEM Pathways Coaches/Academics and Careers.
100% time. $54,779/yr./coach (7 mos. in Year 1
beginning March 2017 and 12 mos. in Yrs. 2 – 5).
95,862 167,625 170,979 130,800 133,416 698,682
2 STEM Pathways Coaches/Academics & Careers. PT.
$30.10/hour x 25 hrs./wk. x 48 wks./yr.; begin in Yr. 2. 72,240 73,680 75,144 76,656 297,720
STEM Pathways Coach/Academics & Careers.
$30.10/hr. x 25 hrs./wk. x 48 wks./yr. in Years 3-5. 36,840 37,572 38,328 112,740
**Cisco-certified (SCYBER, CCNA and qualified as
faculty trainer) faculty member. 100% time. $66,489/yr.
(Yr. 1, September 2017 start).
5,541 67,819 69,175 52,919 53,978 249,432
**Cisco-certified (SCYBER, CCNA and qualified as
faculty trainer) faculty member. 100% time. $66,489/yr.
(Yr. 1, October 2020 start).
52,919 53,978 106,897
**Engineering faculty member. 100% time. $66,489/yr.
(Yr. 1, September 2017 start). 12 mos. in Yrs. 2-5. 5,541 67,819 69,175 52,919 53,978 249,432
**STEM academic coordinator. $30.10/hr. x 25 hrs./wk.
x 28 wks. in Yr. 1 (March 2017 start) and 48 wks./yr. in
Yrs. 2-5.
21,070 36,840 37,577 28,746 29,321 153,554
Data/Admin Specialist (research, reporting and office
assistance for Project Director). $17.86/hr. x 25 hrs./wk.
x 32 wks. in Yr. 1 (February 2017 start) and 48 wks./yr.
in Yrs. 2-5.
14,288 21,864 22,301 22,747 23,202 104,402
Cumberland County College HSI STEM Proposal Page 57
Category/Description Year 1
2016-17
Year 2
2017-18
Year 3
2018-19
Year 4
2019-20
Year 5
2020-21
Total
STEM Supplemental Instructors for dedicated STEM SI
Pool. Yr. 2: 5 instructors x $20/hr. x 120 hrs./yr. ea.; Yr.
3: 130 hrs./yr. ea.; Yrs. 4 and 5: 150 hrs./yr. ea.
12,000 13,000 15,000 15,000 55,000
Peer Tutors. sliding scale based on education level
(undergrad, Associate, Bachelor). $8.38, $10, or $12/hr. 7,800 7,500 7,500 7,500 30,300
Summer program instructors for two brush-up courses
and 3-credit First Year Seminar (FYS) for 20
underprepared Hispanic and low-income students in
Years 1-3 (1 section, 80 hrs. x $35/hr. = $2,800 per year)
and 30 students in Years 4-5 (2 sections, 80 hrs./section x
$35/hr. x 2 sections = $5,600 per year); college waiving
FYS tuition for FYS taught by grant staff; one-credit
online STEM-contextualized FYS for 10 college-ready
STEM Hispanic and low-income students will be taught
by 12-month grant staff. tuition waived by College.
2,800 2,800 2,800 5,600 5,600 19,600
Overloads for embedded librarian in gateway courses (BI
101/EN 101). 2 overloads/yr. (30 contact hrs./overload x
$850/overload in Yrs. 1-5).
1,700 1,700 1,700 1,700 1,700 8,500
Total Salaries and Wages $214,302 $550,307 $598,363 $579,075 $590,076 $2,532,123
Justification for Personnel: Proposed personnel are of the quality and number necessary to successfully implement grant activities.
The Board of Trustees authorizes all hires. Salaries for new hires are calculated in accordance with College policies and procedures.
Amounts include a 2% annual increase where applicable. College to incrementally assume the costs in Years 4 and 5 for Personnel
positions marked with **.
FRINGE BENEFITS
HSI-STEM Project Director $31,108 $42,318 $43,164 $44,027 $44,908 $205,525
3 STEM Pathways Coaches/Academics and Careers 74,976 123,729 126,204 96,546 98,475 519,930
2 STEM Pathways Coaches/Academics and Careers 8,416 8,584 8,754 8,930 34,684
STEM Pathways Coach/Academics and Careers 4,292 4,377 4,465 13,134
Cumberland County College HSI STEM Proposal Page 58
Category/Description Year 1
2016-17
Year 2
2017-18
Year 3
2018-19
Year 4
2019-20
Year 5
2020-21
Total
Cisco-certified (SCYBER, CCNA and qualified as
faculty trainer) faculty member 1,105 41,262 42,087 32,197 32,841 149,492
Cisco-certified (SCYBER, CCNA and qualified as
faculty trainer) faculty member 32,197 32,841 65,038
Engineering faculty member 1,105 41,262 42,087 32,197 32,841 149,492
STEM academic coordinator 2,455 4,292 4,378 3,349 3,416 17,890
Data/Admin Specialist 1,665 2,547 2,598 2,650 2,703 12,163
STEM Supplemental Instructors 918 995 1,148 1,148 4,209
Peer Tutors 597 574 574 574 2,319
Summer program instructors for two brush-up courses 214 214 214 428 428 1,498
Overloads for embedded librarian 130 130 130 130 130 650
Total Fringe Benefits $112,758 $265,685 $275,307 $258,574 $263,700 $1,176,024
Justification for fringe benefits: Fringe benefits for full-time employees are established in accordance with institutional policies and
procedures. Fringe benefits for full-time employees are individually budgeted at established College rates. Costs shown are averages
for each position level. Benefits include: Social Security and Medicare, health insurance, retirement, short- and long-term disability,
life insurance, and accidental death and disability. Benefits for hourly staff are budgeted at 7.65% to include FICA and Medicare tax.
TRAVEL
HSI STEM Project Director to annual Project Directors
conference in Washington, D.C., in Year 1: including
train fare ($150); parking ($10); mileage ($45); hotel
($450); conference registration (250); and meals and
incidentals ($200).
$1,105 $1,105 $1,105 $1,105 $1,105 $5,525
Articulation meetings with regional 4-year institutions @
880 miles/year @ $.40/mile.
352 352 704
Cumberland County College HSI STEM Proposal Page 59
Category/Description Year 1
2016-17
Year 2
2017-18
Year 3
2018-19
Year 4
2019-20
Year 5
2020-21
Total
Travel for 4 project staff members to the Alliance of
Hispanic Serving Institution Educators annual
conference. Mileage to/from airport (188 mi. @ $.40/mi.
= $75); parking ($50); roundtrip airfare (4 x $500 =
$2,000); hotel ($175/night x 4 people x 4 nights =
$2,800); conference registration ($450 x 4 = $1,800);
meals and incidentals (4 people x 200/person = $800).
7,525 7,525
Travel for 4 project staff members to the Achieve The
Dream annual conference to present on CCC's HSI
STEM grant successes: Mileage to/from airport (188 mi.
x $.40/mi. = $75); parking ($50); roundtrip airfare (4 x
$450 = $1,800); hotel ($175/night x 4 people x 3 nights =
$2,100); conference registration ($550 x 4 = $2,200);
meals and incidentals (4 people x 200? Person = $800).
7,025 7,025
Total Travel $1,457 $1,457 $1,105 $8,630 $8,130 $20,779
EQUIPMENT: Per page 73 of the instructions, Equipment includes items with a life span of (usually) three years or more, such as
furniture, computers, copy/fax machines, lab equipment, telephones, and software.
SmartBoard w/Projection, Lectern Sympodium Package.
Year 1: 1 ea. for Science Labs 2, 3, and 5 (Bio) and
CyberSecurity Lab. 4 packages x $10,000 ea. (includes
computers).
$40,000 $ $ $ $ $40,000
Six Dell Poweredge Servers. 1 to support chemistry
inventory system in Yr. 2; 4 to support CyberSecurity
program (2 in Yr. 2, 2 in Year 4); 1 to support database
and license distribution in Year 2. 6 x $10,000 ea.
10,000 30,000 20,000 60,000
Digital Intelligence FRED (forensic recovery of evidence
device) computer for CyberSecurity. Detail: i7 Hex Core
3.3ghz processor, 32 GB RAM, 256 GB and 128 GB
solid state drives, 2 TB hard drive, monitor and speakers.
6,500
6,500
Cumberland County College HSI STEM Proposal Page 60
Category/Description Year 1
2016-17
Year 2
2017-18
Year 3
2018-19
Year 4
2019-20
Year 5
2020-21
Total
Lab updates renovations for Science Building Labs 1, 2,
3, and 5; including peripheral shelving for
computerization and collaborative learning
stations/seating in four science labs. Specs: School
Outfitters -- Flexible Learning Stations, 24 epoxy resin
lab stations and adjustable seating, $23,058; Peripheral
shelving for computerization of 4 science labs, including
relocation of cabinetry, wiring labor, and shelving with
laminate finish: $50,000.
73,058
73,058
Perkin-Elmer Attenuated Total Reflectance (ATR)
apparatus for use with existing InfraRed
Spectraphotometer in the Chemistry program to expand
use of system to permit easy acquisition of IR spectra on
solids (only have liquid capability now) and expand
overall IR capability, allowing students to learn more
about IR spectraphotometry. $14,000.
14,000 14,000
Tuttnauer Automatic EZ10 Autoclave, Chamber 10"X 18", to
improve speed and sterilization of lab supplies for reuse after
student use in lab exercises for the Biomedical Science
program. $7,068.
7,068 7,068
STEM/Life Sciences lab items. Year 1: Somso Disarticulated
Human Skeleton ($595); Human Circulatory System Model
($980); Human Shoulder Cross-Section Model ($315);
Miniature Functional Knee, Shoulder, Elbow, Hip ($333); and
2 Carolina Hot Plate/Stirrer ($814). Year 2: Somso Human
Lymphatic System Model ($2045). Year 3: Somso Human
Nervous System Model ($1,995). Year 4: 5 Carolina Hot
Plate/Stirrer ($2,035); 6 Carolina Water Bath 2L ($3,570);
Human Elbow Cross Section Model ($285); Human Hip Cross
Section Model ($305); Human Knee Cross Section Model
($275); Human Brain Ventricles Model ($150); Microstructure
of Artery and Vein Model ($330). Year 5: 5 Carolina Hot
3,037 2,045 1,995 6,950 5,605 19,632
Cumberland County College HSI STEM Proposal Page 61
Category/Description Year 1
2016-17
Year 2
2017-18
Year 3
2018-19
Year 4
2019-20
Year 5
2020-21
Total
Plate/Stirrers ($2,035); 6 Carolina Digital Water Baths
($3,570).
Microscopes. 48 Nikon E100 LED microscopes ($1,248 ea.)
for three Biology labs to replace aging microscopes that are
breaking down.
59,904 59,904
Desktop Computers. 88 OptiPlex 5040 Small Form Factor,
Intel Core i7-6700 Processor (Quad Core), 3.4GHz, 65W 8GB
RAM, Dell desktop computers for Cybersecurity lab (16), 4
STEM labs (48), and Computer Science lab (24). $1,000 ea. x
88 computers = $88,000.
88,000 88,000
24 Dell laptops ($1,000 ea. x 24 computers = $24,000) and 1
charging cart (Luxor LLTP24-B 24 Laptop Charging Station,
$560) dedicated to the Science Building, to be used by all
programs in the building. Specs: Dell Latitude E6540 CTO
15.6 inch notebook with Core i7 i7-4800MQ 2.70 GHz
processor, 8 GB RAM, 500 GB hard drive.
24,560 24,560
10 laptops for Tutoring Lab to tutor Hispanic and low-income
students. $1,000 ea. Dock/monitor $800 ea. Specs: Dell
Latitude E6540 CTO 15.6 inch notebook with Core i7 i7-
4800MQ 2.70 GHz processor, 8 GB RAM, 500 GB hard drive.
18,000 18,000
Allegheny Chemical Compliance software Chemaster 2000,
for precise inventory control, tracking, and security of
chemicals used in Chem lab. (single license) 15,000 15,000
Technology infrastructure expansion to support HSI
STEM technology. Switches -- CISCO Direct WS-
C2960X-48FPD-L, (9 switches x $4,850 ea. = $43,650);
2 Transceiver modules -- CISCO Direct SFP-10G-LR (2
modules x $2,000/module = $4,000); Stacking modules --
CISCO Direct C2960X-STACK (9 modules x
$1,000/module = $9,000).
56,650 56,650
Cumberland County College HSI STEM Proposal Page 62
Category/Description Year 1
2016-17
Year 2
2017-18
Year 3
2018-19
Year 4
2019-20
Year 5
2020-21
Total
Dell laptop computer, dock, and monitor for Project
Director in Year 1, and 3 Pathways Coaches
Academics/Careers in Yr. 2.-Careers. (Computers
$1,000; Dock & Monitor, $800) All machines are
Latitude E6540 CTO 15.6 inch notebook with Core i7 i7-
4800MQ 2.70 GHz processor, 8 GB RAM, 500 GB hard
drive, VGA port for monitor.
$1,800 $5,400 $ $ $ $7,200
Antivirus/LockDown software for 127 computers x
$75/computer, including FRED. 9,525 9,525
EnCase Endpoint Security software for CyberSecurity
program. 15,000 15,000
HP LaserJet Pro Black&White printer M501DN. 1 for
Project Director, 1 each for Science Labs 1, 2, 3, and 5
and CyberSecurity labs (6 x $530).
3,180 3,180
Total Equipment $427,102 $55,625 $1,995 $26,950 $5,605 $517,277
SUPPLIES
Office supplies for Project Director, including paper, ink,
notebooks, and folders. $625 $1,250 $1,350 $1,025 $1,500 $5,750
STEM/Life Sciences Textbook Loan Program for Year 1-
5, @ $350/book x 185 books loaned a minimum of 4-6
times each to a total of 750 students.
15,000 3,500 15,000 16,500 15,000 65,000
STEM/Life Sciences lab supplies: Year 2: Tissue Types
Microscope Slide Set ($579); Connective Tissue Types
Microscope Slide Set ($75); STEM Careers for Students
DVD 2-Pack ($95); Digestive Tract Microscope Slide Set
($56). Year 4: Digestive Tract Microscope Slide Set
($56); Human Connective Tissue Slide Set ($114);
Human Muscle Tissue Slide Set ($55).
805 225 1,030
Cumberland County College HSI STEM Proposal Page 63
Category/Description Year 1
2016-17
Year 2
2017-18
Year 3
2018-19
Year 4
2019-20
Year 5
2020-21
Total
Total Supplies $15,625 $5,555 $16,350 $17,750 $16,500 $71,780
CONTRACTUAL
Project Management: Consultant Services for technical
assistance and project evaluation. $65,000 $65,000 $65,000 $65,000 $65,000 $325,000
Program Development. Consultants for CyberSecurity
A.S. program design/development. 50 hours x $50/hr. =
($2,500) in Year 1; course revisions for top 12-enrolled
STEM gateway and gen ed courses, 20 hrs. x $50/hr. =
$1,000 in Year 2; Consultants for STEM Guided
Academic Pathways development, 80 hrs. x $50/hr. =
$2,000 in Year 1 and $2,000 in Year 2
4,500 3,000 7,500
Development of custom database (COMPETE) for
student tracking and quasi-experimental evaluation
($15,000) Yr. 1; Database management, Help Desk,
training, and data validation and reporting ($8,000/yr. in
Yrs. 2-5).
15,000 8,000 8,000 8,000 8,000 47,000
Consultants to assist with articulation agreements with
4-year institutions, 50 hrs. @ $50/hr. in Years 1 and 2. 2,500 2,500 5,000
Total Contractual $87,000 $78,500 $73,000 $73,000 $73,000 $384,500
CONSTRUCTION
Data closet space expansion to house technology
infrastructure expansion to support HSI STEM program. $43,350 $ $ $ $ $43,350
Total Construction $43,350 $ $ $ $ $43,350
Cumberland County College HSI STEM Proposal Page 64
Category/Description Year 1
2016-17
Year 2
2017-18
Year 3
2018-19
Year 4
2019-20
Year 5
2020-21
Total
OTHER
Kuder Career Planning System (cloud-based) annual
unlimited license for more than 500 annual users, with
lifetime access for students, online career assessments,
access to job listings by state, etc.
$5,000 $5,000 $5,000 $5,000 $5,000 $25,000
Kuder Career Planning System for 1 partner high school
in Year 2, 1 partner high school in Year 3, and 2 partner
high schools in Year 4 to enable Hispanic and low-
income high school students to take career assessments
and start career exploration before they register at CCC.
Lifetime membership for users.
850 850 1,700 3,400
Marketing: Newspaper, radio advertising, brochures,
flyers 2,000 3,000 4,000 2,000 11,000
Professional Development workshops, speakers, etc.
(Faculty/Adjunct course revision training for Biology,
Chemistry, Math, and Engineering faculty; training in use
of Starfish Alert and Connect; professional development
in new and best practices in student advisement
instructional methods.
2,000 3,000 3,000 3,000 3,000 14,000
Network cable for computerization of four labs in Science
Building: 1,000 foot spool, bulk Cat6a Blue Ethernet Cable, 10
gig Solid, UTP (Unshielded Twisted Pair), 500Mhz.
257 257
CyberSecurity Professional Training & Development --
Emerging Threats & Techniques. 4,000 4,000 4,000 4,000 16,000
Learning communities activities, including field trips,
mixers, and service learning projects.
3,000 3,000 3,000 3,000 12,000
Cumberland County College HSI STEM Proposal Page 65
Category/Description Year 1
2016-17
Year 2
2017-18
Year 3
2018-19
Year 4
2019-20
Year 5
2020-21
Total
Honeywell student ID card swiping software module for
tracking HSI STEM student data on use of project
services ($30,000). 500 cards in Year 1 and 300 cards per
year in Years 2-5 @ $10/card.
35,000 3,000 3,000 3,000 3,000 47,000
Total Other $44,257 $18,850 $21,850 $23,700 $20,000 $128,657
TOTAL PROJECT COST $945,851 $975,979 $987,970 $987,679 $977,011 $4,874,490