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HILLSBOROUGH COMMUNITY COLLEGE, DALE MABRY CAMPUS, has been selected to receive funding under the STRENGTHENING INSTITUTIONS - HISPANIC SERVING INSTITUTIONS PROGRAM (031S). This grant will be in the amount of $625,247.00 for the period 10/01/2010 through 09/30/2011. It is anticipated that the grant will be for a total of 5 year(s).
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Project WebsiteHCC Dale Mabry receives a $3.1 million Title V Grant
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Title V Grant Project Office Established. The office is located in the Social Science (DSSC) Bldg in Room 327.
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J Brent Ellis, Staff Profile Page J. Brent Ellis approved for appointment to Title V Director/Campus Grants Officer
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Faculty Designers (GRP 1): April Muchmore-Vokoun, Cindy Hewett, Barbara Smith-Palinkas, & Robert Yanez
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Year 1; 1st Quarter
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8 EAP Level 3 & 4 courses where selected for Piloting new course redesigns with infused technology.
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Initial Meeting with Archetect, Campus Deans, and Facilites Management Personnel
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Title Director & 2 Group 1 Faculty Designers attend the 2011 Teachers of English to Speakers of Other Languages (TESOL) Conference in New Orleans, LA
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Tampa Chamber of Commerce Event
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Title V Director attends Hispanic Association of Colleges and University's 16th Annual National Capitol Forum on Hispanic Higher Education in Washington, DC.
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Year 1; 2nd Quarter
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By April 2011, EAP (Group 1) faculty will complete training in strategies for incorporating technological enhancements and collaborative learning into EAP courses, demonstrating at least 85% of competencies, as measured by pre- and post-tests. Courses revised May through July.
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2011 The National Academic Advising Association (NACADA) Region 3 Conference in Knoxville, TN.
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By May 2011, 100% of tracking software modules will be purchased and installed.
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International Society for Technology in Education Convention in Philadelphia, PA
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Year 1; 3rd Quarter
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By July 2011, 8 full-time advisors and 5 faculty advisors will be trained in assessment/advising strategies, demonstrating at least 85% of competencies.
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By July 2011, renovations for Connections Center will be 90% completed.
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By Aug. 2011, 90% of EAP (Group 1) courses will be revised to incorporate new strategies to meet the needs of learners with limited English proficiency.
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By Sept. 2011, at least 150 students enrolled in revised EAP courses.
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By Sept. 2011, 8 full-time advisors and 5 faculty advisors will demonstrate proficiency with newly-designed assessment/advising strategy.
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Year 1; 4th Quarter
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Hispanic Association of Colleges and University's (HACU) Annual Conference - "25 Years of Championing Hispanic Higher Education Success" in San Antonio, TX
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By April 2012 EAP (Group 2) faculty will complete training in strategies for incorporating collaborative learning and technology enhancements into EAP classes, demonstrating at least 85% of competencies, as measured by pre- and post-tests. Courses revised May-July.
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By May 2012, at least 200 first-time-in-college Hispanic students will have participated in pilot of new assessment/advising strategies in new Connections Center.
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By May 2012, at least 200 Hispanic students in first-time cohort will participate in Student Opinion Survey, with results tabulated by Institutional Research Office.
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By Aug. 2012, EAP students participating in pilot of redesigned EAP (Group 1) courses and new EAP Learning Center will rate facilities/ courses an average 8 on a 10-pt. scale.
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By Aug. 2012, 90% of EAP (Group 2) courses will be revised to incorporate new strategies to meet the needs of learners with limited English proficiency.
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By Aug.. 2012, at least 150 EAP students will have completed redesigned Group 1 EAP courses, infused with new strategies and technologies provided through new EAP Learning Center.
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By Sept. 2012, at least 40% of the Hispanic students participating in new assessment/advising process will report they are “very satisfied” with advising services, compared with 20% in the 2009 Student Opinion Survey.
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By Sept. 2012, EAP faculty participating in pilot of Group 1 EAP courses will rate new technology support at least 8 on a scale of 10, on average.
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By Sept. 2012, at least 150 students enrolled in revised Group 2 EAP courses.
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By April 2013, Anatomy & Physiology and College Algebra faculty will complete training in strategies for incorporating technology, collaborative learning, and culturally-responsive strategies, into these courses, demonstrating at least 85% of competencies, as measured by pre- and post-tests. Courses revised May-July.
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By Aug. 2013, 90% of Gateway (Group 3) courses will be revised to incorporate new strategies to meet the needs of at-risk, 21st century learners.
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By Aug. 2013, at least 150 EAP students will have completed redesigned Group 2 EAP courses, infused with new strategies and technologies provided through new EAP Learning Center.
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By Aug. 2013, at least 150 students enrolled in revised Gateway Group 3 courses.
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By Sept. 2013, students participating in pilot of redesigned EAP (Group 2) courses and new EAP Learning Center will rate facilities/courses at least 8 on a 10 pt. scale, on average.
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By Sept. 2013, at least 40% of Hispanic students participating in career planning process will report they are “very satisfied” with advising services, compared with 14% in 2009.
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By Sept. 2013, EAP faculty participating in pilot of Group 2 EAP courses will rate new technology support at least 8 on a scale of 10, on average.
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By Sept. 2013, at least 200 first-time-in-college Hispanic students will have participated in pilot of new career planning process in Connections Center.
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By Sept. 2013, this cohort of 200 students will have participated in Student Opinion Survey, with results tabulated by Institutional Research office.
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By December, 2013, at least 75 Hispanic students who are at risk of dropping out, as identified in Early Alert system, will participate in at least one in-depth advising session and receive prescribed services.
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By April 2014, high-risk Gateway (Group 4) faculty will complete training in strategies for incorporating technology enhancements, collaborative learning, and culturally-responsive teaching into Gateway courses, demonstrating at least 85% of competencies, as measured by pre- and posttests. Courses revised May-July.
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By Aug. 2014, 90% of high-risk Gateway (Group 4) courses will be revised to incorporate new strategies to meet the needs of at-risk, 21st-century learners.
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By Aug. 2014, at least 150 students enrolled in revised Gateway (Group 4) classes.
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By Sept. 2014, at least 50% of Hispanic students flagged in pilot of Early Alert system will be retained to the following semester.
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By Sept. 2014, the percent of students earning a C or above in pilot of redesigned Group 3 Gateway courses will exceed Fall 2009 performances by at least 7 percentage points (see baselines, pages 11-12 of CDP).
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By Sept. 2014, this cohort (75 students) will be tracked electronically with new software to determine retention outcomes.
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By Sept. 2014, students involved in Group 3 pilots will rate Gateway (Group 3 courses and instruction at least 8 on a scale of 10, on average.
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By Sept. 2014, at least 150 students in high-risk Gateway courses will have participated in at least 4 Academic Excellence Seminars each semester and rate these seminars at least 8 on a scale of 10, on average.
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By May 2015, a review of syllabi by the Activity Coordinator/Curriculum Specialist will verify that at least 31 of the 39 FT and PT faculty teaching high-risk Gateway courses have incorporated technology enhancements, collaborative learning, and culturally responsive strategies into their courses.
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By May 2015, at least 50% of the first-time-in-college Hispanic students will have received services through the Connections Center, as documented by student sign-ins.
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By Sept. 2015, the percent of students earning a C or above in pilot of revised high-risk Gateway courses (Group 4) will exceed performances of students in Fall 2009 by at least 7 percentage points (see baselines, pp. 11-12, CDP).
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By Sept. 2015, at least 80% of faculty teaching high-risk Gateway courses will have infused new 21st Century learning strategies/technologies into their courses.
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By Sept. 2015, the number of Hispanic students retained from Fall 2014 to Fall 2015 will have increased by at least 15 % (from 1,969 retained from Fall 2008 to Fall 2009, to at least 2,266 retained).
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By Sept. 2015, 5-year degree/ certificate completion rates of Hispanic EAP students will increase from 9% in 2009 to at least 15% (an increase of 6 percentage points or 66%).
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By Sept. 2015, the number of Hispanic students completing degrees or certificates in five years will increase by at least 15% over the number completing in five years in 2009.
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By September 2015, students involved in Group 3 pilots will rate Gateway (Group 4) courses and instruction at least 8 on a scale of 10, on average.
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By Sept. 2015, at least 150 Gateway students will have participated in at least 4 Academic Excellence Seminars related to Group 4 courses each semester and rate these seminars at least 8 on a 10-point scale, on average.
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By Sept. 2015, professional advisors and faculty advisors will rate the electronic Early Alert system at least 8 on a scale of 10, on average.
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By Sept. 2015, a review of student evaluations from Y4 and Y5 of the project period will show that EAP students (students with limited English proficiency) will rate their EAP courses and instruction at least 8 on a 10point scale, on average.
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By Sept. 2015, Y5 EAP students using the EAP Learning Center will rate technology support at least 8 on a scale of 10, on average.
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By Sept. 2015, the number of Hispanic students completing a degree or certificate in five years will increase from 750 to at least 863 (when comparing the Fall 2004 Cohort with the Fall 2010 Cohort).
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By Sept. 2015, at least 1,700 Hispanic students (unduplicated headcount) will have used services provided through the Connections Center, the EAP Learning Center, or the Academic Excellence Seminars in Y5.