HISPANIC-SERVING by benbenzhou

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									                                   U.S. Department of Education

                                          Washington, D.C. 20202-5335

                             APPLICATION FOR GRANTS
                                   UNDER THE

                                            CFDA # 84.031S
                                        PR/Award # P031S090008

                                    OMB No. 1840-0745, Expiration Date: 05/31/2012
                                             Closing Date: JUN 15, 2009

PR/Award # P031S090008
                                                     **Table of Contents**

       1. Application for Federal Assistance (SF-424)                                                                                       e1
       2. Standard Budget Sheet (ED 524)                                                                                                    e5
       3. SF 424B - Assurances Non-Construction Programs                                                                                    e7
       4. Disclosure of Lobbying Activities                                                                                                 e9
       5. ED 80-0013 Certification                                                                                                         e10
       6. 427 GEPA                                                                                                                         e11
            GEPA                                                                                                                           e13
       7. Dept of Education Supplemental Information for SF-424                                                                            e14
       1. Project Narrative - (Abstract Narrative Here is where you will atta......)                                                       e15
            Abstract                                                                                                                       e16
       2. Project Narrative - (Project Narrative The Project Narrative includ......)                                                       e17
            Project Narrative                                                                                                              e18
       3. Budget Narrative - (Program Profile Narrative Form This is where a......)                                                        e68
            HSI Program Profile Form                                                                                                       e69
       4. Budget Narrative - (HSI Activity Budget Narrative Form This is whe......)                                                        e72
            Budget Narrative Detail                                                                                                        e73

     This application was generated using the PDF functionality. The PDF functionality automatically numbers the pages in this application.
     Some pages/sections of this application may contain 2 sets of page numbers, one set created by the applicant and the other set created by
     e-Application's PDF functionality. Page numbers created by the e-Application PDF functionality will be preceded by the letter e (for
     example, e1, e2, e3, etc.).

PR/Award # P031S090008
OMB No.4040-0004 Exp.01/31/2009

 Application for Federal Assistance SF-424                                                          Version 02
 * 1. Type of Submission           * 2. Type of Application:* If Revision, select appropriate letter(s):
     Preapplication                    New
     Application                       Continuation         * Other (Specify)
     Changed/Corrected Application     Revision
 * 3. Date Received:                                    4. Applicant Identifier:
 5a. Federal Entity Identifier:                          * 5b. Federal Award Identifier:
 n/a                                                     n/a
 State Use Only:
 6. Date Received by State:                             7. State Application Identifier:
 * a. Legal Name:          Los Angeles Harbor College
 * b. Employer/Taxpayer Identification Number (EIN/TIN):                       * c. Organizational DUNS:
 952587353                                                                     133294884
 d. Address:
 * Street1:                                                1111 Figueroa Place
 * City:                                                   Wilmington
 County:                                                   Los Angeles
 State:                                                    CA
 * Country:                                                USA
 * Zip / Postal Code:                                      90744
 e. Organizational Unit:
 Department Name:                                                Division Name:

 f. Name and contact information of person to be contacted on matters involving this application:
 Prefix:                                  Mr.            * First Name:                      Bobby
 Middle Name:

PR/Award # P031S090008                                    e1
 * Last Name:                           McNeel
 Title:             Vice President, Economic Development
 Organizational Affiliation:

 * Telephone
                           (310)233-4041            Fax Number:    (310)233-4488

 Application for Federal Assistance SF-424                                         Version 02
 9. Type of Applicant 1: Select Applicant Type:
 S: Hispanic-serving Institution
 Type of Applicant 2: Select Applicant Type:
 H: Public/State Controlled Institution of Higher Education
 Type of Applicant 3: Select Applicant Type:
 * Other (specify):

 10. Name of Federal Agency:
 U.S. Department of Education
 11. Catalog of Federal Domestic Assistance Number:
 CFDA Title:
 Developing Hispanic-Serving Institutions Program
 * 12. Funding Opportunity Number:
 Developing Hispanic-Serving Institutions Program
 13. Competition Identification Number:


 14. Areas Affected by Project (Cities, Counties, States, etc.):

PR/Award # P031S090008                              e2
 Los Angeles County
 * 15. Descriptive Title of Applicant's Project:
 Accelerating Success at Harbor College
 Attach supporting documents as specified in agency instructions.
 Title :
 File :

 Title :
 File :

 Title :
 File :

 Application for Federal Assistance SF-424                                                  Version 02
 16. Congressional Districts Of:
 * a. Applicant: CA-36                        * b. Program/Project: CA-36
 Attach an additional list of Program/Project Congressional Districts if needed.
 Title :
 File :
 17. Proposed Project:
 * a. Start Date: 10/1/2009                           * b. End Date: 9/30/2014
 18. Estimated Funding ($):
 a. Federal              $ 574989
 b. Applicant            $0
 c. State                $0
 d. Local                $0
 e. Other                $0
 f. Program              $0
 g. TOTAL                $ 574989

 * 19. Is Application Subject to Review By State Under Executive Order 12372 Process?
     a. This application was made available to the State under the Executive Order 12372 Process for
 review on .
     b. Program is subject to E.O. 12372 but has not been selected by the State for review.
     c. Program is not covered by E.O. 12372.
 * 20. Is the Applicant Delinquent On Any Federal Debt? (If "Yes", provide explanation.)

PR/Award # P031S090008                               e3
      Yes        No
 21. *By signing this application, I certify (1) to the statements contained in the list of
 certifications** and (2) that the statements herein are true, complete and accurate to the best of
 my knowledge. I also provide the required assurances** and agree to comply with any resulting
 terms if I accept an award. I am aware that any false, fictitious, or fraudulent statements or
 claims may subject me to criminal, civil, or administrative penalties. (U.S. Code, Title 218,
 Section 1001)
      ** I AGREE
 ** The list of certifications and assurances, or an internet site where you may obtain this list, is
 contained in the announcement or agency specific instructions.
 Authorized Representative:
 Prefix:                                 Dr.            * First Name:                        Linda
 Middle Name:
 * Last Name:                            Spink
 Title:                                     President
 * Telephone Number:                 (310)233-4010              Fax Number:           (310)233-4488
 * Email:                     SPINKLM@LAHC.EDU
 * Signature of Authorized
                                                                         * Date Signed:
 Application for Federal Assistance SF-424                                                        Version 02
 * Applicant Federal Debt Delinquency Explanation
 The following field should contain an explanation if the Applicant organization is delinquent on any
 Federal Debt. Maximum number of characters that can be entered is 4,000. Try and avoid extra spaces
 and carriage returns to maximize the availability of space.

PR/Award # P031S090008                                   e4
                            U.S. DEPARTMENT OF EDUCATION
                                                                                        OMB Control Number: 1894-0008
                                  BUDGET INFORMATION
                                                                                        Expiration Date: 02/28/2011
                            NON-CONSTRUCTION PROGRAMS

                                                                    Applicants requesting funding for only one year should complete the
 Name of Institution/Organization:                                  column under "Project Year 1." Applicants requesting funding for multi-
 Los Angeles Harbor College                                         year grants should complete all applicable columns. Please read all
                                                                    instructions before completing form.
                                                 SECTION A - BUDGET SUMMARY
                                           U.S. DEPARTMENT OF EDUCATION FUNDS
Budget Categories           Project Year 1(a)  Project Year 2         Project Year 3     Project Year 4     Project Year 5       Total (f)
                                                    (b)                     (c)               (d)                 (e)
1. Personnel                $        205,836 $        298,865       $        284,033   $        278,621   $        272,657   $      1,340,012
2. Fringe Benefits          $        43,352 $          84,270       $         74,731   $         71,470   $         67,953   $       341,776
3. Travel                   $         3,000 $           3,825       $          4,825   $          3,825   $          5,825   $        21,300
4. Equipment                $        190,536 $         92,000       $        113,149   $        151,171   $        148,144   $       695,000
5. Supplies                 $        55,265 $           8,000       $         44,500   $          6,000   $          9,500   $       123,265
6. Contractual              $        73,000 $          86,000       $         51,000   $         61,000   $         68,000   $       339,000
7. Construction             $           0    $             0        $             0    $             0    $             0    $           0
8. Other                    $         4,000 $           2,000       $          2,000   $          2,000   $          2,000   $        12,000
9. Total Direct Costs       $        574,989 $        574,960       $        574,238   $        574,087   $        574,079   $      2,872,353
(lines 1-8)
10. Indirect Costs*         $           0    $             0    $              0    $             0    $              0    $            0
11. Training Stipends       $           0    $             0    $              0    $             0    $              0    $            0
12. Total Costs (lines 9-   $        574,989 $          574,960 $           574,238 $          574,087 $           574,079 $        2,872,353
       *Indirect Cost Information (To Be Completed by Your Business Office):

       If you are requesting reimbursement for indirect costs on line 10, please answer the following questions:

       (1) Do you have an Indirect Cost Rate Agreement approved by the Federal government?      Yes     No
       (2) If yes, please provide the following information:
              Period Covered by the Indirect Cost Rate Agreement: From: __/__/____ To: __/__/____ (mm/dd/yyyy)
             Approving Federal agency:       ED         Other (please specify): ______________ The Indirect Cost Rate is _______%
       (3) For Restricted Rate Programs (check one) -- Are you using a restricted indirect cost rate that:
                 Is included in your approved Indirect Cost Rate Agreement? or,        Complies with 34 CFR 76.564(c)(2)? The Restricted
Indirect Cost Rate is _______%

ED Form No. 524

PR/Award # P031S090008                                         e5
                            U.S. DEPARTMENT OF EDUCATION
                                                                                            OMB Control Number: 1894-0008
                                  BUDGET INFORMATION
                                                                                            Expiration Date: 02/28/2011
                            NON-CONSTRUCTION PROGRAMS

                                                                        Applicants requesting funding for only one year should complete the
 Name of Institution/Organization:                                      column under "Project Year 1." Applicants requesting funding for multi-
 Los Angeles Harbor College                                             year grants should complete all applicable columns. Please read all
                                                                        instructions before completing form.
                                                    SECTION B - BUDGET SUMMARY
                                                         NON-FEDERAL FUNDS
Budget Categories           Project Year 1(a)     Project Year 2          Project Year 3     Project Year 4     Project Year 5       Total (f)
                                                       (b)                      (c)               (d)                 (e)
1. Personnel                $           0       $           0           $           0      $           0      $           0      $           0
2. Fringe Benefits          $           0       $           0           $           0      $           0      $           0      $           0
3. Travel                   $           0       $           0           $           0      $           0      $           0      $           0
4. Equipment                $           0       $           0           $           0      $           0      $           0      $           0
5. Supplies                 $           0       $           0           $           0      $           0      $           0      $           0
6. Contractual              $           0       $           0           $           0      $           0      $           0      $           0
7. Construction             $           0       $           0           $           0      $           0      $           0      $           0
8. Other                    $           0       $           0           $           0      $           0      $           0      $           0
9. Total Direct Costs       $           0       $           0           $           0      $           0      $           0      $           0
(lines 1-8)
10. Indirect Costs          $           0       $           0           $           0      $           0      $           0      $           0
11. Training Stipends       $           0       $           0           $           0      $           0      $           0      $           0
12. Total Costs (lines 9-   $           0       $           0           $           0      $           0      $           0      $           0

PR/Award # P031S090008                                             e6
                                                    ASSURANCES - NON-CONSTRUCTION PROGRAMS
Standard Form 424B (Rev.7-97)

Public reporting burden for this collection of information is estimated to average 15 minutes per response, including time for reviewing instructions, searching existing data sources,
gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding the burden estimate or any other aspect of this collection
of information, including suggestions for reducing this burden to the Office of Management and Budget, Paperwork Reduction Project (0348-0040), Washington DC 20503.

 NOTE: Certain of these assurances may not be applicable to your project or program. If you have questions, please contact the awarding
 agency. Further, certain Federal awarding agencies may require applicants to certify to additional assurances. If such is the case, you will
 be notified.

As the duly authorized representative of the applicant, I certify that the applicant:

  1. Has the legal authority to apply for Federal assistance,                                   9. Will comply, as applicable, with the provisions of the
        and the institutional, managerial and financial capability                                 Davis-Bacon Act (40 U.S.C. ''276a to 276a-7), the
        (including funds sufficient to pay the non-Federal share of                                Copeland Act (40 U.S.C. '276c and 18 U.S.C. ''874) and
        project cost) to ensure proper planning, management, and                                   the Contract Work Hours and Safety Standards Act (40
        completion of the project described in this application.                                   U.S.C. '' 327-333), regarding labor standards for federally
                                                                                                   assisted construction sub-agreements.
  2. Will give the awarding agency, the Comptroller General of
        the United States, and if appropriate, the State, through                              10. Will comply, if applicable, with flood insurance purchase
        any authorized representative, access to and the right to                                  requirements of Section 102(a) of the Flood Disaster
        examine all records, books, papers, or documents related                                   Protection Act of 1973 (P.L. 93-234) which requires
        to the award; and will establish a proper accounting                                       recipients in a special flood hazard area to participate in
        system in accordance with generally accepted accounting                                    the program and to purchase flood insurance if the total
        standards or agency directives.                                                            cost of insurable construction and acquisition is $10,000
                                                                                                   or more.
  3. Will establish safeguards to prohibit employees from using 11. Will comply with environmental standards which may be
        their positions for a purpose that constitutes or presents                                    prescribed pursuant to the following: (a) institution of
        the appearance of personal or organizational conflict of                                      environmental quality control measures under the
        interest, or personal gain.                                                                   National Environmental Policy Act of 1969 (P.L. 91-190)
                                                                                                      and Executive Order (EO) 11514; (b) notification of
  4. Will initiate and complete the work within the applicable                                        violating facilities pursuant to EO 11738; (c) protection of
        time frame after receipt of approval of the awarding                                          wetlands pursuant to EO 11990; (d) evaluation of flood
        agency.                                                                                       hazards in floodplains in accordance with EO 11988; (e)
                                                                                                      assurance of project consistency with the approved State
  5. Will comply with the Intergovernmental Personnel Act of                                          management program developed under the Coastal Zone
        1970 (42 U.S.C. ''4728-4763) relating to prescribed                                           Management Act of 1972 (16 U.S.C. ''1451 et seq.); (f)
        standards for merit systems for programs funded under                                         conformity of Federal actions to State (Clear Air)
        one of the 19 statutes or regulations specified in Appendix                                   Implementation Plans under Section 176(c) of the Clear
        A of OPM's Standards for a Merit System of Personnel                                          Air Act of 1955, as amended (42 U.S.C. ''7401 et seq.);
        Administration (5 C.F.R. 900, Subpart F).                                                     (g) protection of underground sources of drinking water
                                                                                                      under the Safe Drinking Water Act of 1974, as amended,
  6. Will comply with all Federal statutes relating to                                                (P.L. 93-523); and (h) protection of endangered species
        nondiscrimination. These include but are not limited to: (a)                                  under the Endangered Species Act of 1973, as amended,
        Title VI of the Civil Rights Act of 1964 (P.L. 88-352) which                                  (P.L. 93-205).
        prohibits discrimination on the basis of race, color or
        national origin; (b) Title IX of the Education Amendments    12. Will comply with the Wild and Scenic Rivers Act of 1968
        of 1972, as amended (20 U.S.C. ''1681-1683, and 1685-            (16 U.S.C. ''1721 et seq.) related to protecting
        1686), which prohibits discrimination on the basis of sex;       components or potential components of the national wild
        (c) Section 504 of the Rehabilitation Act of 1973, as            and scenic rivers system.
        amended (29 U.S.C. '794), which prohibits discrimination
        on the basis of handicaps; (d) the Age Discrimination Act 13. Will assist the awarding agency in assuring compliance

PR/Award # P031S090008                                                            e7
       of 1975, as amended (42 U.S.C. '' 6101-6107), which                 with Section 106 of the National Historic Preservation Act
       prohibits discrimination on the basis of age; (e) the Drug          of 1966, as amended (16 U.S.C. '470), EO 11593
       Abuse Office and Treatment Act of 1972 (P.L. 92-255), as            (identification and protection of historic properties), and
       amended, relating to nondiscrimination on the basis of              the Archaeological and Historic Preservation Act of 1974
       drug abuse; (f) the Comprehensive Alcohol Abuse and                 (16 U.S.C. ''469a-1 et seq.).
       Alcoholism Prevention, Treatment and Rehabilitation Act
       of 1970 (P.L. 91-616), as amended, relating to                  14. Will comply with P.L. 93-348 regarding the protection of
       nondiscrimination on the basis of alcohol abuse or                  human subjects involved in research, development, and
       alcoholism; (g) '' 523 and 527 of the Public Health Service         related activities supported by this award of assistance.
       Act of 1912 (42 U.S.C. '' 290 dd-3 and 290 ee 3), as
       amended, relating to confidentiality of alcohol and drug        15. Will comply with the Laboratory Animal Welfare Act of
       abuse patient records; (h) Title VIII of the Civil Rights Act       1966 (P.L. 89-544, as amended, 7 U.S.C. ''2131 et seq.)
       of 1968 (42 U.S.C. ' 3601 et seq.), as amended, relating            pertaining to the care, handling, and treatment of warm
       to nondiscrimination in the sale, rental or financing of            blooded animals held for research, teaching, or other
       housing; (i) any other nondiscrimination provisions in the          activities supported by this award of assistance.
       specific statute(s) under which application for Federal
       assistance is being made; and (j) the requirements of any       16. Will comply with the Lead-Based Paint Poisoning
       other nondiscrimination statute(s) which may apply to the           Prevention Act (42 U.S.C. ''4801 et seq.) which prohibits
       application.                                                        the use of lead- based paint in construction or
                                                                           rehabilitation of residence structures.
  7. Will comply, or has already complied, with the
       requirements of Titles II and III of the uniform Relocation 17. Will cause to be performed the required financial and
       Assistance and Real Property Acquisition Policies Act of        compliance audits in accordance with the Single Audit Act
       1970 (P.L. 91-646) which provide for fair and equitable         Amendments of 1996 and OMB Circular No. A-133,
       treatment of persons displaced or whose property is             "Audits of States, Local Governments, and Non-Profit
       acquired as a result of Federal or federally assisted           Organizations."
       programs. These requirements apply to all interests in real
       property acquired for project purposes regardless of        18. Will comply with all applicable requirements of all other
       Federal participation in purchases.                             Federal laws, executive orders, regulations and policies
                                                                       governing this program.
  8.   Will comply, as applicable, with the provisions of the
       Hatch Act (5 U.S.C. ''1501-1508 and 7324-7328) which
       limit the political activities of employees whose principal
       employment activities are funded in whole or in part with
       Federal funds.
Signature of Authorized Certifying Representative:

Name of Authorized Certifying Representative: Dr. Linda M. Spink

Title: President

Date Submitted: 06/01/2009

PR/Award # P031S090008                                       e8
                                                                                                                               Approved by OMB 0348-0046 Exp.

                                                            Disclosure of Lobbying Activities
Complete this form to disclose lobbying activities pursuant to 31 U.S.C. 1352
1. Type of Federal Action:                                         2. Status of Federal Action:                                   3. Report Type:

       Contract                                                                              Bid/Offer/Application                     Initial Filing
       Grant                                                                                 Initial Award                             Material Change
       Cooperative Agreement                                                                 Post-Award
       Loan                                                                                                                       For Material Change
       Loan Guarantee                                                                                                             Year: 0Quarter: 0
       Loan Insurance                                                                                                             Date of Last Report:
4. Name and Address of Reporting Entity:                                                 5. If Reporting Entity in No. 4 is a Subawardee, Enter Name
     Prime       Subawardee                                                              and Address of Prime:
                   Tier, if known: 0                                                     Name:
Name:                                                                                    Address:
Address:                                                                                 City:
City:                                                                                    State:
State:                                                                                   Zip Code + 4: -
Zip Code + 4: -
                                                                                         Congressional District, if known:
Congressional District, if known:
6. Federal Department/Agency:                                                            7. Federal Program Name/Description:

                                                                                         CFDA Number, if applicable:
8. Federal Action Number, if known:                                                      9. Award Amount, if known: $0
10. a. Name of Lobbying Registrant (if individual, last name,                            b. Individuals Performing Services (including address if
first name, MI):                                                                         different from No. 10a)
Address:                                                                                 (last name, first name, MI):
City:                                                                                    Address:
State:                                                                                   City:
Zip Code + 4: -                                                                          State:
                                                                                         Zip Code + 4: -
11. Information requested through this form is authorized by title 31 U.S.C. section     Name: Dr. Linda M. Spink
1352. This disclosure of lobbying activities is a material representation of fact upon
which reliance was placed by the tier above when this transaction was made or            Title: President
entered into. This disclosure is required pursuant to 31 U.S.C. 1352. This information   Applicant: Los Angeles Harbor College
will be reported to the Congress semi-annually and will be available for public          Date: 06/01/2009
inspection. Any person who fails to file the required disclosure shall be subject to a
civil penalty of not less than $10,000 and not more than $100,000 for each such
                                                                                                                                      Authorized for Local
Federal Use Only:                                                                                                                 Standard Form LLL (Rev. 7-

PR/Award # P031S090008                                                       e9
                               CERTIFICATION REGARDING LOBBYING

  Certification for Contracts, Grants, Loans, and Cooperative Agreements.
  The undersigned certifies, to the best of his or her knowledge and belief, that:

  (1) No Federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any
  person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an
  officer or employee of Congress, or an employee of a Member of Congress in connection with the awarding of any
  Federal contract, the making of any Federal grant, the making of any Federal Loan, the entering into of any
  cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal
  contract, grant, loan or cooperative agreement.

  (2) If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing
  or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of
  Congress, or an employee of a Member of Congress in connection with this Federal contract, grant, loan or
  cooperative agreement, the undersigned shall complete and submit Standard Form - LLL, "Disclosure of Lobbying
  Activities," in accordance with its instructions.

  (3) The undersigned shall require that the language of this certification be included in the award documents for all
  subawards at all tiers (including subcontracts, subgrants and contracts under grants, loans, and cooperative
  agreements) and that all subrecipients shall certify and disclose accordingly. This certification is a material
  representation of fact upon which reliance was placed when this transaction was made or entered into. Submission
  of this certification is a prerequisite for making or entering into this transaction imposed by section 1352, title 31,
  U.S. Code. Any person who fails to file the required certification shall be subject to a civil penalty of not less than
  $10,000 and not more than $100,000 for each such failure.

  Statement for Loan Guarantees and Loan Insurance.

  The undersigned states, to the best of his or her knowledge and belief, that:
  If any funds have been paid or will be paid to any person for influencing or attempting to influence an officer or
  employee or any agency, a Member of Congress, an officer or employee of Congress, or an employee of a
  Member of Congress in connection with this commitment providing for the United States to insure or guarantee a
  loan, the undersigned shall complete and submit Standard Form-LLL, "Disclosure of Lobbying Activities," in
  accordance with its instructions. Submission of this statement is a prerequisite for making or entering into this
  transaction imposed by section 1352, title 31, U.S. Code. Any person who fails to file the required statement shall
  be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure.

  Los Angeles Harbor College
  Prefix: Dr.      First Name: Linda          Middle Name: M
  Last Name: Spink                            Suffix:
  Title: President
  Signature:                                                  Date:
  _______________________                                     06/01/2009
  ED 80-0013                                                                                                        03/04

PR/Award # P031S090008                                           e10
OMB No.1894-0005 Exp.01/31/2011

Section 427 of GEPA

                                          NOTICE TO ALL APPLICANTS
  The purpose of this enclosure is to inform you about a        description of how you plan to address those barriers
  new provision in the Department of Education's General        that are applicable to your circumstances. In addition,
  Education Provisions Act (GEPA) that applies to               the information may be provided in a single narrative,
  applicants for new grant awards under Department              or, if appropriate, may be discussed in connection with
  programs. This provision is Section 427 of GEPA,              related topics in the application.
  enacted as part of the Improving America's Schools Act
  of 1994 (Public Law (P. L.) 103-382).                      Section 427 is not intended to duplicate the
                                                             requirements of civil rights statutes, but rather to ensure
                                                             that, in designing their projects, applicants for Federal
           To Whom Does This Provision Apply?
                                                             funds address equity concerns that may affect the ability
                                                             of certain potential beneficiaries to fully participate in
  Section 427 of GEPA affects applicants for new grant       the project and to achieve to high standards. Consistent
  awards under this program. ALL APPLICANTS FOR with program requirements and its approved
  NEW AWARDS MUST INCLUDE                                    application, an applicant may use the Federal funds
  INFORMATION IN THEIR APPLICATIONS TO awarded to it to eliminate barriers it identifies.
  PROGRAM.                                                      What are Examples of How an Applicant Might
                                                                    Satisfy the Requirement of This Provision?
  (If this program is a State-formula grant program, a
  State needs to provide this description only for projects The following examples may help illustrate how an
  or activities that it carries out with funds reserved for  applicant may comply with Section 427.
  State-level uses. In addition, local school districts or
  other eligible applicants that apply to the State for          (1) An applicant that proposes to carry out an adult
  funding need to provide this description in their              literacy project serving, among others, adults with
  applications to the State for funding. The State would be      limited English proficiency, might describe in its
  responsible for ensuring that the school district or other     application how it intends to distribute a brochure
  local entity has submitted a sufficient section 427            about the proposed project to such potential
  statement as described below.)                                 participants in their native language.

           What Does This Provision Require?                       (2) An applicant that proposes to develop
                                                                   instructional materials for classroom use might
                                                                   describe how it will make the materials available on
  Section 427 requires each applicant for funds (other
                                                                   audio tape or in braille for students who are blind.
  than an individual person) to include in its application a
  description of the steps the applicant proposes to take to
                                                                   (3) An applicant that proposes to carry out a model
  ensure equitable access to, and participation in, its
                                                                   science program for secondary students and is
  Federally-assisted program for students, teachers, and
                                                                   concerned that girls may be less likely than boys to
  other program beneficiaries with special needs. This
                                                                   enroll in the course, might indicate how it intends to
  provision allows applicants discretion in developing the
                                                                   conduct "outreach" efforts to girls, to encourage
  required description. The statute highlights six types of
                                                                   their enrollment.
  barriers that can impede equitable access or
  participation: gender, race, national origin, color,
  disability, or age. Based on local circumstances, you         We recognize that many applicants may already be
  should determine whether these or other barriers may          implementing effective steps to ensure equity of access
  prevent your students, teachers, etc. from such access or     and participation in their grant programs, and we
  participation in, the Federally-funded project or activity.   appreciate your cooperation in responding to the
  The description in your application of steps to be taken      requirements of this provision.
  to overcome these barriers need not be lengthy; you may
  provide a clear and succinct

PR/Award # P031S090008                                             e11
                              Estimated Burden Statement for GEPA Requirements

  According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of
  information unless such collection displays a valid OMB control number. The valid OMB control number for this
  information collection is 1894-0005. The time required to complete this information collection is estimated to
  average 1.5 hours per response, including the time to review instructions, search existing data resources, gather
  the data needed, and complete and review the information collection. If you have any comments concerning the
  accuracy of the time estimate(s) or suggestions for improving this form, please write to: U.S. Department of
  Education, 400 Maryland Avenue, S.W., Washington, D.C. 20202-4537.

  Applicants should use this section to address the GEPA provision.
  Title : GEPA
  File : \\happs\users\richarr\My Documents\Title V 2009\submission\LAHC SUBMISSION DRAFT - GEPA - cd-

PR/Award # P031S090008                                         e12
                                  Los Angeles Harbor College                    Los Angeles, California


                         Los Angeles Harbor College is committed to providing every student the opportunity

             to enroll and to participate in college-sponsored programs and activities. No student is barred

             from participation in any program due to gender, race, national origin, color, disability, age

             or any other legally protected status. Potential/enrolled students are informed of the

             availability of special assistance and learning support services where students have access to

             tutoring, counseling, and academic support. This information is made available to students

             within the classrooms; through the catalog, student handbook and other publications; as well

             as on the College website. All Title V project developed materials will contain the Notice of

             Non-Discrimination which includes institutional policy, institutional contact for related

             inquires, and the address of the U.S. Department of Education regional office of Civil Rights.

                         The sample accommodations listed below demonstrate Harbor's commitment to ensuring

             that we do NOT impede the success of participants or employees or place barriers in their way

             based upon gender, race, national origin, color, disability, or age: (1) Provide our staff with Web

             URLs so that they can prepare audio tapes for blind students, and we will install magnification

             filters on Web/Internet-connected computer monitors; (2) Make computer stations wheelchair

             accessible (3) Recruit participants, staff, and volunteers from all demographic groups; (4)

             Provide Spanish-language alternate screens and content in our Web sites; (5) Provide extra

             encouragement to older individuals, second-language students, those who have never used

             computers, and other students who may be especially techno-phobic; and (6) Provide a fair

             number of open-access computer stations so that participants without computer access at home

             will not be less likely to succeed on the basis of socio-economic status.

PR/Award # P031S090008                                   e0
OMB No.1894-0007 Exp.05/31/2011

                                SUPPLEMENTAL INFORMATION
                                      REQUIRED FOR
                             DEPARTMENT OF EDUCATION GRANTS
 1. Project Director:
 Prefix:       * First Name:            Middle Name:           * Last Name:         Suffix:
 Mr.           Lauren                                          McKenzie

  * Street1:             Los Angeles Harbor College
  Street2:               1111 Figueroa Place
  * City:                Wilmington
  County:                Los Angeles
  * State:               CA* Zip / Postal Code: 90744 * Country: USA

 * Phone Number (give area             Fax Number (give area
 code)                                 code)
 Email Address:
 2. Applicant Experience

 Novice Applicant                        Yes           No          Not applicable

 3. Human Subjects Research
 Are any research activities involving human subjects planned at any time during the
 proposed project period?

      Yes                  No

 Are ALL the research activities proposed designated to be exempt from the regulations?

      Yes      Provide Exemption(s) #:

      No       Provide Assurance #, if available:

 Please attach an explanation Narrative:

 Title :
 File :

PR/Award # P031S090008                                  e14
Project Narrative

Abstract Narrative

Here is where you will attach the one-page project abstract that will provide an overview of the
proposed project.

Attachment 1:
Title: Abstract Pages: 1 Uploaded File: \\happs\users\richarr\My Documents\Title V 2009\submission\LAHC
SUBMISSION DRAFT - Abstract - cd- 5-28.pdf

PR/Award # P031S090008                          e15
                             Los Angeles Harbor College                        Los Angeles, California


             Los Angeles Harbor College (LAHC) is a comprehensive, two-year public community
             college offering a broad spectrum of transfer, vocational, and community services programs.
             Located near the bustling Port of Los Angeles, the college’s service area is ethnically and
             economically diverse, with a majority minority population. Transportation, international trade,
             and high tech/defense drive the area’s employment. Significant opportunities for individuals
             with college educations exist; however, educational attainment is surprisingly low. Accredited by
             Western Association of Schools and Colleges and governed by a Board of Trustees, Harbor
             College is energetically working to prepare students for this rapidly changing workplace.

             Student and Faculty Characteristics: Students come to LAHC for educational excellence with
             a personal touch. Our faculty are highly motivated professionals for whom student success is the
             highest priority. (See chart for specifics.)

                        Student Profile, Fall 2008              Significant Problem: Occupational
                                  Total Hispanic            projections for Business occupations are expected
                Enrollment         8,739 3,959 (45.3%)      to grow 10-23%, and Engineering occupations are
                Part-time         66.8%         73.3%       expected to grow 21-25% over the next 5-7 years.
                Avg. Age             26           24        Interest in these career fields is high: Our feeder
                Degree Seeking 70%               70%        high schools enroll 200-500 students in each of
                Underprepared      75%           79%        five special academies in related fields; our
                Working            57%           60%        primary four-year transfer institutions in the
                Low Income         35%           36%        California State University System enroll
                Undecided          62%           64%        thousands of students in Engineering and
                        Faculty Profile, Fall 2007          Business. LAHC should be a conduit to
                Full-time           115           15        Bachelor’s degrees in these fields for area
                                                            residents who need and want to begin at the
                Part-time           390           43
                                                            community college level. Yet these are the
                Latino             11%             --
                                                            programs that are struggling at Harbor College,
                Master’s +         95%             --
                                                            with low enrollments, low graduation rates, and
                FTFac.:students 1:31               --       low rates of transfer.
                Source: LAHC Institutional Research 09
             Proposed Solution: Accelerating Success at Harbor College: LAHC proposes to streamline
             degree completion in the high-demand fields of Engineering and Business, based on a successful
             model and best practices, by re-designing the curricula to (a) allow student cohorts to complete
             A.S. in 18-months, (b) incorporate cutting-edge “green technologies,” and (c) provide support for
             success and completion with contextualized English and math, Learning Coaches, and
             technology solutions, such as e-portfolios, e-Live interactive content delivery, student portals,
             and virtual communities. We will secure successful transfer to bachelor’s degrees in Engineering
             and Business at CSU Dominguez Hills and Long Beach through faculty exchanges culminating
             in curriculum alignment and articulated transfer agreements. We will strengthen support for
             success for all students through intensive faculty development and for First-Year Students with
             comprehensive assessment, early alert, and technology solutions that mirror those noted above to
             ensure successful transitions and promote retention. Total 5-year request=$2,872,354.

PR/Award # P031S090008                                 e0
Project Narrative

Project Narrative

The Project Narrative includes the narrative responses to the selection criteria that will be used to
evaluate applications submitted for this competition. Please include a Table of Contents as the first
page of the project narrative. You must limit the project narrative to no more than 50 pages for the
Individual Development Grant application and 70 pages for the Cooperative Arrangement
Development Grant application. The Project Narrative should be consecutively numbered.

Attachment 1:
Title: Project Narrative Pages: 50 Uploaded File: \\happs\users\richarr\My Documents\Title V 2009
\submission\LAHC SUBMISSION DRAFT for PDF - cd - 5-28.pdf

PR/Award # P031S090008                           e17
                                     Los Angeles Harbor College                                             Los Angeles, California

                                                                     Table of Contents

             Project Abstract ................................................................................. uploaded separately
             Comprehensive Development Plan
             Introduction to Los Angeles Harbor College ................................................................... 1
             Strengths/Weaknesses/Significant Problems, Analysis Process………………………....3
             Institutional Goals and Measurable Objectives.............................................................. 14
             Institutionalizing Practices and Improvements .............................................................. 15
             Five-Year Plan to Improve Services to Hispanic/Low-Income Students ...................... 17
              Activity: Accelerating Success at Harbor College

                  Activity Objectives/Relationship to Comprehensive Development Plan ............... 18
                  Implementation Strategy and Rationale ................................................................... 23
                  Implementation Strategy Tasks and Timetable........................................................ 30
                  Key Personnel .......................................................................................................... 35
                  Project Management Plan......................................................................................... 37
                  Evaluation Plan ........................................................................................................ 40
                  Budget Narrative ...................................................................................................... 46
             GEPA…………………………………………………………………uploaded separately

             “Community colleges are a focal point for state - and national - efforts to create a green
             economy and workforce in California. This Summit is focused on all aspects of this dynamic
             market - from green building and energy efficiency to the products and services that new green
             facilities will need. It also encompasses green job training - the needs of industry and the
             challenges of developing curriculum that meets these needs.” www.green-technology.org

             Title V 2009                                                                                                                       i

PR/Award # P031S090008                                                    e0
                                  Los Angeles Harbor College                       Los Angeles, California

                                         COMPREHENSIVE DEVELOPMENT PLAN

             Introduction to Los Angeles Harbor College ( Source: www.lahc.edu/about.htm )

                         For over 60 years, Los Angeles Harbor College (LAHC) has been the college of choice

             for area residents seeking educational excellence with a personal touch. Harbor College, located

             on an 83-acre campus near the Port of Los Angeles, opened in 1949 as a technical institute in

             response to community need. Today, LAHC is a comprehensive, two-year public community

             college offering a broad spectrum of transfer, vocational, and community services programs. The

             over 8,000 students (45.3% Hispanic) who enroll each semester in credit courses reflect the

             diverse ethnic composition of the communities served by the college. In fact, 80% of the

             residences in the college’s primary service area are minority. This trend is expected to

             continue so that by 2017, 82% will be minority and 60% will be Hispanic.

                         One of nine colleges comprising the Los Angeles Community College District, Harbor

             College is accredited by the Western Association of Colleges and Schools, governed by a Board

             of Trustees, and serves 400,000 residents in the southern portion of Los Angeles and adjacent

             cities. True to our tradition, Harbor College is energetically working to prepare students for the

             rapidly changing workplace with AA degrees in subject areas ranging from Art to Biology; AS

             degrees in Occupational Programs, such as Architectural Technology and Child Development;

             and one-year Career Education Certificates, which lead to related AS degrees. An important part

             of our commitment is to create and build partnerships with local business, community, and civic

             organizations to maximize the quality and scope of educational programs.

                         The College vision is to create a personalized, student-centered learning environment

             dedicated to preparing our community for life’s challenges and opportunities. The mission of

             Los Angeles Harbor College is to offer an environment that fosters learning by providing

             Title V 2009                                                                                         1

PR/Award # P031S090008                                     e1
                                  Los Angeles Harbor College                        Los Angeles, California

             comprehensive programs that meet the educational needs of students and are appropriate and

             useful to the community we serve. An essential aspect of the mission for the community is to

             advance economic growth and global competitiveness through education, training, and services

             that contribute to continuous workforce improvement and civic responsibility.

             Service Area: The college service area has a majority minority population. Over 80% of

             residents are minorities, nearly 60% of whom are Latino, as shown below.

                                               Service Area Diversity
                     White     Latino Afr. Am. Am. Ind.          Asian/PI                  Other      Multi-racial
                      18.3%    57.4%         7.5%        0.3%       14.4%                   0.1%             1.9%
                 Source: www.unitedwayla.org

                         Manufacturing, transportation, international trade, high tech/defense, and

             recreation/tourism drive the area’s employment. The largest employment sector is professional

             and business services. Over 3,000 professional, scientific, and technical businesses operate in

             the area, and 100 area employers have 500 or more employees (South Bay Economic Forecast

             2007). Significant opportunities for individuals with college educations exist; however,

             educational attainment is surprisingly low. Almost half of Latino residents do not even have a

             high school diploma as shown in the table below.

                                           Service Area Educational Attainment
                   Population                               Some
                                     < h.s. h.s. grad     College Associate’s Bachelor’s Graduate
                   All              37.4%       21.6%      19.8%          5.9%    11.1%      4.2%
                   Hispanic          46%          26%       13%`          4.5%     6.9%      2.7%
                   Sources: www.unitedwayla.org , 2007 American Community Survey

                    With recent dramatic economic downturns, educationally disadvantaged residents will be

             hard pressed to compete in an economy that has already seen unemployment rates more than

             double from 5.4% in December 2007 to 11.4% in March 2009. (www.calmis.cahwnet.gov ).

             Title V 2009                                                                                            2

PR/Award # P031S090008                                      e2
                                 Los Angeles Harbor College                     Los Angeles, California

             Faculty Profile: Over 500 full- and part-time faculty teach for Harbor, with approximately 60%

             of classes taught by part-time faculty; 95% of faculty hold master’s degrees or above. Full-time

             faculty are 13% Latino, 56% female, and 60% over the age of 55; part-time faculty are 11%

             Latino, 47% female, and 50% over age 55. Average class size is 31.2, and average workload for

             full-time faculty is 15 credit hours per semester.

             Student Profile: Nearly 80% of the college’s 8,000 students are minority and approximately

             45% are Hispanic; about 35% are low income, over two-thirds are part-time, and over 56%

             work while taking classes. Over 40% are underprepared in English, with close to 80% in math.

                 Fall 2008, Student Profile            Number         Percent Hispanic        Percent
                 Total Enrollment                            8,739                   3,959       45.3%
                      under 24                               5,685       65.1%       2,680       67.7%
                      Average Age                               26                    24.3
                      Hispanic                               3,959      45.3%
                      African American                       1,302       14.9%
                 Low Income                                  3,015       34.5%       1,421       35.9%
                 Degree/Certificate/Transfer Seeking         6,198       70.9%       2,775       70.1%
                 Female                                      5,372       61.5%       2,427       61.3%
                 Working                                                 56.9%       2,367       59.8%
                 Part Time Students                          5,835       66.8%       2,902       73.3%
                 First Generation                                        40.3%       2,415         64%
                      English                                            41.5%       1,734       43.8%
                      Math                                               75.3%       3,167       79.4%
                 Sources: 2009 Fact Book, LACCD Spring 07 Student Survey, Spring 2008 Term File

             Comprehensive Analysis of Strengths, Weaknesses and Significant Problems

                         We have identified and analyzed LAHC’s strengths, weaknesses and significant problems

             in academic programs, institutional management, and fiscal stability as they relate to our

             Title V 2009                                                                                   3

PR/Award # P031S090008                                   e3
                                  Los Angeles Harbor College                       Los Angeles, California

             proposed activity, Accelerating Success at Harbor College. The analysis process, which is

             described following the results of the analyses, involved all major constituencies of the College.

             Strengths (Source: Institutional, District, Title V planning processes)

                         Los Angeles Harbor College identified the following institutional strengths as those best

             describing our most cherished attributes: student-centered, innovative collaboration.

                                                   ACADEMIC STRENGTHS
                 “Students come first” is the motto of Harbor College and part of its culture. Faculty and
                 Staff work hard to ensure that students are served and that their needs are met.
                 Experienced, highly qualified faculty: 95% have Master’s or higher in their disciplines.
                 Accelerated Learning Programs: Accelerated programs in Teacher Education and
                 Process Plant Technology are helping students complete career programs in 18 months.
                 Growing Distance Education/Hybrid Courses: Flexibility has increased educational
                 access, especially for working adults and those with family responsibilities
                 Programs for low income, first generation college students, including EOPS, Board of
                 Governors fee waivers, Student Support Services, Puente, and student mentoring.
                                    INSTITUTIONAL MANAGEMENT STRENGTHS
                 Strong, shared governance: Faculty and staff are included in all aspects and levels of
                 planning and decision making
                 Planning: Emphasis on data driven, reflective planning and decision making, integrating
                 planning with college Student Learning Outcomes.
                 Community/Business partners: The College has well developed partnerships with the
                 Port of Los Angeles and major local oil refineries, as well as its educational partners:
                 LAUSD after-school programs, summer youth employment program, outreach classes at
                 area high schools, articulation agreements with area four-year institutions.
                                            FISCAL STABILITY STRENGTHS
                 Extensive funds for construction and equipment: Service area voters approved funds
                 for construction/renovation to make a “state of the art” campus (2004-2014).
                 Extensive Scholarship Resource Database and Awards: Easy access for Harbor
                 students to scholarship information (www.lahc.edu/studentservices/finaid/scholdir.htm )
                 helps students fund their educations; numerous listings devoted to funding for Hispanic
                 students; local awards available for first generation college students, Hispanic students,
                 low income women, Business majors, transfer students, students active in the community.
                 External Funding: Numerous state/local awards allow services for special populations
                 and initiatives: Governor’s Workforce Investment Act Discretionary Fund; California
                 Community Colleges Chancellor’s Office competitive grant funding; City, County and
                 State funding for special needs students (Foster Youth, ESL immersion programs for
                 specific vocations, Early Childhood Development training, Foster Parent Training).

             Title V 2009                                                                                            4

PR/Award # P031S090008                                      e4
                                  Los Angeles Harbor College                        Los Angeles, California

             Weaknesses and Significant Problems (Source: Institutional, District, Title V planning)

                         Despite our overall strengths, however, we have identified areas of concern that must be

             addressed if we are to achieve our mission of providing comprehensive educational programs

             that meet student and community needs.

             Academic Programs Problem: Student enrollment, success, retention, completion, and transfer

             rates are too low in high-demand professional programs critical to the new economy.

                         As noted above (see Service Area), professional and business services offer some of the

             best opportunity for service area employment in the new economy. Business and Financial

             occupations are expected to grow 10% in the metropolitan area and 23% in the state

             (www.calmis.ca.gov ), and Engineering occupations are expected to grow 25% in the area and

             21% in the state over the next 5-7 years (EMSI Fall 2008).

                         Evidence that student interest in these fields is high surrounds us. Area feeder high

             schools enroll 200-500 students each in special academies in related fields: International Trade

             Academy, Drafting Academy, Engineering Prep, Port of Los Angeles Magnet High School, and

             the Business Academy. Our primary four-year transfer institutions in the California State

             University System (Dominguez Hills and Long Beach campuses) enroll an average of 9,700

             Business majors and 4,138 Engineering majors.

                         Almost 80% of Hispanic students in California are enrolled in community colleges; and

             throughout higher education, Hispanic students lag behind White students in enrollment in

             Business (10.7% to 15.1%) and Engineering (3.8% to 4.6%). [2008 Digest of Education

             Statistics]. Clearly, LAHC could be the conduit to degrees in high-demand fields for majority

             Hispanic service area residents who need and want to begin at the community college level.

             Earnings for career-technical Associates’ degrees in California nearly doubled from 2002 to

             Title V 2009                                                                                           5

PR/Award # P031S090008                                      e5
                                  Los Angeles Harbor College                      Los Angeles, California

             2006 to $55,828. Yet career-technical programs are struggling at Harbor College, with low

             enrollments, low graduation rates, and low transfer.

             Business declines: Enrollments in Business courses have declined by almost half over the past

             five years, from an average class size of 47 in 2004 to a low of 26 in 2007. Hispanic student

             enrollments decreased from 45% to 37% in the same period. Success rates fell to 54% in 2007

             (Hispanic student success was more than 10 percentage points lower). The number of graduates

             from this program is a very modest 16 last year. And, while almost 2,500 community college

             students transferred to area four-year colleges in Business in 2007, only 41 (less than 2%) were

             from Harbor (www.cpec.ca.gov ).

             Engineering difficulties: Only 100 students were enrolled in Engineering in Fall 2008 (37

             Hispanic), despite the opportunities noted above. In General Engineering, 2007 retention was

             only 53% overall, and data indicate that half the Hispanic students don’t make it past the first

             two weeks. In the Engineering Technology option, 2008 success was 61% overall (53% for

             Hispanic students. Only three students have graduated (none Hispanic) from these programs

             in the past five years, and less than 1.5% of the community college students who transferred to

             area Engineering programs came from Harbor. (www.cpec.ca.gov )

                         Planning and analysis have identified the following weaknesses that must be addressed if

             we are to provide pathways to employment in the changing economy and succeed in our mission

             to provide educational programs that meet both student and community needs.

                         Completion and/or transfer readiness take too long – As with community colleges

             everywhere, we have seen completion times increase with each passing year. What was once a

             two- or three-year process is now a four- or five-year process, at best (Student Right to Know,

             Accountability Reporting for Community Colleges 2009). Since most students attend part-time

             Title V 2009                                                                                       6

PR/Award # P031S090008                                     e6
                                  Los Angeles Harbor College                      Los Angeles, California

             (67%, Hispanic 73%), this may sound reasonable, but the longer students are in school, the more

             likely they are to have life events that interfere with, and sometimes terminate, educational plans.

             Harbor drop surveys in 1996 cited financial, family, and/or personal issues as the reason 56% of

             students dropped out; in 2008, those were the reasons cited by 86% of students.

                         One obstacle to timely completion is overcoming deficiencies in basic skills (almost

             half are underprepared in English and over three-quarters in math). Even for those students who

             take the time to complete the developmental sequence their test scores call for, the first college-

             level course is often a shock. Basic reading, writing, and math skills rarely translate into full

             readiness for courses in the disciplines, so students earn low grades and have to repeat courses or

             earn even lower grades in the next level, extending their time to goal completion.

                         Another obstacle is Harbor’s traditional course scheduling. Our students have jobs and

             family responsibilities that make regular hours and consistent attendance semester after semester

             almost impossible. When they look towards graduation or transfer, they see patchwork

             semesters where they take whatever classes are available at times they have open – never mind

             course sequencing, grade point average, or steady progress towards their goals. According to

             Bob Richards, Associate Dean for Research and Planning:

                     “Many students stay in classes they should drop in order to keep their financial aid or
             other eligibility; virtually every instructor on campus has been asked to re-instate a student,
             knowing that student does not have the skills to succeed. And, because we are very aware of our
             limited ability to regularly offer all the classes students need to graduate, we allow frequent
             substitutions that meet our own requirements, although these may not meet transfer

                         We can’t stop life from happening, but given time and resources, we could develop ways

             to streamline the time needed to complete a an Associate’s degree and/or prepare for transfer. In

             fact, we have developed such ways. In the past four years, LAHC has developed two similar

             Title V 2009                                                                                          7

PR/Award # P031S090008                                     e7
                                  Los Angeles Harbor College                      Los Angeles, California

             career pathways, Energy Careers and Teacher Education, in which students enroll as a cohort in

             18-month programs which run continuously for 4 hours, 5 days per week with no breaks;

             supported by trained Learning Coaches; and strengthening their skills with contextualized

             English and math. Student success is high, even though many enrollees are at-risk students.

             However, the cost of development is also high. Funding for development of the Energy Careers

             Pathway came from local refineries, the county supervisor, and federal and state grants. Funding

             for development of the Teacher Education Pathway came from the California State Chancellor’s

             Office and the Packard Foundation, and curriculum was developed as part of a joint effort with

             the California State University-Dominguez Hills teacher preparation program. Any future

             attempts to replicate these successes will also require external funding.

                         Vague articulations - Our current Engineering and Business students find transfer

             difficult: articulation agreements are outdated (none more recent than 2006) and too focused on

             generalities (e.g., completion of 60 units and “impacted programs may have supplementary

             requirements,” as noted on the LAHC website for CSU-DH transfer). Course outcomes are not

             aligned with pre-requisites at four-year institutions, so courses are often refused transfer credit

             and/or transfer students find they cannot succeed. Creating agreements specifically structured for

             transfer from our particular programs requires time and resources we have not had.

                         Limited support for transfer - On Feb. 5, 2009, the LA TIMES reported: “Experts say

             the transfer path is riddled with procedural potholes even for those determined to use a two-year

             campus as a launching pad to further education.” True: the transfer process from Harbor to four-

             year institutions has been unclear and unmanaged. With only part-time personnel, the Transfer

             Center is open Tuesday and Thursday for a total of 15 hours, none in the evenings, and staff

             follow-up on student inquiries has been virtually non-existent. This will change with the addition

             Title V 2009                                                                                          8

PR/Award # P031S090008                                     e8
                                  Los Angeles Harbor College                       Los Angeles, California

             of a full-time Transfer Center Coordinator in July 2009, but developing the integrated academic

             articulation needed to create truly seamless transfer opportunities in Engineering and Business

             requires faculty involvement that our faculty cannot accomplish without some release from their

             15-credit-hour/150-student and service workloads.

                         Outdated curricula and teaching technologies - It also requires that our curricula

             address “emerging fields like green technologies [and] alternative energies” (LACCD Strategic

             Plan 2008); that teaching technologies match those of our four-year partners, who have kept pace

             with changes in business and industry; and that our faculty are “current in their fields

             …particularly high-tech fields related to emerging technologies” (LACCD Strategic Plan 2008).

                         Brenda Guertin, Articulation Officer, notes deficiencies in the Engineering curriculum:

                    “Currently, we do not offer courses that articulate with university courses in Statics,
             Dynamics, Materials Science, Digital Logic Design, Computer Methods in Engineering, and
             Electronic Circuits. These are part of the basic lower-division preparation for majors in the
             Engineering and Engineering Technology fields for our four-year partners.”

                         Business in particular lags behind in addressing business planning for emerging markets,

             and in offering students hands-on familiarity with systems, processes, and technologies currently

             driving the marketplace. According to Bobby McNeel, VP for Workforce Education,“Our

             Business Department is in dire need of curriculum updates that include the information for our

             students to meet the needs of the greening economy.” To be competitive, Harbor College needs

             to “respond more aggressively to…trends and develop the kind of state-of-the-art programs that

             students and employers are clearly coming to expect…including special accelerated programs

             and those that offer alternatives to traditional instruction.” (LACCD Strategic Plan 2008)

             Title V 2009                                                                                          9

PR/Award # P031S090008                                     e9
                                  Los Angeles Harbor College                        Los Angeles, California

             Institutional Management Problem: Support for/ retention of, first-year students is too low.

                         If students come to Harbor college ready, know how to navigate a bureaucracy, and don’t

             need much support, they will be fine. This isn’t the majority of our students; the majority are

             undecided, underprepared, first-generation college students, who attend part-time while they

             work, and who have limited opportunities to develop connections and a much-needed sense of

             community. Consequently, only 45% of applicants actually enroll (despite the fact that we are

             their only reasonable choice of an affordable, convenient path to a college diploma and jobs); of

             those, 30% are gone in the first two weeks (LACCD Enrollment Management System 2007);

             only about 60% of first-time students enrolled in for-credit courses at census successfully

             complete the course (USC TRUCCS Study); and only 49% of those are still with us the

             following Fall, a loss of almost 85% from time of application to the end of the first year.

                         Yet LAHC has so far only been able to meet their significant obstacles to enrollment and

             success with scattered services that contribute to their sense of educational isolation. Like many

             institutions, we still operate in “silos” that separate academic support from personal support,

             where faculty and staff are isolated from each other professionally, and where each silo is

             competing for scarce resources. Consequently, we often miss the underlying reasons for failures

             and treat the symptoms rather than the root causes, or we offer assistance that is too little and too

             late. Noting low retention of first-time students throughout the Los Angeles Community College

             District, the 2008 Strategic Plan update urges District colleges to “explore ways to integrate best

             practices [in student support] throughout the entire college experience and [make] student

             success part of the daily mission of all faculty and staff.”

                         Support services, however, are not all that need integration. Students can’t even make it

             past the silos of individual courses that don’t connect to one another or their own educational

             Title V 2009                                                                                        10

PR/Award # P031S090008                                      e10
                                  Los Angeles Harbor College                        Los Angeles, California

             goals, much less fit relationship building with faculty, staff, or peers into the few hours they have

             available to spend on campus. Alternative delivery methods and new technology-supported

             solutions could span the silos, mitigate isolation, and create a web of support for first-year

             students, but we have fallen far behind, and catching up will be costly.

             Fiscal Stability Problem: Limited resources reduce our ability to prepare students.

                         Limited resources have kept us from developing dynamic, integrated opportunities in

             Engineering and Business and adequate support systems that would attract and retain new

             students and assist them in achieving their goals (over 70% are degree/certificate/transfer

             seeking). Our fiscal story is told by one paragraph in the LOS ANGELES TIMES, Feb. 3, 2009:

                     “Facing yawning budget gaps, California's public universities are shifting thousands of
             applicants into a community college system already swamped by newly unemployed adults and
             students priced out of other schools…Many educators fear that [this] influx of new students will
             further reduce the ability of many community colleges [already suffering from tight budgets] to
             prepare students for transfer to four-year schools. The concerns are the more pressing because
             two-thirds of the state's college students, and most of the African Americans and Latinos, are at
             the two-year campuses.”

                         Harbor College fits the profile perfectly. In fall 2007, we had about 8,000 students; in

             spring 2009, we have approximately 9,500 students, over 60% Latinos and African Americans.

             We are, indeed, “already suffering from tight budgets” and the potential for further reductions in

             our ability to prepare students for graduation and transfer. With a flat budget, state budget

             reductions forecast for summer, and cost over-runs from last year which have put us in a deficit

             position with the Los Angeles Community College District, we see few options for making the

             substantive changes needed to bring high-demand programs in Engineering and Business,

             leading directly to employment and/or transfer, into the reach of service area residents.

             Title V 2009                                                                                           11

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                                  Los Angeles Harbor College                       Los Angeles, California

             Proposed Solution to Significant Problems and Weaknesses

                         In order to address these problems and weaknesses, we propose to Accelerate Success at

             Harbor College. First, we will streamline degree completion in the high-demand fields of

             Engineering and Business, based on our successful career pathway models, best practices, and

             collaboration with our primary four-year transfer institutions. We will re-design curricula to (a)

             allow student cohorts to complete in 18-months, (b) incorporate cutting-edge “green

             technologies,” supported by a new Advanced Technologies demonstration/teaching lab, and (c)

             provide support for success and completion with contextualized English and math, Learning

             Coaches, and technology solutions, such as e-portfolios to improve student performance and to

             support students as they seek transfer opportunities; and e-Live interactive content delivery,

             student portals, and virtual communities to develop student to student and faculty to student

             interaction and support. We will secure successful transfer to bachelor’s degrees in Engineering

             and Business at CSU Dominguez Hills and Long Beach through faculty classroom exchanges,

             both face-to-face and via e-Live, that lead to detailed curriculum alignment, compatible teaching

             strategies, and closely articulated transfer agreements. Finally, we will strengthen support for

             success for (a) all students through intensive faculty development; and (b) First-Year Students

             with comprehensive assessment, early alert, career cohorts, and technology solutions, mirroring

             the support strategies designed for Business and Engineering and creating academic transparency

             and seamless transitions for student as they move toward their educational goals.

             Analysis Process Involving Major Constituencies ( Source: www.lahc.edu/govplanning )

                         Planning at Harbor College has developed significantly since reaccreditation in 2006.

             The new planning framework (see table below) is managed by the College Planning Council,

             (faculty, students, staff, Industry Advisory Councils). The CPC is chiefly responsible for the

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                                 Los Angeles Harbor College                     Los Angeles, California

             “maintenance of an on-going, systematic cycle of evaluation, integrated planning, resource

             allocation, implementation and re-evaluation based on analysis of District and institutional

             research data and assuring broad involvement and participation in the planning cycle.”

             Master Plan          A plan consisting of the college strategic plans as well as the operational
                                  plans of all constituencies.
             Strategic Plan       Concise statement of enduring college-wide vision, values, mission, goals,
                                  strategies, and key performance indicators that inspire operational plans.
             VISION               An ideal state of where the college sees itself in the future.
             VALUES               Agreed upon principles that guide the college and the population to be
             MISSION              Purpose of the college and the population to be served as defined in state
             Goals                Long-term outcomes identified to achieve the vision and the mission of the
             Strategy             A plan, method, or sequence of activities for accomplishing a specific
                                  college goal.
             Key Performance      Objective, measurable benchmarks specifically designed to gauge progress
             Indicators           toward college goals.
             Operational Plan     Cluster, unit, or functional plans that include specific measurable
                                  objectives and activities.
             Activities           A specific action or actions that will be carried out to achieve the
             Measurable           Statement of what will be achieved and how it will be measured with a
             Objectives           timeline.
             Source: Planning Policy and Procedure Manual 2008

                         Using this framework, a new Strategic Plan and Educational Master Plan for LAHC were

             completed in October 2008, supported by a Strengths, Weaknesses, Opportunities, and Threats

             (SWOT) Analysis, in conjunction with the Los Angeles Community College District Strategic

             Plan Update 2008; annual external scans (including business, industry, other postsecondary

             institutions) and internal scans; and annual updates from Academic Affairs, Administrative

             Services, Student Services, student groups, and cluster planning groups. A Title V Planning

             Group (consisting of the Academic Dean, Business and Engineering Chairs and faculty, Student

             Services staff, and student representatives) correlated the elements of the planning framework to

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                                 Los Angeles Harbor College                     Los Angeles, California

             proposal development guidelines for Title V (correlated items italicized in the table above) and

             developed this proposal, with additional input from business, industry, four-year institutions, and

             other community representatives.

             Institutional Goals (Source: LAHC Strategic Plan 2008-2012) with related Five-Year

             Measurable Objectives and Timeframes (Source: Title V Planning)

                         In the table below, LAHC goals for Academic Programs, Institutional Management, and

             Fiscal Stability are delineated, based on the outcomes of the analysis process described above as

             it relates to our proposed Title V Activity. Measurable objectives related to reaching each goal,

             and timeframes for achieving the objectives, are included.

                  Title V-Related Institutional Goals, Five-Year Measurable Objectives, Timeframes
                 ACADEMIC PROGRAMS
                 Goal 1    To offer innovative, state-of-the-art, learner centered instruction in all
                           Harbor College programs to promote effective learning.
                 Strategy Ensure a technological infrastructure that supports academic need and
                 Strategy Promote teaching excellence and innovation that result in an effective
                           teaching/learning environment.
                 Obj. 1    By Sept. 2014, double enrollments in Engineering programs to 200 and in
                           Business to 150. (Baseline 2008: Engineering=100, Business=70)
                 Obj. 2    By Sept. 2014, decrease time to degree completion in Engineering and
                           Business to 18 months through technology supported cohort learning.
                           (Baseline 2008: 0 completions within 18 months)
                 Obj. 3    By Sept. 2014, increase Business graduates to min. 25 from each 18-month
                           cohort and Engineering graduates to min. 20 from each 18-month cohort.
                           (Baseline 2008: Business graduates=5, Engineering graduates=0)
                 Goal 2    To provide a positive and respectful environment that fosters educational
                           and personal achievement.
                 Strategy Develop and support teaching/learning strategies and student services that
                           promote student success.
                 Obj. 4    By Sept. 2014, increase retention of first-year students from 49% in 2008 to
                 Obj. 5    By Sept. 2014, increase Hispanic graduates to 5 in Engineering and 8 in
                           Business. (Baseline 2008: Engineering graduates=0, Business graduates=4)
                 Goal 5    To collaborate with local and global communities and organizations to
                           enhance opportunities beneficial to students, the college, and its mission.

             Title V 2009                                                                                    14

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                               Los Angeles Harbor College                        Los Angeles, California

                 Strategy Identify and implement partnerships that support college and community
                          educational needs.
                 Obj. 6   By Sept. 2014, develop minimum of four new transfer articulations in
                          Engineering and Business through faculty collaboration with California State
                          University Dominguez Hills and Long Beach. (Baseline 2008: general
                          articulation agreements, most recent signed in 2006.)
                 Obj. 7   By Sept. 2014, increase transfer in Engineering and Business to 25%.
                          (Baseline: transfer rate for 2004 cohort overall = 17.4%)
                 FISCAL STABILITY
                 Goal 4   To optimize and be accountable for the responsible use of all financial
                 Strategy Develop strategies to increase revenue streams.
                 Obj. 8   By Sept. 2014, increase revenues from new enrollments and retention by a
                          minimum of $300,000.

             Institutionalizing New Practices

                    Numerous factors predict successful project institutionalization of Title V Activity

             initiatives. Proposed Activity elements are developmental and have been reviewed and affirmed

             achievable by the Engineering and Business Department as well as the academic departments

             responsible for freshman year programs. Activity initiatives are designed to reinforce, not

             replace, existing operations. After development, pilot, and evaluation, Activity elements will be

             reviewed for overall institutional impact and success, after which they will be subject to LAHC’s

             governance and approval mechanisms prior to institutionalization. Redesigned courses will be

             subject to the curriculum approval process (existing courses can be approved departmentally,

             new capstone course in 6 months) and assumed by the appropriate academic division. Once

             approved, courses will be placed on our established evaluation cycle. Other new practices, once

             evaluated for cost-effectiveness, will be integrated into ongoing operations through regular

             departmental channels.

                    Continuous Evaluation of Activity Elements: Development, piloting, and evaluation of

             new courses/practices, along with regular, planned, extensive formative and summative Activity

             Title V 2009                                                                                    15

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                               Los Angeles Harbor College                         Los Angeles, California

             evaluation (see Evaluation Plan), will ensure institutionalization of only cost-effective practices.

                    Personnel costs will be institutionalized for three positions (First Year Success Specialist

             and two Learning Coaches) to ensure continuation of successful project initiatives post grant.

             The Business and Math/Science Divisions will absorb 30% of the FYSS position Year 3, 40%

             Year 4, and 50% Year 5, leaving $31,645 to be funded in Y6 from increased retention of first-

             year students. Learning Coaches will be absorbed as follows: Year 3 20%, Year 4 30%, Year 5

             40%, with $77,826 to be funded in Year 6 from new enrollments in Business and Engineering.

                    Equipment Upgrades/Maintenance: At time of purchase, equipment acquired with Title

             V funds will be placed on the same institutional upgrade/maintenance/replacement schedule as

             equipment purchased with other funds. LAHC will assume post-grant projected annual recurring

             costs of $77,000 (est. 10% of total cost) for equipment and supplies replacement and upgrades,

             paying those costs out of the Equipment Maintenance Budget.

                    Revenues: The table below illustrates a conservative estimate of new revenue available to

             institutionalize Title V initiatives, based on increased persistence/retention and new enrollments.

             As illustrated, anticipated revenues are more than sufficient to sustain initiatives.

                                     Summary of Post-Title V Annual Costs/Revenues
                  Revenue: Retention increase of $210,000 Expenses Personnel:                        $109,471
                  first-year students from 49% to             ♦ First Year Specialist:
                  59%=135 additional FTE; average             $22,575+$9,070 Fringe
                  funding=$3,000/FTE                          ♦ 2 Learning Coaches:
                  Conservative Est. 70 additional             $55,519+$22,307 Fringe
                  FTE @ $3,000 ea.=$210,000
                 Revenue: New enrollments in        $120,000 Expenses Equipment/                      $77,000
                 Engineering (100) + Business                 Supplies Upgrades &
                 (80) = 60 new FTE                            Maintenance:
                 Conservative Est. 40 additional
                 FTE @ $3,000 ea.=$120,000
                 Total Revenue Available            $330,000 Total Expenditures, Year 6              $186,471
                 Source: LAHC Business Office 2009

             Title V 2009                                                                                       16

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                                 Los Angeles Harbor College                     Los Angeles, California

             Five-Year Plan to Improve Services to Hispanic/Low-Income Students

                         As we have watched our student population near 50% Hispanic students, Harbor College

             has made substantive efforts to provide appropriate and timely support mechanisms to these

             students. An outgrowth of our most recent strategic planning process, the following five-year

             plan specifically addresses efforts for 2008-2013, which will significantly improve Harbor’s

             services to Hispanic and other low-income students. When combined with the programs and

             services proposed for development through this five-year Title V project, which focus

             specifically on increasing program completion and transfer rates, Harbor College will be well

             situated to be the conduit to degrees in high-demand fields for majority Hispanic service area

             residents who need and want to begin at the community college level.

                     Five-Year Plan to Improve Assistance to Hispanic and Low-Income Students
             Expand community outreach and College for Kids summer program and day care option for
             support                           working parents; LAHC Swap Meet and Farmers Market
                                               buy/sell opportunities to help area residents cope with
                                               stressful economic conditions; College representation at
                                               community functions.
             Increase College presence         College fairs and dedicated representation at Banning,
                                               Carson, Gardena, Narbonne, and San Pedro High Schools,
                                               to improve college-going rates of area Hispanic and low-
                                               income students.
             Expand collaborative efforts      Outreach programs and classes, 2+2 programs, college fairs,
                                               and articulation agreements, with area LEAs, high schools,
                                               and four-year institutions to streamline articulation and
                                               matriculation processes for Latino and low income students.
             Improve support services          Life Skills Center individual/group counseling and
                                               workshops on student success and family support.
             Increase student access           Learning Disabilities Program, High Tech Center for
                                               Students with Disabilities, Adaptive P.E. Program,
                                               Academic Success Action Plan TRIO project.
             Expand opportunities for students Job Placement and Training Services Center job listings,
             and community members             referrals, job preparation, college credit for work
                                               experience, and one-stop career centers for local
             Expand online instruction         ed2go and e-Learning Center plus access to technology
             opportunities                     during extended/weekend hours for working students and

             Title V 2009                                                                                     17

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                                  Los Angeles Harbor College                     Los Angeles, California

                                               those who have family responsibilities to ensure equal
                                               access to academic programs.
             Increase the number of Latino and Honors Transfer guarantees/gives priority admissions to
             low-income students who earn a    UCLA; UC-Santa Cruz, Riverside, Irvine; CSU-Dominguez
             minimum 3.1 grade point average Hills and Fresno; Pitzer College; Occidental College;
                                               Pomona College; and Chapman University.
             Increase access to transfer       Full-time staff and increased operating hours for the
             assistance and support            Transfer Center; expanded visits to campus by local college
             Increase recruiting and marketing Recruit Latino faculty and staff who have experience in
             efforts                           working with high risk, culturally diverse college student

                                                  ACTIVITY OBJECTIVES

                         An overview of the proposed five-year activity, Accelerating Success at Harbor College,

             is presented first below, preceding the annual Activity Objectives in order to highlight the

             developmental phases and elements of each of the three components: (1) Streamlining Degree

             Completion, (2) Securing Successful Transfer, and (3) Strengthening Support for Overall

             Success. Activity Objectives follow immediately.

                          Implementation Overview: Accelerating Success at Harbor College
                                 Year 1        Year 2         Year 3         Year 4         Year 5
                        Component 1: Streamlining Degree Completion in High-Demand Fields
             Curriculum      Develop       Pilot first    Complete       Pilot first    Complete
             Development: Accelerated      year of        pilot of       year of        pilot of
             streamlined     Engineering Accelerated      Accelerated    Accelerated    Accelerated
             cohort          program       Engineering Engineering Business             Business
             learning,                                    and Pilot
             “green”                       Develop        Eng. Tech      Develop joint Pilot
             curricula,                    Engineering                   Green          Capstone
             contextualized                Tech option    Develop        Technologies course
             math and                                     Accelerated    Capstone
             English                                      Business       course
             Learning        Develop       Pilot Coaches Complete        Pilot Coaches Complete
             Coaches to      Learning      in Eng.; train Eng. pilot;    in Business    Business
             increase        Coaches       LAHC Eng.      Train                         pilot
             student         model for     Coaches        Coaches in
             success         target disc.                 Business
             Develop         Green         e-portfolios   Netbook        e-community Virtual

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             Advanced                     in Business
                                   Technologies          checkout, e-   portals for    communities
             Technologies          Lab    and            Live           Business and for Business
                                          Engineering                   Engineering    and Eng.
                        Component 2: Securing Successful Transfer to Professional Degrees
             Faculty                       Engineering     Engineering Business
             Exchanges to                                  Technology
             align                                         option
             Transfer                                      Engineering Engineering       Business
             agreements                                                   Tech
                            Component 3: Strengthening Support for Overall Success
             Intensive     Comprehensive Integrated        e-portfolios
             monitoring    Assessment      Early Alert     for FYS
             for First-    and Student
             Year          Education
             Students      Plans
             FYS           Develop/pilot                   Applicant      e-             Virtual
             Electronic    Technology                      and FYS        Community      community
             Community     Lab                             websites       portal

             FYS Career                                             Engineering      Business        Liberal Arts
             Cohorts                                                & Tech.
             Faculty/Staff        Assessing         Student e-      The Transfer     e-community     Virtual
             Development          Student           portfolios;     Student; e-      portals;        community
             to increase          Learning;         Contextualizing Live             Green
             Student              Green             Basic Skills;                    Technologies
             Success              Technologies      Early Alert

                         Below, annual Activity Objectives have been identified in realistic, measurable terms

             with defined results. Each objective is related to the problems to be solved and the goals of

             the Comprehensive Development Plan, as detailed for each Activity Year.

                          Realistic, Measurable Objectives with Defined Results/Timeframes
                 ACTIVITY YEAR 1 (2009-2010) Related Problems: Limited support for First-Year
                 Students; Limited support for transfer. Related Goals: Foster educational and personal
                 achievement; Innovative, state-of-the art, learner-centered instruction.
                 Objective 1      Increase retention of pilot Assessment and SEP first-year students
                 [Sept. 2010]     min. 5 percentage points higher than baseline 2008 (49%).
                 Measure 1a.      Min. 100 Fall 2009 first-year students will complete comprehensive
                 [January         assessment and min. 81% re-enroll for Spring semester. (Baseline 2008:
                 2010]            71% Fall-Spring re-enrollment)

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                 Measure 1b.       Min. 70% of pilot Assessment students will complete an electronic
                 [May 2010]        Student Education Plan. (Baseline 2008: electronic SEP not available)
                 Objective 2       Professional development participants demonstrate min. 70% of
                 [Sept. 2010]      identified competencies in the target areas, as evidenced by activity-
                                   based assessment.
                 Measure 2a.       10 Engineering/Engineering Tech faculty rate training on the new
                 [Sept. 2010]      “green technologies” installed in the demonstration lab as Satisfactory
                                   or better. (Baseline 2008: NA)
                 Measure 2b.       10 faculty and 5 staff participate in Assessing Student Learning
                 [May 2010]        development activities, with 80% rating training Satisfactory or better.
                                   (Baseline 2008: NA)
                 ACTIVITY YEAR 2 (2010-2011) Related Problems: Low success in high-demand
                 programs; Limited support for transfer; Insufficient support for success. Related Goals:
                 Innovative, state-of-the-art instruction; Collaborate to enhance beneficial opportunities;
                 Foster educational and personal achievement.
                 Objective 3       Increase to min. 30 of 40 students (75%) in pilot Accelerated
                 [Sept. 2011]      Engineering successfully completing the first 12 months of the
                                   program and re-enroll. (Baseline 2008: 66%)
                 Measure 3a.       At least 50% of 40 pilot students in Accelerated Engineering meet with
                 [Sept. 2011]      a Learning Coach at least once each semester. (Baseline 2008: NA)
                 Measure 3b.       At least 20 of 40 pilot students in Accelerated Engineering begin
                 [Sept. 2011]      development of an e-portfolio with the help of trained faculty. (Baseline
                                   2008: 0)
                 Measure 3c.       50% of pilot Engineering faculty incorporate contextualized English and
                 [Sept. 2011]      Math concepts into at least one course. (Baseline 2008: 0)
                 Objective 4       Min. 75% of LAHC Engineering curriculum aligns with four-year
                 [Sept. 2011]      partners, as evidenced by course descriptions and student
                                   outcomes. (No baseline)
                 Measure 4a.       5 LAHC Engineering faculty participate in faculty classroom exchanges
                 [May 2011]        with Engineering faculty at CSU-DH and/or CSU-LB. (Baseline 2008:
                 Measure 4b.       Faculty-developed course articulations with partner institutions for
                 [Sept. 2011]      Engineering are 75% complete, as verified by department chairs.
                                   (Baseline 2008: 0)
                 Objective 5       Decrease to 60% pilot students who drop out for
                 [Sept. 2011]      financial/family/personal reasons. (Baseline 2008: 86%)
                 Measure 5a.       At least 10 trained faculty and/or staff monitor min. 100 students in a
                 [May 2011)        pilot of new Early Alert capabilities. (Baseline 2008: 0)
                 Measure 5b.       At least 50% of students contacted through the Early Alert pilot follow-
                 [May 2011]        up with a faculty or staff member. (Baseline 2008: 0)
                 ACTIVITY YEAR 3 (2011-2012) Related Problems: Low success in high-demand
                 programs; Limited support for transfer; Limited support for First-Year Students. Related
                 Goals: Innovative, state-of-the-art instruction; Collaborate to enhance beneficial
                 opportunities; Foster educational and personal achievement; Optimize resources.
                 Objective 6       Increase to 15 the students who graduate from pilot Accelerated

             Title V 2009                                                                                      20

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                 [Sept. 2012]     Eng./Eng. Tech, including 3 Latino graduates. (Baseline 2008: 0)
                 Measure 6a.      50 Engineering/Eng. Tech students use a netbook checkout pilot to
                 [Aug. 2012]      complete course requirements, and 75% rate the equipment and service
                                  Satisfactory or better. (Baseline 2008: 0)
                 Measure 6b.      Pilot Engineering/Eng. Tech faculty introduce eLive as a curriculum
                 [Sept. 2012]     delivery option in at least one course, as evidenced by course syllabi.
                 Objective 7      Faculty-developed transfer articulation agreements in Engineering
                 [Sept. 2012]     are signed by LAHC, CSU-DH, and CSU-LB. (Baseline 2008: NA)
                 Measure 7a.      Min. 70% of LAHC Engineering Tech curriculum aligns with partner
                 [Sept. 2012]     Bachelor’s requirements
                 Measure 7b.      Both LAHC Engineering programs align at min. 70% with partner
                 [Sept. 2012]     Master’s requirements, as evidenced by course descriptions and student
                 Measure 7c.      At least 80% of faculty participating in training on The Transfer Student
                 [May 2012]       rate their ability to assist students with transfer “Improved/Greatly
                                  Improved”, as evidenced by pre- and post-tests.
                 Objective 8      Increase re-enrollment to 65% of pilot first-year students in the
                 [Sept. 2012]     Engineering & Technology career cohort. (Baseline 2008: 56% for
                                  First-Year Students)
                 Measure 8a.      40 First-Year Students enroll in a pilot Engineering & Technology
                 [Oct. 2011]      career cohort. (Baseline 2008: 0)
                 Measure 8b.      At least 40 pilot First-Year Students begin development of an e-
                 [May 2012]       portfolio with the help of trained faculty. (Baseline 2008: 0)
                 Measure 8c.      Beta tests of Applicant and First-Year Student websites receive a
                 [Sept. 2012]     minimum of 100 hits, with 70% ratings of Satisfactory or better.
                                  (Baseline 2008: NA)
                 ACTIVITY YEAR 4 (2012-2013) Related Problems: Low success in high-demand
                 programs; Limited support for transfer; Limited support for First-Year Students. Related
                 Goals: Innovative, state-of-the-art instruction; Collaborate to enhance beneficial
                 opportunities; Foster educational and personal achievement; Optimize resources.
                 Objective 9      Min. 30 of 40 students (75%) in pilot Accelerated Business will
                 [Sept. 2013]     complete the first 12 months of the program and re-enroll. (Baseline
                                  2007: 50%)
                 Measure 9a.      At least 50% of 40 pilot students in Accelerated Business meet with a
                 [Sept. 2013]     Learning Coach at least once each semester. (Baseline 2008: NA)
                 Measure 9b.      At least 20 of 40 pilot students in Accelerated Engineering begin
                 [Sept. 2013]     development of an e-portfolio with the help of trained faculty. (Baseline
                                  2008: 0)
                 Measure 9c.      Beta tests of e-community portals for Business and Engineering receive
                 [Sept. 2013]     a minimum of 100 hits, with 70% ratings of Satisfactory or better.
                 Objective 10 Min. 5 graduates of pilot Accelerated Engineering/Tech will
                 [Sept. 2013]     transfer to a partner four-year program, including 1 Latino
                                  graduate. (Base 2008: 0)
                 Measure 10a. Faculty-developed transfer articulation agreements in Engineering Tech

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                                Los Angeles Harbor College                     Los Angeles, California

                 [Sept. 2013]     are signed by LAHC, CSU-DH and CSU-LB. (Baseline 2008: NA)
                 Measure 10b.     5 LAHC Business faculty participate in faculty classroom exchanges
                 [Sept. 2013]     with Business faculty at CSU-DH and/or CSU-LB. (Baseline 2008: 0)
                 Objective 11     Min. 70% of pilot first-year students in the Business career cohort
                 [Sept. 2013]     will re-enroll. (Baseline 2008: 56% for First-Year Students)
                 Measure 11a.     80% of 40 pilot Business cohort students rate their English and/or Math
                 [May 2013]       skills “Improved/Greatly Improved” as a result of contextualized
                 Measure 11b. Min. 50% of pilot Business cohort students rank the First-Year Student
                 [Aug. 2013]      portal as one of the top 5 support resources at LAHC. (Baseline 2008:
                 ACTIVITY YEAR 5 (2013-2014) Related Problems: Completion/transfer readiness
                 take too long; Vague articulation; Insufficient support for success; Reduced ability to
                 prepare students. Related Goals: Innovative, state-of-the-art instruction; Collaborate to
                 enhance beneficial opportunities; Foster educational and personal achievement; Optimize
                 financial resources.
                 Objective 12 Increase enrollments in Engineering to 200 and in Business to 150.
                 [Sept. 2014]     (Baseline: Engineering=100, Business=70)
                 Measure 12a. 75% of pilot students evaluate content/instruction for the Green
                 [May 2014]       Technologies Capstone Course as Satisfactory or better.
                 Measure 12b. Business and Engineering students rank their virtual communities as
                 [Sept. 2014]     one of the top 5 support resources at LAHC. (Baseline 2008: NA)
                 Objective 13 Increase transfer rates in Engineering and Business to 25%.
                 [Sept. 2014]     (Baseline: transfer rate for 2004 cohort overall = 17.4%)
                 Measure 13a. Four articulated transfer agreements will be operational with California
                 [May 2014]       State University Engineering and Business programs at Dominguez
                                  Hills and Long Beach. (Baseline 2008: 0)
                 Measure 13b. LAHC Business degree aligns at min. 70% with partner MBA
                 [May 2014]       requirements, as evidenced by course descriptions and student
                 Objective 14 Increase retention of first-year students to 59%. (Baseline 2008:
                 [Sept. 2014]     49%)
                 Measure 14a. 80% of 40 First-Year Students successfully complete coursework in a
                 [May 2014]       pilot Liberal Arts career cohort. (Baseline 2008: 56%)
                 Measure 14b. First-year students report a minimum of 3 interactions with faculty
                 [May 2014]       outside class as a result of pilot virtual communities. (Baseline 2008:
                 Measure 14c. Engineering and Business report at least 10 students each from FYS
                 [Sept. 2014]     career cohorts are enrolled in their programs. (Baseline 2008: 0)

             Title V 2009                                                                                    22

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                                   IMPLEMENTATION STRATEGY AND RATIONALE

                         A comprehensive description of proposed implementation strategies, and the rationale for

             them, supported by the results of relevant studies and projects, is presented below. Charts

             detailing realistic, attainable timetables for implementation conclude this section.

             Component 1: The first component of this integrated activity will target two Career and

             Technical Education disciplines, Engineering and Business, which are struggling, despite

             demonstrated student interest, employment growth, and earnings potential in our service area.

             Over five years, faculty in Engineering (Y1-3), Engineering Technology (Y2-3), and Business

             (Y3-5), supported by a Curriculum Development Specialist, will develop and pilot streamlined

             curriculum delivery that will allow students to complete the degree program in 18 months by

             attending 20 hours per week continuously for the length of the program.

                         To ensure student success, curricula will also incorporate contextualized English and

             Math, where faculty review vocabulary, technical manuals, and assignments so that course

             materials are directed toward industry needs. For decades, contextualized education –

             incorporating real-world, job related content with academic instruction – has been accepted as an

             educational best practice (Carrigan, 2008). Students learning with contextualized curriculum

             in Process Plant Technology raised their proficiency in Math and English as much as three

             to four grade levels in eight weeks. Carmen Carrillo, LAHC Communications Division Chair,

             explains the advantages: “The faculty find that contextualizing the material for the specific

             [career] pathway…facilitates the learning process for students as it makes their education

             authentic for their career field.”

                         The re-designed programs will be piloted with structured cohorts of 40 students, who

             will learn together through degree completion. Professional Learning Coaches will attend class

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                                  Los Angeles Harbor College                      Los Angeles, California

             with the students, monitor progress through weekly meetings with students, provide small group

             and one-on-one academic support, and link students to resources to address obstacles to their

             educational endeavors. In Years1-2, the college will contract with South Bay Center for

             Counseling to develop the Learning Coaches model for the target programs, pilot the model with

             the first-year Engineering cohort, and train LAHC Community Service Instructors to serve as

             Learning Coaches for pilots in Years 3-5.

                         In the past four years, LAHC has developed two career pathway degrees with similar

             characteristics: Energy Careers and Teacher Education. To date, 137 students have enrolled in

             Energy Careers curricula, earning certificates and degrees with completion rates near 75% and

             virtually 100% of graduates placed in the field. While Teacher Education completion is lower at

             50%, all 20 completers will transfer to California State University-Dominguez Hills Fall 2009.

                         William Heffern, LAHC Math faculty who worked with the Instrumentation Technician

             cohort, noted the positive impact of this model:

                     “Twenty six weeks ago I started the first of two math classes with sixteen students in the
             IT cohort. After the first unit exam on whole numbers I was very concerned because two thirds of
             the class did not do particularly well. I was worried that I would lose half the class. This,
             however, was not the case. The class, by being together throughout the process, worked as a
             team putting in extra hours after class and on weekends. I am very proud to say that not only did
             everyone pass the two courses, but the final exam average for the second course was 84%.”

                         Carrillo, Communications Division Chair, agrees: “The faculty who taught in the

             programs…praised the students’ eagerness and engagement in the classroom.”

                         As we look to improving the performance of these two programs, the importance of

             “greening” the curricula at the same time is evident. The New York Times devoted a special

             section to “The Business of Green,” April 30, 2009, citing the proliferation of development,

             production, and investment initiatives related to alternative energies and emerging smart

             Title V 2009                                                                                     24

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                                  Los Angeles Harbor College                        Los Angeles, California

             technologies for everything from public utilities to transportation, as well as the need for

             businesses and investors alike to collaborate with the technical community to develop compatible

             new business models. The thrust of these articles is that not only do these technologies reduce

             energy consumption and greenhouse gases, they also save large amounts of money.

                         Curriculum re-design will link Business with Engineering through the study and

             application of green technologies. Engineering will develop curricula in the technical aspects of

             green technologies, including solar (photovoltaic) energy, hydrogen cell technology, and wind

             energy. Business will develop curricula on the benefits, challenges, and effects of such

             technologies and related business demands, including the development of green technology

             business plans. Each discipline will infuse emerging advanced technology into the learning

             process, first in a demonstration lab in Year 1, which will gradually be expanded to a teaching

             lab in the following years to ensure that graduates are familiar with industry-standard

             technology, whether they move immediately to employment or transfer to a four-year degree. In

             Year 4-5, a joint Green Technologies Capstone course will be developed and piloted to teach

             students to respond to the new technologies as they create and reorganize businesses.

                         Each program will also be structured to take advantage of the student’s interest in and

             daily use of the internet and electronic communication. In Year 2, faculty and students will be

             trained to create e-portfolios that support learning and accompany the student through their

             experience at the associate’s, bachelor’s, and even master’s levels, as outlined in the Educause

             Learning Initiative 2005. In Year 3, a netbook (small, user-friendly laptops) checkout program

             will be piloted to allow daily classroom use of technology-assisted learning for students who

             currently only have access to fewer than 100 computers in labs open only Monday-Thursday

             from 8 a.m.-7 p.m. and Friday-Saturday 8 a.m.-Noon.

             Title V 2009                                                                                          25

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                                 Los Angeles Harbor College                      Los Angeles, California

                         The 4th Annual Innovations in e-Learning Symposium (www.cdli.ca), June 2008,

             included Collaboration in a Virtual World as an essential tool for 21st century higher education.

             In Years 4 and 5, faculty will be trained to create virtual communities for students, who can

             then communicate and interact with others in the cohort and faculty members while developing

             advanced technology skills. Also in Years 3-5, pilot faculty will be introduced to e-Live as an

             alternative instructional delivery method, a means of communicating with students who cannot

             be in class, and a mechanism for collaborating with colleagues both at Harbor and at transfer

             institutions (see Component 2 below). In a study by Pew Charitable Trusts, 30 institutions across

             instructional levels redesigned instruction using technology, with improved student learning at

             20 institutions and cost reductions at all 30, ranging from 20-84%.

             Component 2: This component will address low transfer rates by creating an articulated

             transfer program that will seamlessly move students into bachelor’s degrees at California State

             University campuses (degrees which also lead to accelerated Master’s degree programs). Dr.

             Forouzan Golshani, CSU-LB Dean of Engineering, summarizes the support of our transfer

             institutions: “We are committed to the concept of creating a team of professors to work with

             professors from LAHC to create a true articulation agreement that meets the demands of the

             greening economy.”

                         Business and Engineering faculty from LAHC will collaborate with faculty from

             California State University Dominguez Hills and California State University Long Beach to align

             course content for classes that feed into degrees in Engineering and Business. In Years 2-4,

             faculty classroom exchanges (on-site and/or via e-Live) will allow faculty to examine and align

             content and teaching strategies to facilitate transition of students from one educational level to

             the next. Craig Sutherland, Professor of Engineering states: “The opportunity to actually attend

             Title V 2009                                                                                         26

PR/Award # P031S090008                                    e26
                                  Los Angeles Harbor College                       Los Angeles, California

             class sessions at CSU and have the professors from CSU attend our class sessions will facilitate

             the transfer of information. It will also allow the professors to insure that the content is

             unduplicated and of the highest quality.”

                         In Years 3-5, detailed transfer agreements will be developed such that all credits in the

             newly re-designed LAHC programs transfer directly into four-year degrees. Dr. Stanley Sandell,

             Business Division Chair, notes: “I am looking forward to the opportunities that will be opened to

             my faculty members through the partnerships with CSU. Our faculty will benefit greatly from

             being able to actually interact with professors from the two universities to create a meaningful

             articulation agreement.” Harbor’s new full-time Transfer Center Coordinator, who begins July

             1, 2009, will assist target faculty with development of this component, at no cost to the grant.

             Component 3: This component, supported by a First-Year Success Specialist, addresses the

             enrollment and persistence issues that keep new students from succeeding by ensuring that these

             students are connected to each other and the resources they need to succeed. In Years 1-3,

             intensive monitoring of all First-Year Students will be developed, beginning with

             comprehensive assessment which looks not only at reading, writing, and math levels, but also at

             success variables, such as learning styles, study skills, and career interests. As the students

             deepen their understanding of themselves and their relationship with the college, they will

             develop comprehensive, electronic Student Education Plans as a guide to the coming semesters

             and the desired degree, transfer, or job. Also in Year 1, a technology lab will be developed to

             address the shortage of student computers on campus.

                         In Year 2, Early Alert mechanisms that can be integrated into established student

             support systems, as well as new systems being piloted with this project, will be developed, using

             the Datatel Colleague Retention Alert module. Retention Alert is an online case management

             Title V 2009                                                                                        27

PR/Award # P031S090008                                      e27
                                  Los Angeles Harbor College                        Los Angeles, California

             solution that tracks and monitors student educational progress. Automatic alerts can be set for

             triggers such as low cumulative GPA, course failures, or erratic attendance; alerts can be

             manually entered for situations such as early failures in course assignments and family or money

             problems that may impact performance. As Vincent Tinto (2005) noted: “You cannot wait for

             mid-term grades to address issues related to low success.”

                         Mirroring the support systems being developed for Business and Engineering majors, in

             Years 3-5, e-portfolios, e-community portals, virtual communities, and Career Cohorts with

             Learning Coaches and contextualized Math and English will be developed specifically for

             First-Year Students. In this way, new students become part of the new processes, with the ability

             to move seamlessly into re-designed programs.

                         Based on assessment results, students in pilot Career Cohorts will be placed in the

             appropriate level of both English and math. We know from our current data that the majority of

             our students will place in English 28: Intermediate Reading and Composition and Math 112: pre-

             Algebra (LAHC Fact Book and Planning Resource Guide). Two additional courses will then be

             added to bring them to a full academic course load. David Pluviose (2007) notes that "research

             conducted by Policy Analysis for California Education (PACE) finds that two-year college

             students taking four classes or more are far more likely to transfer." Taken together, these

             courses will be grouped around a central theme, such as green technologies and the challenges

             and opportunities they pose for the future. The faculty, trained in contextualized learning, will

             structure the reading, writing, and discussions in each course to address the selected theme.

                         In choosing a community based on a discipline major, students will begin with a strong

             sense that they are making progress toward a major and hence toward a job or transfer goal.

             "California's Community Colleges at a Crossroads" (2008) reports that "survey respondents who

             Title V 2009                                                                                         28

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                                  Los Angeles Harbor College                        Los Angeles, California

             participate in comprehensive support programs report that…being part of a group of students

             who stay together are key to their success.” The bonds which the students develop among the

             members of their cohort and the faculty will then be carried over into the electronic community

             established through a digital portal. Data from the National Education Technology Plan (2004)

             shows that students are increasingly technologically literate: “About 25 percent of all public

             schools offer some form of e-learning or virtual school instruction. Within the next decade every

             state and most schools will be doing so.”

                         Supporting each component and element of this activity, in Years 1-5 professional

             development will be designed to provide our faculty and staff with the tools and expertise they

             need to help our students make the most of their time at Harbor College.

                         Specific implementation tasks and timetables related to each activity objective are

             detailed in the charts below, which have been reviewed and approved by the responsible

             administrator for each associated unit (i.e., Senior Administration, Deans and Division Chairs,

             Human Resources, Business Office, Information Technology).

             Title V 2009                                                                                      29

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                                          Los Angeles Harbor College                   Los Angeles, California

PR/Award # P031S090008
                                                       IMPLEMENTATION STRATEGY TASKS AND TIME TABLE
                         RELATED          SPECIFIC TASK TIMEFRAME         PARTICIPANTS  METHODS                                             RESULTS
                         Project Start-   Release Project      Upon award, Oct. 09   President, Deans,   Finalize hiring/release time for   All positions
                         Up               Director (PD);                             Project Director    PD, Act.Coord/Curr.Dev.Spec.       begin work
                                          Hire positions                             (PD)                (AC/CDS), First Year Success       Oct. 2009
                                          starting Y1                                                    Spec. (FYSS),                      (except 2
                                                                                                         Admin.Asst.(AA) per LAHC           Learning
                                                                                                         procedures                         Coaches (LCs)
                                          Appoint/Charge       Upon award            President, PD       Appoint members, share             IET convenes
                                          Internal Eval.                                                 project proposal, make charge      November
                                          Team (IET)                                                     to committee                       2009
                                          Contract External    Oct-Nov. 09           President, PD       LAHC contractual procedures        Evaluation

                                          Evaluator (EE)                                                                                    startup visit
                                                                                                                                            Dec. 2009
                                          Release Y1           Oct.-Nov. 09          Vice President      LAHC faculty contractual           Faculty
                                          faculty                                                        procedures                         released,
                                                                                                                                            oriented by end
                                                                                                                                            of Nov. 09
                         Purchasing       Purchase             Oct. -Aug. annually   PD, Act. Coord.     LAHC procurement                   95%
                         (repeated        equipment and                              (AC), Business      procedures timed according to      equipment/
                         annually)        supplies; contract                         Office              pilot rollouts                     supplies
                                          with consultants                                                                                  received as
                                                                                                                                            needed to meet
                         Internal and     Formative            Ongoing annually      Project Staff,      Follow Project Mngt &              FE guides
                         External         Evaluation (FE)                            Research &          Evaluation Plans                   project
                         Evaluation                                                  Planning, IET                                          development
                                          Summative            May (focus groups),   AC/CDS, R&P,        Follow Project Management & 90%
                                          Evaluation (SE)      Aug.-Sept. annually   IET, EE             Evaluation Plans;           achievement of

                         Title V 2009                                                                                                                    30
                                          Los Angeles Harbor College                       Los Angeles, California

PR/Award # P031S090008
                                                                                                             institutionalize elements upon    Objectives;
                                                                                                             completion                        project on-time,
                                                                                                                                               annual reports
                                                                                 Year 1 (2009-2010)
                         Curriculum       Develop              Curr. Re-design Oct-   AC/CDS, 2              One-on-one faculty training;      First year of
                         Development      Accelerated          May,                   Engineering            re-design to accelerate,          program ready
                                          Engineering          Review/Dept.           faculty                integrate greening,               to pilot
                                          cohort program       approval Jun-Aug.                             contextualize English/Math
                                                                                                             based on best practices;
                                                                                                             prepare syllabi
                         Develop          South Bay         Model development            PD, SBCC            Contractor consults with          Learning Coach
                         Learning         Counseling Center Nov-May; training                                Eng./Bus. Depts, students;        model, training

                         Coaches          develops model    dev. June-Aug.                                   Develop model, training based     ready to pilot
                         model                                                                               on best practices
                         Develop          Develop Green        Lab Oct-March; e-         PD, AC/CDS,         Lab: purchase/install             Lab ready for
                         technology       Technologies Lab     portfolio platform        Vendors,            equipment, vendor tests           Y2 pilots; e-
                         platforms        and e-portfolio      Nov-May, test June-       Contractor          confirm readiness                 portfolios ready
                                          platform             July                                          e-Portfolio: contractor           for beta tests
                                                                                                             integrates into existing system
                         Obj. 1. Pilot    Develop/pilot        Purchase/install Oct. –   FYSS, IT staff,     Identify institutional            100 students
                         Assessment/      Comprehensive        Dec. 09.                  student services    parameters/customize, train       referred
                         SEP students     Assessment tools     Pilot Spring 2010.        staff               faculty/staff, pilot with 100     assessed and
                         retained         and Student          Evaluate/modify                               students, evaluate and modify     SEP developed
                                          Education Plans      Summer 2010.                                  for full deployment
                         Obj. 2.          Train Eng. faculty   Green Tech. May           AC/CDS, FYSS,       10 Eng. faculty/10 faculty+5      Faculty/staff
                         Faculty/ staff   in Green             2010, Assessment/SEP      vendors             staff participate in/evaluate     demonstrate
                         professional     Technologies,        Jan. 2010                                     training; training modified for   proficiency
                         development      faculty/staff in                                                   expanded delivery
                                                                                 Year 2 (2010-2011)

                         Title V 2009                                                                                                                          31
                                          Los Angeles Harbor College                      Los Angeles, California

PR/Award # P031S090008
                         Curriculum       Develop              Curr. Re-design Oct-     AC/CDS, 2           One-on-one faculty training;      Eng. Tech
                         Development      Engineering Tech     May,                     Engineering         re-design to accelerate,          option ready to
                                          option               Review/Dept.             faculty             integrate greening,               pilot
                                                               approval Jun-Aug.                            contextualize English/Math
                                                                                                            based on best practices;
                                                                                                            prepare syllabi
                         Obj. 3. Eng.     Pilot re-designed    Oct.-Sept.               AC/CDS, LCs,        Enroll min. 40 students in        Min. 30
                         pilot students   curricula with 40                             Engineering         cohort; pilot with Learning       students
                         complete first   students                                      Faculty, SBCC       Coaches, e-portfolios,            successfully
                         12 months                                                                          contextualized English/Math;      complete first
                                                                                                            evaluate/modify                   12 months
                         Obj. 4. Eng.     Collaborate with     Oct.-May                 AC/CDS, Eng.        5 LAHC Eng. faculty, 5 CSU        75% of
                         curricula        CSU-DH, CSU-                                  faculty, CSU Eng.   faculty participate in            Engineering
                         aligned for      LB to align                                   faculty, Transfer   classroom exchange;               curriculum

                         transfer         curricula                                     Centers             collaborate to align curricula,   aligned
                                                                                                            teaching methods with BS
                                                                                                            degrees in Engineering
                         Obj. 5. Fewer    Purchase/pilot       Purchase/install/train   FYSS, IT staff,     Identify institutional            100 students
                         Early Alert      Retention Alert      Oct. –Dec. 09.           student services    parameters/customize, train       referred to
                         pilot students   module               Pilot Spring 2010.       staff               faculty/staff, pilot with 100,    needed services
                         drop out for                          Evaluate/modify                              evaluate and modify for FYS
                         personal                              Summer 2010.                                 career cohort pilots
                                                                                 Year 3 (2011-2012)
                         Curriculum       Develop              Curr. Re-design Oct-   AC/CDS, 2             One-on-one faculty training;      First year of
                         Development      Accelerated          May,                   Business faculty      re-design to accelerate,          program ready
                                          Business cohort      Review/Dept.                                 integrate greening,               to pilot
                                          program              approval Jun-Aug.                            contextualize English/Math
                                                                                                            based on best practices;
                                                                                                            prepare syllabi
                         Obj. 6. Pilot    Pilot last 6 mos.    Pilot Oct.-Mar.,       AD/CDS, Eng.          Pilot courses and netbook         Students
                         Eng./Eng Tech    of Eng., including   evaluate and modify as faculty, LCs          checkout; train faculty/pilot     graduate with

                         Title V 2009                                                                                                                      32
                                          Los Angeles Harbor College                      Los Angeles, California

PR/Award # P031S090008
                         students         re-designed Tech     needed Apr.-May,                             eLive as alternative delivery    AS in
                         complete         option               institutionalize June-                       option; evaluate and modify      Engineering/
                         program                               Aug.                                         and institutionalize             Eng. Tech
                         Obj. 7           Develop              Agreements Oct.-         AC/CDS, partner     Align Eng. Tech curriculum       Academically
                         Transfer         Engineering          Sept., Training May      faculties and       with Bachelor’s degrees; align   aligned transfer
                         articulation     articulation                                  Transfer Centers    Eng. with accelerated Master’s   articulation
                                          agreement; Train                                                  degrees; approve/sign Eng.       agreements in
                                          LAHC faculty                                                      agreements; train faculty        Eng. signed
                         Obj. 8 Eng. &    Develop/pilot        Oct.-Sept.               FYSS, faculty,      Base cohort on Acc. Eng.         Pilot students
                         Tech. first-     Eng. & Tech                                   staff               model (e-portfolios, context.    re-enroll
                         year student     career cohort                                                     Math/English LCs), pilot with
                         (FYS) career                                                                       40 students, pilot
                         cohort                                                                             FYS/applicant websites

                                                                                 Year 4 (2012-2013)
                         Curriculum       Develop Green        Curr. design Oct-Jan,  AC/CDS, 2           Train Business faculty on          Capstone ready
                         Development      Technologies         Training Feb-May,      Engineering and 2   Green Technologies; Develop        to pilot
                                          Capstone             Approval Jan-Sept.     Business faculty    curriculum, teaching methods;
                                                                                                          prepare syllabus
                         Curriculum       Collaborate with     Oct.-May                 AC/CDS, Business 5 LAHC Business faculty, 5          75% of
                         alignment        CSU-DH, CSU-                                  faculty, CSU      CSU faculty participate in         curriculum
                                          LB to align                                   Business faculty, classroom exchange;                aligned
                                          Business curricula                            Transfer Centers  collaborate to align curricula,
                                                                                                          teaching methods with
                                                                                                          Bachelor’s degrees in
                         Obj. 9.          Pilot re-designed    Oct.-Sept.               AC/CDS, LCs,      Enroll min. 40 students in         Min. 30
                         Business pilot   curricula with 40                             Business Faculty  cohort; pilot with Learning        students
                         students         students                                                        Coaches, e-portfolios,             successfully
                         complete first                                                                   contextualized English/Math;       complete first
                         12 months                                                                        pilot e-community portals for      12 months
                                                                                                          Eng., Business; evaluate and

                         Title V 2009                                                                                                                     33
                                           Los Angeles Harbor College                   Los Angeles, California

PR/Award # P031S090008
                         Obj. 10           Develop Eng.        Oct-Sept.              AC/CDS, partner      Approve/sign Eng. Tech             Eng. graduates
                         Transfer pilot    Tech articulation                          faculties and        agreements; promote to             transfer
                         graduates                                                    Transfer Centers     students; assist student in
                         Obj. 11           Develop/pilot       Oct.-Sept.             FYSS, faculty,       Base cohort on Acc. Business       Pilot students
                         Business FYS      Business career                            staff                model (e-portfolios, context.      re-enroll
                         career cohort     cohort                                                          Math/English LCs), pilot with
                         successful                                                                        40 students, pilot e-community
                                                                                  Year 5 (2013-2014)
                         Obj. 12. Pilot    Pilot last 6 mos.   Pilot Oct.-Mar.,        AD/CDS, Eng.        Pilot courses and Capstone;        Students
                         Business          of Business,        evaluate/modify Apr.- faculty, LCs          train faculty/pilot virtual        graduate with
                         students          including           May, institutionalize                       communities; evaluate and          AS in Business

                         complete          Capstone            June-Aug.                                   modify and institutionalize
                         Obj. 7 Increase   Develop Business    Oct-Sept               AC/CDS, partner      Align Business curriculum          Transfer
                         transfer          articulation                               faculties and        with accelerated Master’s          articulation
                                           agreements                                 Transfer Centers     degrees; approve/sign              agreements
                                                                                                           Business Bachelor’s                signed
                         Obj. 14           Develop full FYS    Oct.-Sept.             AC/CDS, FYSS,        Pilot full model with 40           FYS retention
                         Increase          model with                                 faculty, staff       students in Liberal Arts; assist   increases
                         retention of      Liberal Arts                                                    Eng/Bus cohorts with
                         FYS               cohort                                                          enrollment in new accelerated
                         Project           Conduct 5-year      June-Sept. 13          Project staff, IR,   Finalize annual FE/SE,             Final Project
                         Evaluation        Summative                                  IET, EE              compare to CDP Goals and           Report;
                                           Evaluation                                                      Objectives; describe               practices
                                                                                                           unanticipated outcomes             integrated.

                         Title V 2009                                                                                                                          34
                                  Los Angeles Harbor College                       Los Angeles, California

                                                       KEY PERSONNEL

                         Per Title V guidelines, Key Personnel are defined as the Title V Director and Activity

             Director. This section identifies (1) the past experience and training of professionals in these

             positions as they relate to the stated activity objectives and (2) position responsibilities with

             realistic time commitments for each.

                         Lauren McKenzie, Division Chair of Math/Physical Sciences and Technology, will be

             released from 50% of his current duties to assume the critical role of Project Director (duties

             assumed by another division faculty member). Mr. McKenzie has 33 years of experience in

             higher education, with extensive experience in administration. He has managed large budgets in

             his division, administered block grant funds, and, as Chair of the College Budget Committee,

             facilitated discussions and resolutions on budget allocations for the entire campus. Mr.

             McKenzie has demonstrated the ability to communicate well with faculty, staff and

             administration, and has the confidence of each constituency involved in this project. His

             leadership in re-accreditation and as Chair of the College Curriculum Committee, along with his

             participation in major grants, provides him the necessary experience and skill to lead this project.

                                       Project Director Responsibilities (50% Y 1-5)
                     Establish/implement procedures for                Monitor best practices in project
                   managing/monitoring project progress,             activity areas to ensure maximum
                   budget, compliance, and drawdowns.                benefit from the use of federal
                     Provide information to key administrators       funds.
                   and stakeholders to aid in decision making          Negotiate with vendors and
                   and ensure acceptance and integration of          approve all budget expenditures.
                   project activities.                                 Obtain prior approval for any
                     Supervise Activity Director, Admin.             needed changes in scope, personnel,
                   Assistant; oversee hiring, evaluation, and        and/or activity objectives.
                   development of project staff.                       Prepare all required reports,
                     Work with External Evaluator to develop         including annual performance
                   and implement the project Evaluation Plan.        reports for the Dept. of Education.
                     Ensure that all aspects of the project
                   operate on time and on budget.

             Title V 2009                                                                                         35

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                               Los Angeles Harbor College                       Los Angeles, California

                                        Required Past Experience and Training
                 Master’s degree or higher; min. 5 years community college experience; min. 3 years
                 budget/supervisory/grants experience; demonstrated management expertise;
                 outstanding communications and interpersonal skills; project evaluation experience.
                 Proposed Project Director: Lauren McKenzie – Related Experience and Training
                     MS Mathematics, California State U              4 years experience as College
                     33 years higher education experience as       Budget Committee Chair
                  faculty member and administrator                   3 years grants/special projects
                     Chair – Math/Physical Science and Tech        management
                  Division: supervise 16 tenured faculty and         20 years experience as College
                  50+ adjuncts, manage $1.5 million budget         Curriculum Committee Chair
                     Lead role in re-accreditation process 1999      Up-to-date understanding of
                     Demonstrated ability to communicate well      District and State curriculum
                  across constituencies                            processes

             Activity Director/Curriculum Development Specialist (100% Y1-5) – Activity Director

             responsibilities will be combined with those of a Curriculum Development Specialist in a new

             position to be hired as soon as funding is awarded. Primary responsibilities will include (1) day-

             to-day management of the project, (2) support for faculty in curriculum re-design, and (3)

             providing and/or facilitating faculty training. Responsibilities/qualifications are shown below.

                        Activity Coordinator/Curriculum Development Specialist (100% Y 1-5)
                      Ensure accomplishment of Implementation         Train/assist faculty in course re-
                   Strategies on time and on budget                design/ pilots
                      Supervise project staff                         Work with SBCC to develop
                      Order equipment and supplies, work with      Learning Coaches model
                   staff and vendors as needed                        Develop annual faculty training,
                      Monitor/report on achievement of             train/facilitate training
                   objectives, results of formative evaluation        Work with First-Year Specialist
                      Assist Director with overall project         to develop Career Cohorts curricula
                   evaluation; provide formative evaluation data      Assist faculty with development
                   on areas of responsibility.                     of articulated curricula.
                                          Required Past Experience and Training
                      Masters degree in Engineering, Business,        Minimum five years experience
                   or Education                                    with budget, supervision, and/or
                      Minimum three years experience in            evaluation in higher education
                   curriculum design                                  Minimum three years experience
                      Minimum two years experience mentoring/      teaching in post-secondary
                   supporting/training faculty                        Outstanding communicator

             Title V 2009                                                                                       36

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                                  Los Angeles Harbor College                       Los Angeles, California

             Additional positions, not designated as Key Personnel per Title V guidelines: First Year Success

             Specialist (50% Years 1-5) to develop new support mechanisms for first-year students

             (Bachelor’s degree, min. 3 years experience in academic advising); Learning Coaches (2 at

             100% Years 2-5) to develop cohort support processes for students in Engineering, Engineering

             Tech, and Business pilots (hired from LAHC Professional Experts pool); and an Administrative

             Assistant (50% Years 1-5) to support the project. In addition, Engineering and Business faculty

             will re-design curricula (2 in Years 1-2, 4 in Years 3-5), develop transfer articulations (5 in Years

             2-5); and participate in faculty training (20 in Years 1-5).

                                              PROJECT MANAGEMENT PLAN

                         Project management will be conducted with the same level of effort and attention given

             to project implementation. Approved by Harbor College President Dr. Linda M. Spink,

             procedures to ensure efficient, effective project implementation are described below, including

             procedures to manage and monitor progress, as well as inform the administration and larger

             college community about the project, along with needed levels of authority for key personnel.

             Procedures for Efficient, Effective Project Implementation

                         Upon notification of funding, the Project Director and Year 1 faculty will be released

             according to the terms of this proposal. Early in Year 1, a Project Management Procedures

             Manual will be developed, and files will be set up in accordance with Title V requirements. A

             project website will be developed during the first six months of the project to allow for broad

             dissemination of project information.

                         The President also will immediately appoint an Internal Evaluation Team (IET)

             comprised of the Dean of Academic Affairs*, Division Chair of Counseling, the Business

             Department Chair*, the Engineering Department Chair*, the Transfer Center Coordinator, the

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PR/Award # P031S090008                                     e37
                                  Los Angeles Harbor College                       Los Angeles, California

             Associate Dean of Research and Planning*, and a student representative (*involved in Title V

             planning). During Year 1, the IET will meet monthly with the Project Director to ensure full

             dissemination of information to the campus community; seamless institutionalization of new

             practices and procedures; rigorous evaluation of project progress, in collaboration with the

             External Evaluator; and attention to the goals of the Government Performance and Results Act

             (GPRA) and Title V program goals and objectives. The group will meet bi-monthly Years 2-5

                         During Year 1, project staff will meet weekly with the Project Director to share

             information and resources, ensure project coherence, and begin the process of formative

             evaluation. During subsequent funding years, project staff will meet bi-weekly.

                         Each month, the Activity Coordinator will review detailed progress, time and effort, and

             travel reports prepared by project staff and pilot faculty and report on these to the Project

             Director. Monthly, the Project Director will review all expenditures, budget reconciliations, and

             evidence of draw downs prepared by the Administrative Assistant in conjunction with the

             Business Office. Each procedure will be designed to highlight unanticipated project results,

             delays in progress, discrepancies in budget, etc., such that continuous formative evaluation is

             taking place. The Director will meet monthly with the President to report on project progress.

                         Quarterly, the Project Director will inventory project equipment and attend faculty/staff

             meetings to share information and answer questions. The Activity Coordinator and project staff

             will review implementation strategies and vendor reports quarterly, to verify project progress and

             initiate changes where necessary. Also quarterly, the Administrative Assistant will prepare a

             Title V Newsletter and update information on the website.

                         As requested, project staff will serve on college committees, present at meetings,

             participate in campus events, and integrate project activities into the day-to-day operations of the

             Title V 2009                                                                                       38

PR/Award # P031S090008                                     e38
                                  Los Angeles Harbor College                        Los Angeles, California

             campus. As needed for formative evaluation of project strategies, they will conduct focus groups

             and/or surveys with students, faculty, and/or staff involved in project pilots.

                         Annually, the Project Director, along with the Activity Coordinator, project staff, and

             pilot faculty, will conduct a thorough review of the project, including, but not limited to the

             following: project personnel job performance, student satisfaction, curriculum integration,

             technology integration, four-year partner satisfaction, cost effectiveness, independent audit

             reports, progress toward Title V GPRA indicators, and the results from Evaluation Plan

             implementation. In addition to these summative evaluation activities, in the latter years of the

             grant, the project team will compile best practices derived from project results and disseminate

             these results through conference presentations and/or publications.

             Procedures to Ensure Sufficient Authority for Key Personnel

                         President Spink has overall responsibility and authority for the proposed Title V project;

             she will delegate administrative oversight and full administrative authority for project

             management to the Project Director, who will provide direct supervision for the Activity

             Coordinator/Curriculum Development Specialist. That individual (hired upon notification of

             funding) will have responsibility for day-to-day operations, with supervisory authority over

             project staff. The Project Director will have full access/report directly to the President; the

             Activity Coordinator will also have access as needed.

             Title V 2009                                                                                          39

PR/Award # P031S090008                                      e39
                              Los Angeles Harbor College                         Los Angeles, California

                                                  EVALUATION PLAN

                  Evaluation Design for this project is based on an Outcomes Logic Model found in NSF and

             Kellogg Foundation Evaluation Handbook chapters on conceptual models. The Outcomes Logic

             Model tracks inputs that result in short-term outcomes, which lead to long-term outcomes, shown

             below. This is the appropriate evaluation tool for this project because its clear, straightforward

             characteristics apply logically to those of the project. Our project design is based on a clear

             problem: Low student success in high-demand programs is reducing graduation and transfer.

             Our means for addressing this problem are straightforward: Increase support for both students

             and faculty in their joint endeavors, through technology, training, and partnerships. Our goal is

             equally straightforward: Increase student success, thus increasing graduation and transfer.

                                     Outcomes Logic Model for Accelerating Success
                             Inputs                Short-term Outcomes        Long-Term Outcomes
                 Re-designed Engineering and Increased/accelerated            Increased enrollments
                 Business curricula            completion in high-demand      and completions in
                                               programs                       Engr and Business
                 Articulated transfer          Increased support for transfer Increased transfer
                 agreements                    students                       to/success in bachelor’s
                                                                              and master’s degree
                                                                              programs in Business
                                                                              and Engr
                 First Year Student success    Increased support for First    Increased retention
                 initiatives                   Year Students
                 Professional Development      Increased support for faculty  Increased expertise and
                                               and staff                      capacity

                  Uses of Evaluation: Together, the Outcomes Logic Model, the Project Management Plan

             (which is grounded in formative and summative evaluation procedures), the Accountability

             Measures described below, and the Activity elements themselves integrate controls and

             processes that provide for independent summative evaluation, benchmarks for monitoring

             progress and guiding project development, and achievement of GPRA measures.

             Title V 2009                                                                                         40

PR/Award # P031S090008                                  e40
                                  Los Angeles Harbor College                     Los Angeles, California

             Data Elements Measuring Activity Objectives Attainment: Baseline data will be updated and

             expanded prior to project start, in order to verify baselines for all objectives at the Fall 2009

             Evaluation start-up meeting. Baseline indicators (noted with CDP and Activity Objectives)

             include enrollment, graduation, and transfer in Business and Engineering; Latino graduates;

             retention of first-year students; reasons for withdrawals; and currency of articulation agreements.

             Annual, quantifiable evidence resulting from evaluation is shown below.

                    Sept. 2010          Sept. 2011        Sept. 2012          Sept. 2013         Sept. 2014
                 5 percentage        75% of Acc.      15 graduates in      75% of Acc.          Double
                 point in pilot      Engineering      Acc. Eng.,           Business cohort      enrollments
                 First-Year          cohort           including 3          successfully         in Eng. and
                 Student             successfully     Latinos              complete first 12    Business
                 retention           complete first                        months
                                     12 months
                 Faculty/staff       75% of Eng.      Articulated          5 graduates of       Transfer
                 trainees in         curriculum       transfer             Acc. Eng./Eng.       rates
                 green               aligns with 4-   agreements in        Tech transfer to     increase to
                 technologies/       year partners    Eng. signed with     4-year, including    30%
                 assessment                           CSU-DH and           1 Latino
                 demonstrate                          CSU-LB
                 min. 70% of
                                     Students who     65% of Eng. &        70% of Business      Retention
                                     drop for         Tech. first-year     first-year student   of FYS
                                     personal         student cohort       cohort retained      increases to
                                     reasons drops    retained                                  75%
                                     to max. 60%

             Data Elements Measuring CDP Goal Attainment: The Los Angeles Harbor College Strategic

             Plan 2008-2012 specifies accountability measures for each institutional goal. Each goal has key

             reflective questions with specific data elements identified as measures. Use of this rubric, shown

             below, will ensure that new practices and improvements are not only effective for the project but

             also effective for achieving the goals of the Comprehensive Development Plan.

             Title V 2009                                                                                        41

PR/Award # P031S090008                                   e41
                              Los Angeles Harbor College                        Los Angeles, California

                                  LAHC Title V-Related Goal Accountability Measures
                          http://lahc.edu/research/strategicplan-for-factbook.pdf (pp. 7, 8, 10, 11)
                  Goal 1: To offer innovative, state-of-the-art, learner centered instruction in all
                 Harbor College programs to promote effective learning.
                 How does the College determine curriculum quality?
                 Program Review up-to-date
                        Course outlines current with measurable student learning outcomes (SLO), and
                      entry/exit competencies
                        Clear and specific course syllabi
                        Consistency of materials
                        Industry and enrollment trends considered
                 Appropriateness of learning experience measured against needs to perform in domain
                 External standards met
                 Articulation of courses and programs
                 Qualitative and/or quantitative measures to assure technological supports are current
                 and relevant for instruction
                 Does the College have evidence of seeking, developing, and applying innovative
                 Participation of on-going learning by faculty and staff and integration into learning
                 Recognition and awards given by external bodies
                 Documentation of innovation activities in the classroom
                 Documentation of best practices
                 Program Review
                 How do we know when goals are achieved?
                 Student Learning Outcomes                        Course completion
                 Program completion                               Transfers/Transfer readiness
                 Goal 2: To provide a positive and respectful environment that fosters educational
                 and personal achievement.
                 Are we enrolling students who apply to the College so that they achieve their
                 educational and personal goals?
                 Matriculation tracking                           Completion and retention tracking
                 Is the College providing efficient and needed services to assist student achievement?
                 Point of Service student surveys                 Student services program review
                 Are students able to successfully reach their goals?
                 Course completion                                Degree and certificate completion
                 Transfers                                        Transfer readiness
                 Goal 4: To optimize and be accountable for the responsible use of all financial
                 How does the College allocate and align college resources with expenditures?
                 Cost/Full-Time Equivalent Student                Weekly Student Contact Hours/FTEF
                 (students)                                       (faculty)
                 Classroom utilization                            Percent of budget linked with plans
                 Fiscal effectiveness of expenditures:            Identify sources of revenue and amount
                 • Determine target dollars needed                available related to need:

             Title V 2009                                                                                  42

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                                 Los Angeles Harbor College                         Los Angeles, California

                 • Assess appropriateness of allocation of      • Enrollment
                 revenues                                       • Non-enrollment
                 • Determine fiscal effectiveness of revenues • Categorical
                 to expenditures                                • Grants and Specially Funded Programs
                 • Minimize liability                           • District Allocation formula
                 How does the College optimize our economic resources to enhance enrollment?
                 Retention                                      FTES/WSCH
                 Goal 5: To collaborate with local and global communities and organizations to
                 enhance opportunities beneficial to our students, the college, and its mission.
                 Are the partnerships consistent with the Mission of the College?
                 Coordinate tracking of informal and formal partnerships:
                 • Job placement tracking
                 • Employer surveys (pay and not-for pay)
                 • Advisory committee participation
                 • Community surveys and feedback
                 Maintain an inventory of community and industry partnerships documenting the
                 qualitative and quantitative value of each
                 Document frequency and effectiveness of community outreach by College
                 administration, staff and students
                 Document public relations articles
                 Are we responding to our community’s instructional needs?
                 Number of programs developed in response to community needs and demands
                 Number of community outreach programs
                 Surveys and tracking of program participants
                 How can we document goal achievement?          Career Cert., Skills Cert., and Degrees

             Data Collection: In all circumstances, the best data elements and data collection procedures

             available will be identified for each primary activity area and goal. Data collection will begin

             with the project management procedures described above. While the Project Director will

             coordinate evaluation activities, all project staff will have evaluation responsibilities appropriate

             to their duties; pilot faculty/staff will utilize assessment instruments as part of pilot activities and

             participate in focus groups; students will complete satisfaction surveys and participate in focus

             groups; and the Internal Evaluation Team will engage in systematic evaluation of work products.

                         Comparison Group Studies will be used to demonstrate the impact of re-designed

             courses, by comparing the success rates of students in pilot courses to those of students in the

             Title V 2009                                                                                          43

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                                  Los Angeles Harbor College                        Los Angeles, California

             baseline year. This constitutes a well-matched comparison (Coalition for Evidence-Based

             Policy) since the characteristics of the student populations in these courses has been reasonably

             consistent for the past several years. As the Coalition notes, comparison group studies can

             approach the rigor of randomized control trials and are useful when random assignment is not

             feasible (i.e., in dictating student enrollment in a particular section).

                         The table below identifies data collection procedures that will be used to measure

             attainment of both activity objectives and the goals of the comprehensive development plan.

                                                  Data Collection Procedures
                        Type of Data                       Procedure                  Instruments/When
                 Quantitative                     Computer generated reports      LAHC student information
                                                  on student demographics,        system, University System
                                                  enrollment, placement,          (January, June, Sept.)
                                                  persistence/ retention,
                                                  grades/gpa, degree progress,
                                                  graduation, transfer
                 Quantitative/Qualitative         Staff reports: enrollments,     Staff developed, pilot-
                                                  student skill acquisition,      specific instruments to
                                                  usage and effectiveness of      collect data (post pilot)
                                                  services and technology
                 Quantitative                     Nationally-normed and           Staff-developed survey
                                                  project-specific surveys        instruments (post pilot)
                 Quantitative/Qualitative         Training pre- and post-tests    Consultant generated (May)
                 Quantitative                     Costs/expenditures              Budget office (annually)
                 Qualitative                      Focus groups, interviews        Staff developed (by sem.)
                 Qualitative                      Self-assessments, reflective    Pilot students, faculty, staff
                                                  observations                    (January, June)
                 Quantitative/Qualitative         Equipment performance           Vendor reports (by sem.)
                 Quantitative                     Recommendations                 All stakeholders (annually)

             Data Analysis Procedures: Evaluation will occur continuously (formative) and cyclically

             (formative and summative). While the Project Director will coordinate evaluation activities,

             each project staff member will be responsible for continuous monitoring and assessment of

             Title V 2009                                                                                          44

PR/Award # P031S090008                                     e44
                                  Los Angeles Harbor College                       Los Angeles, California

             strategies and objectives under their purview. Staff meetings will focus first on these formative

             evaluations and their implications for the project.

                         Producing a valid assessment of Implementation Strategies will be essential to

             evaluation since, under an Outcomes Logic Model, they form the inputs for attaining activity

             objectives, which lead to the attainment of overall project outcomes. Consequently, we will

             conduct a quarterly review of Implementation Strategies that will determine if (a) specific tasks

             were completed; (b) tasks were completed within budget in the designated time frame; (c)

             appropriate participants were involved and appropriate methods used; (d) results achieved were

             equivalent to those projected. In instances where the strategies were not accomplished as

             proposed, care will be taken to determine the reason(s) and to make needed adjustments to

             decrease the impact on subsequent strategies and to ensure accomplishment of related objectives.

                         Data analysis for quantitative data will follow the steps proposed by the Kellogg

             Foundation (www.wkkf.org), which calls for the following:

             “A thorough but simple statistical analysis of existing tracking records that leads to positive
             changes in both the program and in the tracking system…begin by converting quantitative
             findings (e.g., numbers from utilization records, or answers on questionnaires) into percentages
             or averages, then assessing how those coincide with actual experience in the program.”

             Additionally, the following data analysis procedures will be used, as appropriate (Preuss, 2008):

             “All data will be compiled in an Excel workbook. Descriptive statistics, chi-square measures of
             independence, p-value calculations and t test of independent means will be performed, as
             appropriate. Statistical comparisons will not be completed when a control group is not a
             reasonable approximation of the [pilot] group in respect to schedule or length of the semester.”

                         Data analysis for qualitative data will be analyzed using one or more of the following

             techniques (Kellogg Foundation 2008): categorization and coding to document patterns and

             themes that may guide future project development decisions; contextualization analysis to reduce

             the risks of premature generalizations and to discover contextual factors that may be influencing

             Title V 2009                                                                                         45

PR/Award # P031S090008                                     e45
                                 Los Angeles Harbor College                      Los Angeles, California

             project results; and memo-writing techniques to allow project staff to reflect on personal biases

             and values which may be affecting data collection, interpretation, and conclusions drawn.

                         An External Evaluator (EE) will be hired upon announcement of funding to ensure

             independent evaluation of project outcomes (Kellogg Foundation, National Science Foundation).

             The selected Evaluator will possess the following qualifications: evaluation skills delineated by

             the American Evaluation Association (member preferred), minimum five years experience in

             project evaluation and three years experience with federal Title V programs; demonstrated

             currency on topics related to general education and mediated support for students; outstanding

             organization and communications skills. Responsibilities will start with initial Plan

             preparation on campus in December 2009 to review this Plan, provide additional data collection

             and analysis plans with benchmarks for assessment, advise project staff and the IET on best

             practices with specific evaluation methodologies, review baseline data and delineate further

             baseline data needs, and suggest any needed modifications. This individual will work with the

             project team throughout the duration of the project, conducting a summative visit to campus

             each year in September to review the results of the project year pilots and activities; determine if

             the Evaluation Plan accomplished its goals and/or suggest modifications for the coming year;

             suggest new evaluation strategies, if appropriate; and report on specific evaluation benchmarks.

                                                     BUDGET NARRATIVE

                    In order to develop the budget for this proposal, Harbor College faculty and staff have

             consulted with industry experts, four-year transfer institutions, other colleges carrying out similar

             activities, and College and District financial personnel to identify the most reasonable

             expenditures possible in relation to the scope of the project. In every instance, proposed costs

             Title V 2009                                                                                       46

PR/Award # P031S090008                                   e46
                              Los Angeles Harbor College                          Los Angeles, California

             are necessary to achieve activity objectives. Budget breakdowns by category, with justifications,


             Personnel (including fringe) = 58.6%: Reasonable - Salary schedules and fringe benefits in

             California are typically higher than those in other parts of the country, in part due to the high cost

             of living in the state. Los Angeles, with a cost of living index of 142.2 (100=average), has the

             third highest cost of living in the nation, according to the Council for Community and

             Economic Research (2009), driving personnel costs even higher. All proposed salaries and fringe

             are based on approved salary schedules and negotiated fringe benefits for the California

             Community College System and the Los Angeles Community College District. Necessary -

             Three administrative positions (Project Director 50%, Activity Coordinator 50% and

             Administrative Assistant 50%) totaling 1.5 FTE are proposed; these positions are necessary for

             fulfillment of USDE project requirements and to ensure appropriate levels of oversight and

             separation of duties. The Project Director is needed for management, oversight, and compliance

             functions; the Activity Coordinator is necessary to day-to-day operations; and the Assistant is

             needed to provide a sufficient level of clerical, data entry, and research support. Faculty

             involvement in development of curricula and transfer agreements and related professional

             development is crucial to the success and long-term institutionalization of the project. The

             substantial time required for these activities necessitates release time and/or stipends to support

             their efforts. The First Year Success Specialist and Learning Coaches will build increased

             capacity for student support at Harbor College, and as such will be institutionalized in Year 6.

             Travel = 0.7%: Reasonable – Travel costs are based on rates set by the State of California as

             reasonable. Mileage and per diem rates are those set by federal guidelines. Each year, 3-4

             professional project staff and 2-9 faculty will be working on project development; funds are

             Title V 2009                                                                                       47

PR/Award # P031S090008                                   e47
                              Los Angeles Harbor College                         Los Angeles, California

             requested for only 2-4 individuals per year to attend related professional development

             opportunities. Necessary – Funds are requested for Project Director travel to annual Title V

             meetings. Selected project staff and pilot faculty will travel to professional conferences related to

             Business Education, Engineering Education, or First-Year Students to bring back information on

             new practices and improvements that may be incorporated into annual development activities.

             Equipment = 24.2%: Reasonable – Costs were derived from the most current pricing and/or

             quotes from vendors based on (1) product reputation, (2) proven use of product in a higher

             education setting, (3) cost comparisons across vendors, (4) compatibility with current LAHC

             systems, (5) College and District purchasing policies, and (6) applicable federal and state

             guidelines. Necessary – Today’s employers expect a high-level of technology sophistication,

             from applicants who submit evidence of their abilities via the Internet to new employees who

             come to the workplace prepared to “hit the ground running.” Harbor’s technology infrastructure

             to support state-of-the-art curricula and teaching/learning strategies needs to be strengthened.

             Proven technology solutions to support learners need to be introduced to increase retention and

             to help students prepare proof of their accomplishments that will support transfer to four-year

             degrees and/or employment. Students need access to and familiarity with advanced technologies

             for contemporary workplace applications, from using interactive communications technologies to

             training on equipment found in today’s emerging industries.

             Supplies = 4.3%: Reasonable – Costs are based on comparisons across vendors where

             appropriate and College and District purchasing policies. Necessary – Supplies, including

             computers, are needed to complement and support teaching/learning technology equipment

             expenditures and course pilots. In addition, supplies will be needed for the Title V office, faculty

             training sessions, and pilots of re-designed courses.

             Title V 2009                                                                                       48

PR/Award # P031S090008                                  e48
                              Los Angeles Harbor College                        Los Angeles, California

             Contractual = 11.8%: Reasonable – Costs were developed based on (1) scope of work,

             including estimated hours/days to complete specific tasks, (2) College and District rate histories

             (2007-08) for similar work, (3) quotes from contractors, where appropriate, and (4) College and

             District contracting policies. Necessary – Internal expertise, even taking new hires into account,

             is not sufficient to develop some aspects of the project which require specific expertise. In

             specific instances where development of capabilities can be sustained once mechanisms are in

             place and training conducted, the services of outside consultants will be used to achieve long-

             term goals and institutionalization: (1) External Evaluator, (2) South Bay Counseling Center,

             who developed the concept of Learning Coaches, (3) Technology Experts to develop and beta

             test new technology solutions. In addition, faculty from CSU-DH and CSU-LB are necessary

             participants in the development of closely articulated curricula in Business and Engineering.

             Other = 0.4%: Reasonable – Small amounts are requested to support printing, postage, and

             shipping costs. Necessary – Development and dissemination of informational materials to the

             campus community are necessary, as are costs for shipping equipment.

             Title V 2009                                                                                      49

PR/Award # P031S090008                                  e49
Budget Narrative

Program Profile Narrative Form

This is where applicants will attach the HSI Program Profile Form found in the application

Attachment 1:
Title: HSI Program Profile Form Pages: 3 Uploaded File: \\happs\users\richarr\My Documents\Title V 2009
\submission\LA Harbor HSI Program Profile 5-29-09 Final.pdf

PR/Award # P031S090008                          e68
                                                        Hispanic-Serving Institutions
                                                         Program Profile Form
    INSTRUCTIONS: ALL applicants must complete and submit this profile. You may copy or recreate this form, but
    do not amend or modify the required information or format. Please complete all sections of this form. Upon
    completion, attach this document as a .doc, .rtf or .pdf into Part III of the “Program Profile Narrative Form” of the e-
    Application package.

      1. Name of Institution/Campus Requesting: (Use your institution’s complete name. If your institution is a branch campus, use the
      parent institution’s name but follow it with the name of the branch campus. For example, you would cite the State University of New York,
      Brockport Campus.) Los Angeles Harbor College

      Institution/Campus OPE ID#: 00122400                                               DUNS#: 133294884
      2. Applicant Address: (All applicants must indicate the address where the project will be located)

      Project Address: 1111Figueroa Place

      City: Wilmington                               State: CA                 Zip: 90744
      3. Participating Institutions in a Cooperative Arrangement:

      3a. Name of Applicant Institution (Lead):
      3b. Name of Participating Institutions           DUNS Number                     Location (city/state)
      4. Prior Grant Status: If applicable, please identify the fiscal year, grant type and highlight your institution major
      accomplishment(s) as it relates to enrollment, persistence, graduation rates, and/or fiscal stability. (Note: please check all that

      Fiscal Year(s):                  Grant Type: Individual     Cooperative (If checked, please list partner institution(s)
       2005-10                                                      Names of Partner(s):
                                                                   1. West Los Angeles College
      Major Accomplishment(s):                              Performance:
      1. Approx. 40 Hybrid/Online Courses have been
      developed, piloted and offered                        Enrollment Persistence Graduation Rates Fiscal Stability
      2. 3 New Online Degrees in Business, Fire
      Technology and Administration of Justice
      were developed.                                       Enrollment Persistence Graduation Rates Fiscal Stability
      3. 40 faculty members received staff
      development in online teaching, greatly
      increasing the college’s online program.               Enrollment Persistence Graduation Rates Fiscal Stability
      5. Tiebreaker Information: Enter the full-time equivalent (FTE) enrollment for Fall 2006. See the Application Guide and
      Federal Register Notice for instructions on calculating FTE enrollment.

      Total Fall 2006 FULL-TIME EQUIVALENT (FTE) students = 4710
              a) Total market value of endowment fund for 2006-07=$0
              b) Total expenditures for library material during 2006-07=$128,358
      Note: Failure to provide information requested in items a) and b) above may result in the Department not considering the
      application under a tie-breaker situation

PR/Award # P031S090008                                              e0
      6. Endowment Fund Assurance:
          The institution certifies that it proposes to use no more than twenty percent (20%) of the Developing Hispanic-Serving
      Institutions Program development grant, made under the authority of Title V, of the Higher Education Act of 1965, as amended to
      establish or increase the institution’s endowment fund. The institution agrees to abide by the Department of Education’s
      regulations governing the Endowment Challenge Grant Program, 34 CFR Part 628, the program statute, and the program
      regulations, 34 CFR Part 606. The institution further agrees to raise the required matching funds.
      7a. Dual Submission Certification: If an institution           7b. Grant Funding: If my institution should be selected to receive a
      applies for a grant under more than one program it must grant under more than one program, I will accept the grant for:
      indicate that fact in each application:

       Strengthening Institutions Program                                Strengthening Institutions Program
       American Indian Tribally Controlled Colleges and                  American Indian Tribally Controlled Colleges and
          Universities Program                                              Universities Program
       Native Hawaiian-Serving Institutions Program                      Native Hawaiian-Serving Institutions Program
       Alaska Native-Serving Institutions Program                        Alaska Native-Serving Institutions Program
       Title V Hispanic-Serving Institutions Program                     Title V Hispanic-Serving Institutions Program
          Cooperative Arrangement Individual                                Cooperative Arrangement Individual

      8. Institutional Assurance Statistics: See the Application Guide and the Federal Register Notice for HSI Assurance
      Instructions. Please provide us with the data your institution reported to the following: IPEDS and State Reported Enrollment.
      Enter information for all areas below for Fall 2008 (up to 30 September 2008)

      8a.   HSI Assurance:                                           8b. State Enrollment Reported              8c. IPEDS Reported Data:

      Total Undergraduate FTE Enrollment Count: 5696                 Hispanic Undergraduate FTE                 Hispanic Undergraduate FTE
      Hispanic Undergraduate FTE Enrollment Count: 2423              Enrollment: 4348                           Enrollment: 4355
      Undergraduate FTE Hispanic Percent: 42%                        Undergraduate FTE Hispanic Percent:        Undergraduate FTE Hispanic Percent:
                                                                     43%                                        43%
      9. Eligibility Documentation: Please provide us with the documentation the institution relied upon in determining that at least
      25 percent of the institution’s undergraduate FTE students are Hispanic.

      NOTE: The Department will cross-reference for verification, data reported to the Department’s Integrated Postsecondary Education
      Data System (IPEDS), the institution’s state reported enrollment data, and the institutional annual report. If there are any differences
      in the percentages reported in IPEDS and the percentage reported in the grant application, the institution should explain the
      differences as a part of its eligibility documentation. When providing eligibility documentation to support your HSI assurance, please
      note that the Department does not consider a replication of the instructions sufficient justification. If the Department receives a replica
      of the instructions and/or cannot validate assurance, the application will be deemed ineligible.

      Source of Data on Student Ethnicity:
      Information on student ethnicity is captured on the Los Angeles Harbor College Application for Admissions. There are 20 ethnic groups listed
      on the application plus the options of “other” and “decline to state”.

      Details concerning 8a.
      For Los Angeles Harbor College, 12 or more credit units are used to designate a student as full time. Based on this definition, in fall 2008 there
      were 2647 full time students, 1097 of whom were Hispanic. For part-time students, per instructions, semester credit hours were totaled and the
      result was 36,585 total hours and 15,916 hours for Hispanic students. When divided by 12, this yields a total of 3049 part-time FTES, 1326 of
      which were Hispanic. Thus, as shown in box 8a, the total FTES count was 5696. When divided by 2423 Hispanic FTES, the undergraduate
      FTE Hispanic percent is 42%.

      Details concerning 8b.
      State enrollment data by ethnicity from the state of California’s Community College Chancellor’s Office is based upon headcount, not FTES.
      For fall 2008, the college enrolled 2980 full time students. 1250 of these students were Hispanic. The college enrolled 7050 part time students,
      3098 of these students were Hispanic. Thus, 4348 Hispanic students divided by 10,030 total students yields 43%
      Details concerning 8c.
      The college used the IPEDS users’ site to obtain this data, thus ensuring that the data had been verified by IPEDS. IPEDS also uses headcount,
      not FTES in calculating student enrollment by ethnicity. For fall 2008, the college reported 2872 full time students of whom 1209 were
      Hispanic. The college reported 7211 part time students of whom 3146 were Hispanic. Thus (1209+3146)/(2872+7211) yields 4355/10083 or

PR/Award # P031S090008                                                e1
      Although the percentages differ due to slightly different databases and definitions (especially FTES versus Headcount), all three percentages
      exceed the 25 percent requirement and are similar to the college’s factbook that indicates that 45% of our students are Hispanic (this percentage
      is based on headcount and not FTES).

      10. Certifying Representative:                                    11.      By checking this box, the applicant and President of the
      Name: Robert K. Richards                                          institution certify that the IHE will comply with the statutory
      Title: Assoc. Dean, Research and Planning                         requirements, program standards, and program assurance cited in the
      Contact Number: 310-233-4044                                      HSI program regulations 34 CFR Part 606.
      Fax Number: 310-233-4661

PR/Award # P031S090008                                                e2
Budget Narrative

HSI Activity Budget Narrative Form

This is where the applicant will attached the Detailed Budget Activity Budget Form found in the
application booklet.

Attachment 1:
Title: Budget Narrative Detail Pages: 7 Uploaded File: \\happs\users\richarr\My Documents\Title V 2009
\submission\LAHC SUBMISSION DRAFT - Budget Detail - cd - 5-28.pdf

PR/Award # P031S090008                           e72
PR/Award # P031S090008

                                                  Hispanic-Serving Institutions Program Activity Budget Detail Form
                         INSTRUCTIONS: ALL applicants must complete and submit this form. You may copy or recreate this form, but do not amend or modify the required
                         information or format. Upon completion, attach this document as a .doc, .rtf or .pdf into Part III of the “HSI Activity Budget Narrative Form” in the e-Application

                                                                Activity Budget (To be completed for every activity for which funding is requested)
                         1. Name of Institution: Los Angeles Harbor College                      2. Activity Title: Accelerating Success at Harbor College
                         3. Budget Categories By First Year               Second Year            Third Year                Fourth Year              Fifth Year                    Total Funds
                         Year                                                                                                                                                     Requested
                                                     % 0f    Funds        % Of      Funds        % Of       Funds          % Of      Funds          % Of    Funds
                         Object Class                Time Requested       Time      Requested    Time       Requested      Time      Requested      Time    Requested
                         a. Personnel (Position
                         Project Director            50%     $55,000      50%       $56,650      50%        $58,350        50%       $60,100        50%     $61,903               $292,002
                         Act. Dir/Curr. Dev. Spec.   100% $75,000         100%      $77,250      100%       $79,568        100%      $81,955        100%    $84,413               $398,185
                         First Year Success Spec.* 50%       $38,946      50%       $40,114      50%        $28,922*       50%       $25,534*       50%     $21,917*              $155,434
                         Learning Coaches (2)*                            100%x2 $82,213         100%x2 $67,744*           100%x2 $61,054*          100%x2 $53,902*               $264,912

                         Admin. Asst.                50%     $16,590      50%       $17,088      50%        $17,600        50%       $18,128        50%     $18,672               $88,079
                         Faculty Stipends                    $20,300                $25,550                 $31,850                  $31,850                $31,850               $141,400

                         SUB-TOTAL                          $205,836                 $298,865                $284,033                   $278,621                   $272,657      $1,340,013
                         b. Fringe Benefits 21.31%          $43,352                  $84,270                 $74,731                    $71,470                    $67,953       $341,776
                         to 40.178%
                         c. Travel                          $3,000                   $3,825                  $4,825                     $3,825                     $5,825        $21,300
                         d. Equipment                       $190,536                 $92,000                 $113,149                   $151,171                   $148,144      $695,000
                         e. Supplies                        $55,265                  $8,000                  $44,500                    $6,000                     $9,500        $123,265
                         f. Contractual                     $73,000                  $86,000                 $51,000                    $61,000                    $68,000       $339,000
                         g. Construction                    $                        $                       $                          $                          $             $
                         h. Other (endowment)               $4,000                   $2,000                  $2,000                     $2,000                     $2,000        $12,000
                         i. TOTAL DIRECT                    $574,989                 $574,960                $574,238                   $574,087                   $574,079      $2,872,353
                              1. Explain in detail how you arrived at the total amount requested in each object class in each year of the activity. If you fail to provide sufficient details, we
                                   may disallow costs.

                             Budget detail/narrative is provided beginning on the following page.

                                             LOS ANGELES HARBOR COLLEGE
                                                 ACTIVITY BUDGET DETAIL
                    As demonstrated in the Budget Narrative section of the Program Narrative, proposed
             costs for the Los Angeles Harbor College Title V project, Accelerating Success at Harbor
             College, are necessary and reasonable in relation to the project’s objectives and scope.
                    Personnel: Positions listed below are necessary to attainment of activity objectives, with
             salaries based on College and District pay scales, and 3% annual COLA for each position.
             Unless otherwise indicated, staff are budgeted on a 12-month basis. A First Year Success
             Specialist (FYSS) will develop success initiatives for first year students; two Learning Coaches
             will train under South Bay Counseling Center (see Contractual) then pilot the academic support
             model with Engineering and Business students. LAHC will retain all three positions post-grant,
             contributing to those salaries as follows: FYSS 30% Year 3, 40% Year 4, 50% Year 5; Learning
             Coaches (2) 20% Year 3, 30% Year 4, 40% Year 5. The Activity Director/Curriculum
             Development Specialist will support faculty in re-design of the Engineering and Business
             programs and development of transfer initiatives. Because these duties are developmental only,
             this position will not be retained. We request stipends (based on LAHC policy) for faculty for
             program re-design to include cohort learning, green technologies, contextualized math and
             English, and Learning Coaches Y1-5; classroom exchanges, curriculum alignment, and
             development of articulated transfer agreements with CSU-DH and CSU-LB Y2-5, and
             professional development Y1-5.
                          Personnel                      Year 1      Year 2      Year 3     Year 4      Year 5
             Project Director (.5 FTE)                    55,000      56,650      58,350     60,100      61,903
             Act. Coord./Curr. Dev. Spec. (1.0            75,000      77,250      79,568     81,955      84,413
             First Year Success Specialist (.5            38,946      40,114      28,922      25,534      21,917
PR/Award # P031S090008                                   e1
             Learning Coaches (2 @ 1.0 FTE)                              82,213    67,744      61,054       53,902
             Administrative Assistant (.5 FTE)             16,590        17,088    17,600      18,128       18,672
             Faculty Stipends for program re-               6,300
             design $3,150 x 2 Y1-2; $3,150 x 4                           6,300    12,600      12,600       12,600
             Faculty Stipends, Transfer articulation:
             5 Eng. faculty Y2-3 @ $1,050; 5                              5,250     5,250        5,250       5,250
             Business Y4-5
             Faculty stipends, Prof. Dev. $70/hr:
                                                           14,000        14,000    14,000      14,000       14,000
             20 faculty x 10 hrs.
                                     Total Personnel $205,836 $298,865 $284,033 $278,621 $272,657
                    Fringe benefits range from 21.31% to 40.178% based on type of position. Fringe is pooled
             to cover Social Security, Medicare, Worker’s Compensation, Health Insurance and Retirement
                               Fringe                          Year 1    Year 2    Year 3     Year 4      Year 5
                                           Total Fringe        $43,352   $84,270   $74,731    $72,170     $67,953
                    Travel is requested for the Project Director to attend a USDE Title V meeting Y1-5, plus
             travel for staff/pilot faculty to attend conferences (2 in Years 1, 2, 4; 3 in Year 3; 4 in Year 5),
             such as the Green California Community College Summit, American Society for Engineering
             Education, National Business Education Association meetings. Travel is estimated at $1,000 per
             person: airfare $250; lodging/per diem $450/person for 3 days; ground transportation $50;
             conference registration $250. Funds are also requested Y2-5 for travel to/from four-year
             transfer campuses for staff/pilot faculty: $0.55/mi x 2,500 miles.
                               Travel                          Year 1    Year 2    Year 3     Year 4      Year 5
             Conference travel (3 days)                         $3,000    $3,000    $4,000     $3,000      $5,000
             Articulation travel (1,500 mi.)                               $825       $825       $825       $825
                                           Total Travel         $3,000    $3,825    $4,825     $3,825      $5,825
             Equipment costs (items $5,000 and over) are based on faculty/staff research of best practices
             and industry and/or transfer institution recommendations and needs. Harbor’s technology
             infrastructure to support state-of-the-art curricula and teaching/learning strategies needs to be
PR/Award # P031S090008                                    e2
             strengthened. Proven technology solutions to support learners need to be introduced to increase
             retention and to help students prepare proof of their accomplishments that will support transfer to
             four-year degrees and/or employment.
                    To increase support for Engineering, Business, and First-Year Student success in Years 1-
             5, funds are requested for e-portfolios to demonstrate student achievement of learning outcomes
             and to assist with transfer; e-Live interactive communications system to expand access to
             instruction and collaboration opportunities; online Student Education Plans to promote long-
             range goal setting and degree progress; and Early Alert to allow for early intervention when
             problems arise.
                    Today’s employers expect a high-level of technology sophistication, and new employees
             who come to the workplace prepared to “hit the ground running” have an advantage in the
             marketplace. Consequently, students also need access to, and hands-on familiarity with,
             advanced technologies for contemporary workplace applications found in today’s emerging
             industries. The equipment proposed to accomplish this is also aligned with the teaching
             technologies that students will encounter when they transfer to four-year degrees, making
             transfer success more likely.
                    In Year 1, we request funds to develop a Green Technologies demonstration lab to
             support integration of emerging technologies into target curricula; in subsequent years, we will
             expand lab instrumentation to create a Green Technologies teaching lab to support hands-on
             training for project pilots and the integrated Engineering and Business capstone course in Year 5.
                           Equipment                     Year 1       Year 2    Year 3     Year 4      Year 5
             e-portfolio: Y2 Eng., Y3 FYS, Y4 Bus.                     35,000    35,000     35,000
             e-Live: Y3 Eng., Y4 FYS, Y5 Bus.                                    65,640     65,640       65,640
             Dell Power Edge 2950III Servers to              16,300                         16,300
             support e-portfolios, e-Live
             Datatel online Student Education Plans          20,000     2,000     2,000       2,000       2,000
PR/Award # P031S090008                                  e3
             Datatel Retention Alert module/training                 55,000
             Lab: EPH 101 Photovaltaics trainer (4)   29,840                                14,920      14,920
             Lab: AE101 Solar energy trainer (4)       6,758                      3,379                  3,379
             Lab: AE102 Hydrogen cell trainer (4)      3,304                      3,304                  6,608
             Lab: AE103 Wind energy trainer (4)        7,652                      3,826                  3,826
             Lab: PROFI PV Photovaltaic trainer (4)   34,622                                17,311      17,311
             Lab: PROFI PV Grid Accessories Pkg.      15,660                                            15,660
             Lab: PROFI PV ISO Accessories Pkg.       18,285                                             6,095
             Lab: Terco ELE102000 teaching set (4)    38,115                                   12,705
                                    Total Equipment $190,536       $92,000 $113,149 $151,171 $148,144
                    Supplies (items less than $5,000), including computers, are needed to complement and
             support teaching/learning technology equipment expenditures and course pilots. Funds are
             requested to support assessment of pilot first-year students, equip a student Technology Lab for
             First-Year Student pilots, develop netbook laptop checkout for Engineering and Business pilots,
             and provide Smart components for the Demonstration/Teaching Lab. Funds are also requested
             for staff computers Y1-2, materials for pilots and professional development, and office supplies.
                               Supplies                 Year 1       Year 2     Year 3     Year 4     Year 5
             Assessment: Strong $15, COPS $8, SDS                     2,000      2,000      2,000       2,000
             $7, LASSI $10 (x 100 Y1, x 50 Y2-5)
             Student Tech Lab: 30 Dell Optiplex          31,400                  15,700
             computers @ $1,570 (20 Y1, 10 Y3)
             Demo Lab: Smart podium $3489, projector      9,365
             $1576, ELMO $1750, sympodium display
             $2250, dvd player $300
             Gateway netbook laptops 50 @ $426                                   21,300
             Pilot course supplies:Y2 Eng, Y3 Eng/Eng.                 2,000      3,000      1,500       5,000
             Tech, Y4 Business, Y5 Bus. and Capstone
             Professional Development supplies            1,000        1,000      1,000      1,000       1,000
             Office supplies (including 5 Dell 17”        9,500        3,000      1,500      1,500       1,500
             laptops for staff Y1 and 1 Y2 @ $1,500)
                                         Total Supplies $55,265       $8,000    $44,500     $6,000      $9,500
                    Contractual costs are proposed in specific instances where development of capabilities
             can be sustained once mechanisms are in place and training conducted, and where the services of
PR/Award # P031S090008                                 e4
             outside consultants will be used to achieve long-term goals and institutionalization. Funds are
             requested for the following: (1) South Bay Counseling Center created the concept of Learning
             Coaches and has partnered with LAHC to develop coaching for our two other very successful
             career pathway programs. SBCC will develop the Learning Coach model for Engineering and
             Business Y1 and develop training and train two Learning Coaches Y2, after which these two
             positions will assume training responsibilities. (2) Technology Integration Experts to develop
             and beta test e-portfolios for Engineering, Business, and First Year Students Y1-2; applicant and
             First Year Student websites Y3; e-community portals for Engineering, Business, and First Year
             Y4; and virtual communities for each group Y5. (3) Articulation/Agreement Faculty in
             Engineering and Business at CSU-DH and CSU-LB (stipends based on CSU policies) to
             participate in classroom exchanges, curriculum alignment, and development of new articulation
             agreements (with Transfer Center staff) with LAHC faculty and staff to facilitate successful
             student transfer to 4-year degrees. (4) External Evaluator to provide on-site visits, as well as
             ongoing consultation, data analysis, and reports with an estimated total 5 days of work per year
             (6 for Y1 inc. startup visit and Y5 inc. final summative visit) plus travel.
                            Contractual                 Year 1          Year 2     Year 3    Year 4     Year 5
             South Bay Counseling Center: Learning
                                                         50,000          50,000
             Coach development and training
             Technology Integration: e-portfolios Y1-2,
             websites Y3, student portals Y4, virtual    15,000          15,000     15,000    25,000     30,000
             communities Y5
             Transfer Articulation/Agreements with
             CSU-LB and CSU-DH: 6 Eng. faculty Y2
             @ $2,500; 6 Eng. + 6 Eng.Tech Y3; 6 Eng.                    15,000     30,000    30,000     30,000
             Tech + 6 Business Y4; 6 Business Y5 + 6
             staff from Transfer Centers
             External Evaluator                                 8,000     6,000     6,000      6,000      8,000
                                     Total Contractual        $73,000   $86,000   $51,000    $61,000    $68,000
PR/Award # P031S090008                                   e5
                    Other expenses include costs for duplication (Y1 $1,000, Y2-5 $500), printing (Y1 $2,000,
             Y2-5 $1,000), and postage (Y1 $1,000, Y2-5 $500).
                               Other                         Year 1    Year 2    Year 3    Year 4    Year 5
             Printing, Postage and Related costs              $4,000    $2,000    $2,000    $2,000    $2,000
                                          Total Other         $4,000    $2,000    $2,000    $2,000    $2,000
                          Project Totals               Year 1   Year 2   Year 3   Year 4   Year 5
                                                      $574,989 $574,960 $574,238 $574,087 $574,079
PR/Award # P031S090008                                  e6

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