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Cmi Addendum Included in Purchase Contract document sample
CMI Outcome Matrix A. Annual Performance Measures (Outcomes 10, 11, and 12) CMI, FY06 CMI Impact Indicators By Outcome Output and Impacts: CMI Outcome 10: Improve 1Q FY06 2Q FY06 3Q FY06 4Q FY06 Data Areas Academic Performance on Learning Outcomes Number and/or percent of courses reviewed/updated 39 100% 1 new course developed Course outline reviews Number students seeking advanced degrees (i.e. CMI 602 (Fall 619 (Spring 231 (Summer 646 (Fall 2006 Semester, as of Sept. Number/type of Marshallese courses offered enrollment) 2005 2006 Semester) 2006 Semester) 4) Voc-ed offerings Semester) CMI enrollments and admission testing Number Marshallese Studies/related classes offered 5 6 6 Spring Semester 6 Fall Semester Faculty Audit (constant or increase) + 1 non-credit course on Marshallese Community Feedback on Their Needs 4 Summer culture (offered in the evenings for 10 Student Satisfaction Surveys Semester weeks) Enrollment in Vocational Programs (i.e. Business, Business: Business: 155 Business: 32 Business: 146 Education, or Nursing Majors) 163 Education: 167 Education: 133 Education: 189 Education: Nursing: 128 Nursing: 31 Nursing: 118 180 (as of September 4, 2006) Nursing: 113 Completion rate of vocational students 2005-2006 Academic Year Graduates: 20 Business Graduates 29 Education Graduates 16 Nursing Graduates Enrollment in Adult/Continuing Ed 120 GED 165 (600 on 140 completed the 170 GED students (Fall 2006 semester students waiting list) for academic year in as of September 22, 2006) and 500 (Fall 2005 GED (Spring GED on the waiting list Semester) 2006 Semester) 2 Continuing Ed 60 summer GED Courses students Completion rate of Adult/Continuing Ed 34 GED graduates CMI graduation rate (college age) 2005-2006 Academic Year Graduates: 23 Certificates awarded 80 Diplomas awarded 2 Honorary Doctoral Degrees awarded Faculty Retention 8 new hires 2 new hires, in addition to 1 JOCV. The college also lost 4 full-time instructors Academic Program Reviews Math Department Review completed (with outside consultant on-island during 4th Q.); Nursing Review underway (with outside Consultant on-island during 4th Q. Output and Impacts: CMI Outcome 11: Improve fiscal, personnel, physical plant, student services, governance and planning operations Update fixed assets inventory 100% Current Asset Inventory School Minder database records Improve accuracy of student records 100% entered Completion of Personnel Manual to include re B. Accomplishments by Output, Financial Status and Impact of Accomplishments, CMI (Outcome 10, 11, 12) FY06 MOE Outcome 10: Improve Academic Performance on Learning Outcomes (CMI) Outcome Group 1.1: Increase Academic Status Narrative (Link accomplishments with the impacts that relate Financial Status Interim Performance Measures Performance to achievement) Used/Budgeted Output 10.1.1 1Q: 39 different Course Outlines for Spring 2006 semester course offerings $22,638/$102,134 Measurement 10.1.1 Course outlines are reviewed and updated were reviewed for content updating and changes. The Curriculum and Impact ($102,134) Assessment Committee (CAC) continues to meet and review Course Outlines Up-to-date courses, using the per the established timeline. most recent texts, tests, and Expected Results FY06 2Q: All courses in the active course inventory now have assessable Student $49,626/$102,134 methodologies All academic departments check status of Learning Outcomes (SLOs). Every active course can be course outlines – 2 years old or older assessed using a standard Faculty review outlines, update content 3Q: As part of its ongoing review of the curriculum, the CAC reviewed and $72,547/$102,134 procedure. Curriculum Committee review updated outlines accepted changes for six (6) course outlines Accessible copies of all CMI Dean of Academic Affairs course outlines so that other reviews/approves/disapproves outlines Electronic copies of all of the latest course outlines were gathered and institutions can better determine prepared to be uploaded onto the college’s website. This time-consuming if/how CMI courses will transfer. process was completed by the Curriculum and Assessment Committee before the end of Spring Semester 2006, which ended on May 26, 2006. 4Q: The CAC did not meet during the months of July and August due to the $122,857/$102,134 Summer Semester holiday for regular faculty members. Upon the beginning of the 2006-07 academic year, the CAC continued working on completing electronic copies of all updated course outlines. It was discovered that the electronic copies gathered in 3Q were not complete. Output 10.1.2 1Q: With the completion of course outline reviews, the CAC has established a $22,638/$102,134 Measurement 10.1.2 Develop and Implement Academic Programs timeline and plan for the review of programs and departments. Program Impact ($102,134) reviews will be greatly enhanced by the completion of the process of adding all Program reviews allow faculty to student records into the electronic student database system, School Minder. ensure that student needs are Expected Results FY06 (See Output 11.2.1) met. If student performance does Use Program review process developed on FY not improve, the program review 04 The chair of the CAC introduced rubric writing as a means of giving students process must be reexamined. Develop schedule of departmental reviews, and ownership of their scholarship. Use of numerical data as means ensure that the scheduled review timeline is of evaluating programs. followed 2Q: Outcomes have been developed for each instructional department. All $49,626/$102,134 Improved decision making as a Executive Council Review of Process instructional departments have developed specific matrices to link individual result of using data. i.e. more department courses to the overall department outcomes. In January 2005, student-centered decisions consultant Dr. Karen Nulton addressed assessment and rubric work in open regarding class offerings forums and workshops with faculty. This training was continued during another visit by Dr. Nulton in March 2006. Comparable, meaningful analysis of past student performance has been used in program reviews. This has been a direct result of the completion of School Minder records and efforts coordinated between the CAC and the Institutional Research office. 3Q: The Institutional Research office continued its work in supplying the $72,547/$102,134 Academic Dean and the faculty chairs with data regarding class section enrollments; student GPAs by academic semester and by major; historical enrollment patterns; and other class-related information. This information was used to not only create a data-driven Summer Semester class schedule, but also it influenced the academic program review preparations and the academic affairs FY07 budget process. All-in-all faculty are increasingly using more data to help drive decision making and to improve academic programs to be meet student needs. The Institutional Research office worked with the Math department chair to gather and analyze data for their program review. This data examined initial student placement, student progression throughout developmental math courses, and student progress from developmental level to credit level courses. 35 class sections are currently underway for Summer Semester 2006, and this includes one section of ED 283 (TESL Assessment)) that was added due to enrollment demand. In addition, the CAC approved a course in Chinese (FL 199, Conversational Chinese offered this summer, and FL 111, Introductory Chinese I, to be offered in the Fall). Also, a new course, SS 105 College Experience, was approved and is now required of every new student at CMI. 4Q: The Math Department, along with the assistance of an outside consultant, $122,857/$102,134 completed its Program Review and recommended changes are pending approval by the CAC. The Nursing Department has continued its work on it departmental Program Review, and has contracted an outside consultant to assist in making recommendations for changes and updates to the CAC. Output 10.1.3 1Q: In November 2005, the faculty and academic administration undertook an $384,845/$1,737,271 Measurements 10.1.3 Improve faculty and retention ($1,737,271) aggressive recruitment to fill vacant faculty positions with well-qualified, Impact experienced instructors. In 2Q Eight (8), full-time faculty Expected Results FY06 were added to the college. This Use faculty evaluation form to better assess Professional development widely encouraged for under-qualified faculty as part was a 20% increase in the size of faculty performance of successful evaluation process. Lack of professional development linked to the faculty. Personnel Committee to review effectiveness of possible non-renewal of contracts. Faculty audit results show a process 2Q: A faculty audit was conducted to determine the levels of qualifications and $843,635/$1,737,271 substantial difference between the Executive Council to review results experience for all full-time faculty and to compare the qualifications and levels newly hired faculty and the Vice President uses evaluation results to of experience of the newly hired faculty to those of the continuing faculty. continuing faculty. There has determine professional development needs and been a cumulative improvement make a recommendation on contract renewal. Eight (8) new, well-qualified faculty were hired for Spring Semester 2006. in the quality of the faculty as a 3Q: Campus supervisors have been actively carrying out 6-month and/or 1- $1,233,291/$1,737,271 whole. year evaluations of employees and all special work contracts. This work has Recruit of better qualified faculty added a new dimension of accountability to special work contracts. Professional Development for unqualified faculty – i.e. upon The Academic Affairs office administered completely online/electronic end-of- degree completions, the faculty the-semester student faculty evaluations. The electronic format of these will be more qualified to teach. evaluations allowed for nearly instant feedback to be given to faculty regarding Quick return of student faculty their classroom performance, as evaluated by their students. evaluations allow faculty to adjust their teaching methods to better The College continued offering substantial institutional support and meet the needs of the students. encouragement to faculty members who need to study off-island in order to Increase faculty retention leads to complete their degrees and reach at least the minimum required educational more stable academic programs qualifications for their position. Currently, ten (10) of fourteen (14) under- and delivery methods. credentialed faculty have been successfully encouraged to enrollment in Having all faculty TESOL certified degree programs. not only serves as a “best practice” model for other Pacific Five (5) full-time faculty members are studying off-island: three (3) English Island colleges, but also instructors are attending summer classes at the University of Guam and two demonstrates CMI’s commitment nursing instructors are studying at the University of Hawaii, Manoa. to surpass its ACCJC accreditation standards. Three (3) others are enrolled in on line programs: a computer science Continued faculty development is instructor enrolled full time in a master’s degree program in information an expression of CMI’s technology; a math instructor enrolled in a part time bachelors program; and commitment to support lifelong another math instructor enrolled in a part time teaching and learning program. learning of its employees so that they can utilize the newest Two (2) others (English and Education) are scheduled to complete their instructional methods in their Masters degrees by December 2006. classroom delivery. Losing faculty due to personal One faculty member’s contract was not renewed due to the failure to complete reasons is often beyond the course work toward the bachelors degree in fulfillment of the terms of a control of the college; however, probationary contract better recruitment and hiring 4Q: Three (3) faculty members were sponsored to attend Summer Courses at $2,088,562/$1,737,271 processes should result in better the University of Guam in order to help them complete their Bachelor’s qualified and dedicated faculty Degrees. members teaching at the college. Losing faculty caused other Approval was given for financial assistance for four (4) faculty members instructors to increase the number working towards their Master’s Degrees on-line. of classes that they teach. This allowed for no classes to be CMI contracted Dr. Ballendorf from the Micronesian Area Research Center at cancelled, thus showing the UOG to present a series of lectures on the history of educational development college’s and the faculty’s in Micronesia to the Faculty at Fall faculty orientation, as well as to the public. commitment to our students. CMI also contracted a TESOL trainer from the School for International Training (SIT) to train our faculty in TESOL Best Practices. Two (2) new instructors were hired in Fall 2006, one English instructor and one Math instructor. In addition, a replacement JOCV volunteer was supplied by the JICA office in order to continue Japanese language instruction. CMI also lost four (4) full-time instructors due to personal reasons. Output 10.1.4 1Q: All academic departments continued the work on developing Student $22,638/$102,134 Measurement 10.1.4 Develop and implement student learning outcomes Learning Outcomes that was commenced in the prior academic year. Impact ($102,134) Full compliance with new accreditation standards for Expected Results FY06 2Q: All courses in the active course inventory now have assessable Student $49,626/$102,134 Student Learning Outcomes Learning outcomes for each class utilized in Learning Outcomes (SLOs). Every active course can be teaching assessed using a standard Revise teaching, and evaluation methods procedure. Determine effectiveness of learning outcomes 3Q: As much as developing SLOs is related to program reviews, faculty are $72,547/$102,134 The General Education Core process increasingly using more data to help drive decision making and to improve requirements for CMI students academic programs to be meet student needs. During the last two months of accurately and adequately cover Spring Semester 2006 (April and May), the Institutional Research office the basic skills that CMI requires received a number of data requests from faculty. all students be taught. Increase data use helps faculty The CAC was able to create a sub-committee to begin the review process for make better decisions. the General Education Core program. This sub-committee developed Student Learning Outcomes for the General Education Core, as well as developed a list of action items to complete once the faculty returns in August. The original notion was for the sub-committee to complete its work by November 1, but that is probably unrealistic and the work will most likely be completed in early Spring 2007. 4Q: The CAC approved the proposed Student Learning Outcomes for the $122,857/$102,134 General Education Core. It also approved the process by which individual course objectives will be assessed throughout Fall 2006. Output Group 10.2: Increase Success Rate Status Narrative (Link accomplishments with the impacts that relate Financial Status Interim Performance Measures Among Students Pursuing Advanced Degrees to achievement) Used/Budgeted Output 10.2.1 1Q: Successfully started new Upward Bound classes for the new academic year $26,341/$162,681 Measurement 10.2.1 Increase number of students seeking advanced under a newly-arrived Director. Impact degrees ($162,681) Upward Bound “success” is Tutoring and counseling services offered by the Student and Community measured on an academic year Expected Results FY06 Services Division. Tutors are located in two different locations on Majuro, thus basis, and impacts will realized at Offer Upward Bound Program for high school increasing the availability to students. the time of graduation in May. students to prepare for college work 2Q: Continue on tutoring and counseling services offered by the Student and $57,524/$162,681 “Success” is measured by Provide tutoring assistance to improve Community Services Division. improved high school academic performance 3Q: The college continued working towards the full implementation of the $95,021/$162,681 performance and an increase of Increase the number of students who are Student Transition Program by Fall Semester 2006, with separate training students applying for college prepared for degree level work at CMI. programs scheduled in July for tutors, peer mentors, counselors, and the admission. newly-elected officers of the Student Body Association. In June, participants in Tracking students after graduation the Student Leadership Program staffed and administered an entirely student- allows Upward Bound to assess designed, student-led tutoring program on campus for a total of fifty-nine 4th the successes and challenges that and 5th graders. its programs face. Leadership program provide In April 2006 recruitment and testing was carried out with all of the 8th grade opportunities for students to students at the 14 elementary schools on Majuro. This is the first time that demonstrate their skills and share Upward Bound has tested all 8th graders on island. There are a total of 375 8th them with the community – i.e. graders on Majuro, but not all of the students were present on the day their CMI students are giving back to school held the testing. Only 56 students passed the Upward Bound entrance the community in a positive way. test. The students who passed were given applications and a deadline by Recruitment of high school which to complete and submit all the necessary information. There are only 18 student leaders improves the open slots in Upward Bound, so the 36 students not admitted were added to overall quality of the Upward the program’s waiting list. Upward Bound has a maximum capacity of serving Bound program. 70 students. Renewal of the Upward Bound TRIO grant will lead to several Current Upward Bound students took part in many activities during the third more years of the program. Non- quarter, including the following: renewal of the program will lead to a quick termination of a Romeo & Juliet play at MIHS successful education program operating in the RMI. Out Town play at Laura HS The Student Leadership program allows other CMI students to Student Officers for their respective classes or for the entire student realize their leadership potential body at their respective HS and demonstrates how to better use talents and skills. A Volunteering at different governmental and non-governmental successful Student Leadership agencies all over Majuro program during the 2006-07 academic year will show that the Upward Bound has 21 students graduate, who all graduated with honors from program is sustainable and is their respective high schools. Of the graduates, 4 have been accepted to worthy of continued, dedicated attend universities in Hawaii or the United States mainland; while the rest of resources. the students intend to continue their education at CMI. 11 Upward Bound alumni and 1 Upward Bound staff member graduated from CMI in May. Upward Bound tracks its graduates and offers them academic counseling and help needed to complete their goals at the post-secondary level. Upward Bound also administered its first exit interview with students, in order to find out what their next steps will be. The goal is to make sure that the students get into and graduate from college with a four-year degree. 8 Upward Bound students were selected to attend other Upward Bound programs in Kosrae, Arizona, California, and Palau. 4Q: The Student Leadership program is successfully running, with 19 students $142,592/162,681 participating in the program. They students assist with teaching the new College Experience 105 course, tutoring and mentoring their peers, and helping run student activities. The summer session of Upward Bound, which ended in July, had an enrollment of 68 students. At the conclusion of the six week summer session, the students and staff traveled to the outer island of Aur to live with host families and learn about traditional Marshallese living and skills. The month of August was spent completing academic year end financial and reporting obligations, properly storing academic files, and helping students complete college applications and admission requirements. Upward Bound has tracked recent graduates, and records show that 48 recent graduates are attending college in six different countries. An additional six students are serving in the United States military, and another five students are currently working in the RMI. The month of September was dedicated to preparing the Fall semester of Upward Bound’s program. Entrance tests were administered, and interviews and screening of applications for students was completed. The Upward Bound TRIO grant is up for renewal, and the office is working with the United States Department of Education to finalize the next grant submission. This is a long process, and this is the first time that the 50+ grant renewal application will be submitted entirely online. Output 10.2.2 1Q: Exploration of the institution of additional articulation agreements. The $26,341/162,681 Measurement 10.2.2 Increase success of students attending institutions of college has numerous articulation agreements in place, but only a small Impact higher learning after CMI ($162,681) number of students take advantage of these agreements. Upward Bound “success” is measured on an academic year Expected Results FY06 Tutoring and counseling services are offered by the Student and Community basis, and impacts will realized at Update articulation agreements with other Services Division, and the college has an Upward Bound program. (See Output the time of graduation in May. colleges 10.2.1). “Success” is measured by Upward Bound Program conducting student 2Q: A Regents Professor was hired by CMI to help the college follow national $57,524/$162,681 improved high school follow ups standards and guidelines for its tutoring, counseling, and student support performance and an increase of Analysis of Scholarship Board Data concerning services. A Student Development Program is in the beginning stages of students applying for college CMI transfer credits - Ongoing implementation. This program will develop the non-academic side of students admission. while also providing academic support. Feedback from graduates informs CMI administration on areas of 3Q: In May 2006, CMI administered its first graduating student exit survey. $95,021/$162,681 concern. Administrators can place This survey, which was completed by 43 graduating students, solicited more emphasis and allocate feedback on student and academic services, accessibility of administrators, and appropriate budget resources to overall college experience. The survey contained questions about CMI these areas. graduates’ plans after graduation. 74% of the survey respondents indicated Establishment of new articulation that they will attend another higher education institution after CMI. Even agreements allows CMI graduates though 74% intent on attending another institution, about half of these to more easily transfer to other students (47%) do not know where they will be attending. Of the students colleges and universities – who know where they will attend, the most popular choices were Guam and particularly without having to Hawaii. worry about which earned credits will be recognized and which will The fact that so many CMI students intend to attend another institution is a not. positive sign for CMI. The fact that almost half of the students do not know Students taking personal where they will be attending is an opportunity for CMI to increase its student assessments allow RMI youth to services in future career and academic planning. better understand themselves and better develop goals to grow and 4Q: The Vice President for Academic and Student Affairs visited Eastern $142,592/$162,681 learn. Oregon University in late July and discussed articulation and other issues with All new students required to enroll college administrators. In the end, while there may be other projects CMI can in College Experience 105 allows work on with Eastern Oregon, it is unlikely that CMI be sending many students all students to become better there, largely because of the poor success rate of Marshallese students who prepared for college-level studies attend that institution. It is doubtful that CMI will pursue the articulation and live. In the long run, a agreement with Eastern Oregon. retention study of this class’s graduates will allow the college to There are on-going e-mail talks regarding articulation agreements with determine if the goals of the Dickinson State University and Jamestown College. Conversations are about to course are being achieved. start with Ball State University. No agreements have been entered, and no agreements have been discontinued. CMI has long-standing agreements with Chaminade, BYUH, and Hawaii Pacific; however, it is not known if those institutions still honor the agreements or consider them current. CMI purchased 350 copies of a student assessment instrument to measure: Self Assessment: Developing skills and values for personal and career goals Needs Assessment: Identifying priorities for advising, counseling and program strategies Outcomes Assessment: Focusing research on co-curricular learning and institutional or retention effectiveness A small pilot study of these instruments was administered in September, 2006, and a larger scale administration of the instruments has been scheduled for the coming months. A new course, College Experience 105, was introduced during the Fall 2006 Semester. This course, which all new students are required to take, better helps students prepare for college-level life and studies. Output Group 10.3: Maintain Marshallese Status Narrative (Link accomplishments with the impacts that relate Financial Status Interim Performance Measures Studies Program to achievement) Used/Budgeted Output 10.3.1 1Q: Continued regular Marshallese culture, government and language $23,906/$205,528 Measurement 10.3.1 Continue to offer Marshallese culture, government, (orthography and grammar) oriented courses for the Fall 2005 semester and Impact orthography and related courses ($205,528) planned course offerings for the Spring 2006 semester (including introductory Increase Marshallese cultural Marshallese language course for non-speakers). understanding and preservation. Expected Results FY06 Introduce Marshallese language Education Department to recruit qualified There were six Marshallese courses offered, which was an increase of one and culture to non-Marshallese teachers for Marshallese Culture, Government, course compared to past semesters. students and Orthography classes 2Q: New course offered, Marshallese 101, a credit introductory Marshallese $62,682/$205,528 Ensuring that the College of the Liberal Arts Dept. to maintain Pacific geography language course for non-speakers. Marshall Islands addresses its and Literature classes place as the only college The college hosted the national Nuclear Victims Remembrance Day on March dedicated to Marshallese and their 1, 2006. This event was planned by the director for the Nuclear Institute and culture. by student members of the Nuclear Club. Faculty involvement in RMI 3Q: During Summer Semester 2006, four (4) Marshallese courses are being $109,862/$205,528 community events illustrated offered. This is the same number as Summer Semester 2005. CMI’s commitment to being a true “community” college. The Facilities Master Plan incorporates a Marshallese space, where scholarship Improved faculty dialogue, and cultural events will be offered and researched. In preparation for this understanding, and orientation space, the developers of the Facilities Master Plan have collected information create a more unified faculty, about traditional Marshallese and Micronesian architecture, and ideas from this which in turn helps improve the information will be added to the Marshallese space’s design. overall quality of the college. Non-Marshallese understanding 4Q: During Fall Semester 2006, six (6) Marshallese courses are being offered $155,679/$205,528 the Marshallese culture not only for credit. In addition, a non-credit, 10-week course is being offered in allows college employees to be Marshallese culture, history, and society for non-Marshallese employees of the more respectful of the customs of College. the RMI, but also allows employees to better understand The Fall 2006 Faculty Orientation also included a session on Marshallese the customers they serve – Culture and its implications towards teaching in the RMI. namely the students. During the Faculty Orientation, the faculty prioritized and outlined action steps to achieve three visions for CMI. One of these visions was the creation of a Marshallese Institute. In addition, Pacific Literature and Pacific Geography are also being offered in Fall 2006. The college’s Nuclear Institute also saw many visitors during the 4th quarter: Nine students from the SS260: Nuclear Tests in the Pacific visited the office to talk about assignments More than twenty members of the Nuclear Club and their friends visited the office to chat and ask questions related to CMI classes; study; talk about the Nuclear Club; and browse through the books and magazines in the office A student who was taking a BYU extension course came to the office looking for sources of information pertaining to the RMI nuclear issues A married couple visited the office to talk about grant proposals regarding preserving Marshallese history and culture A writer and director for Ecriture-Realisation came to the office with her camera crew to conduct an interview for Focus: Project 4.1 A student activity survey was administered to Fall 2006 students to gauge their interest in traditional Marshallese arts, crafts, and customs. As a result of the survey information and in honor of Manit Day (Culture Day), the college offered informal classes in Marshallese skills, such as weaving and coconut husking. One of the CMI counselors has also taken groups of students spear fishing on Friday evenings. This has not only allowed students to practice traditional fishing skills, but only has served as a productive form of weekend entertainment. CMI has also continued offering 1-hour presentations entitled Friday Forum Community Awareness Series, where members of the RMI community discuss timely, relevant issues to attendees. Both members of the CMI community and the general public are welcome to attend these events, and advertisements for the events are placed in the local newspaper, the Marshall Islands Journal. Output Group 10.4: Develop Vocational Status Narrative (Link accomplishments with the impacts that relate Financial Status Interim Performance Measures Programs to meet RMI Needs to achievement) Used/Budgeted Output 10.4.1 1Q: GED/Adult education has been moved to Marshall Islands High School $43,534/$213,162 Measurement 10.4.1 Develop adult and vocational programs to meet RMI (MIHS) which offers a better location and facility; a full “class” of students Impact needs based on RMI Labor Market Report enrolled in the program for the 2005-06 academic year. The impact of the GED/RMI High ($213,162) 2Q: For Spring Semester 2006, there is a waiting list for admittance of $88,175/$213,162 School Equivalent Program is approximately 600 students for GED program. There are approximately 165 measured on an academic year Expected Results FY06 enrolled students. basis, and impacts will realized at Provide GED/RMI High School Equivalent 3Q: At the end of April, the number of GED students was at 140. On May 23, $146,581/$213,162 the time of graduation in May. Program to students not completing high school Continued recruitment of students GED completed its academic year with a graduation ceremony, where 34 Expand program to additional students through students successfully completing their studies. into the GED/RMI High School National Vocational Technical Institute Equivalent to ensure that the coursework maximum number of allocated On June 13, 2006 GED summer classes began and will run until July 8, 2006. student seats is utilized. Total enrollment for the summer is 60, as only the remedial Math and English Open dialogue between CMI and classes are being offered. RMI government Continued interest in the GED In an effort to better publicize the program, the GED Director visited Jaluit Islands from April 28 to May 05, 2006. During this recruitment trip to Jaluit, program demonstrated to the Ministry of Education and RMI study materials were given to 32 GED candidates and volunteer tutors were identified. It is hoped that by December 2006, these 32 students will be tested government the importance of funding this program that and their suitability for admission into the GED program will be determined. educates students who otherwise have no other place in the RMI to On May 9-10, 2006 the GED test was administered to 32 Level V (the highest level) students. 23 of the 32 students passed the test. further their education. GED reaches a segment of the It is anticipated that 112 returning GED students will enroll for the semester. population that the K-12 school system does not cater to. The If they do, then only 38 slots are open for new students. There is still a program gives hope to these waiting list of over 600 students for the GED program. students. CMI’s Research and Planning are has fostered a relationship with the RMI’s Economic Policy, Planning, and Statistics Office to share CMI data with the RMI government. This data sharing shows CMI’s commitment to work with the RMI government to disseminate college information so that RMI government officials may make more informed decisions. 4Q: There are a total of 170 students registered for GED for Fall Semester $220,520/$213,162 2006. Funding for GED for the 2006-07 academic year has been an issue. GED would like to start offering Evening Sessions for adult students during the semester, but this is dependent on finding funding. GED also might re-visit its addendum sites, Ebeye and Jaluit, if funding permits. There is also a growing need for more GED classrooms, as enrollment is growing. Output Group 10.5: Increase Continuing Status Narrative (Link accomplishments with the impacts that relate Financial Status Interim Performance Measures Education Offerings to achievement) Used/Budgeted Output 10.5.1 1Q: The college began planning for continuing education course offerings. $4,837/$23,685 Measurement 10.5.1 Expand Adult and Continuing Education Offerings to Impact meet Community Needs ($23,685) (Cross reference Demonstration that CMI, within its SEG 5.4.3) 2Q: Two (2) non-credit courses for legal assistant training were offered to train $9,797/$23,685 capacity to do so, is beginning to Marshallese to become paralegals. These two (2) courses were offered in serve the needs of the community Expected Results FY06 cooperation with the Department of Justice. Increase in the number of adults Reach out to the community and its associated 3Q: The college has had discussions about creating a Continuing Education $16,287/$23,685 involved in continuing education groups to determine course needs department, which will survey community needs and create lost cost, non- Locating alternate means of Develop list of continuing education courses to credit classes that meet the community’s interest. As the FY07 budget is being funding the education expenses of teach finalized, this idea is still being considered. the college’s students not only Assess effectiveness of courses offered allows the students to continue 4Q: The 4th quarter was a break from the regular academic year. This allowed $24,502/23,655 their education, but also allows several faculty members to become more involved in community projects and the college obtain the tuition initiatives: revenue it needs to continue operations. Three Education Department faculty members helped with the training of Faculty involvement in RMI instructors for the Ministry of Education's English Language Institute. community events illustrated CMI’s commitment to being a true Two Education Department faculty and one member of the CMI Library Staff “community” college. gave 1-2 hour orientation sessions to the new group of World Teach Volunteers. Four faculty members continued the Saturday Morning Story Hour, where members of the community bring their children to come and listen to stories outside of the Alele Museum, the RMI’s National Museum and Library. Some other faculty took the summer time to work on grant funded projects with other RMI Ministries and Offices: A science instructor attended a water quality workshop in Palau. A science instructor and three students participated in research projects under the Undergraduate Mentoring in Environmental Biology (UMEB) project out of the University of Hawaii-Manoa. Four faculty members serve on the Coastal Management Advisory Council (CMAC), an interagency NGO under MIMRA, the Marshall Islands Marine Resources Authority A faculty member help facilitate the All Micronesia Fishing Tournament A science faculty member is the chair of Environmental Committee for the Majuro Chamber of Commerce A science faculty member is the national focal person for the GEF small grants program. Another science faculty member is the Executive Director for the Marshall Islands Conservation Society CMI faculty members have worked at the college’s Arrak campus on a fin fish hatchery with ICDF out of Taiwan. This is a CMI and MIMRA partnership. Other faculty members work with Majuro CARE to hold a weekend science program for middle schools at the Arrak campus. Faculty involvement includes providing curriculum and resources for the program. Preparations are also underway by faculty who will work on the Rongelap monitoring project that will occur in November/December 2006. This project will monitor the effects the resettlement of people will have on the marine resources. Two faculty members also have worked with the High Court to develop law courses. This was done with funding from the United States Ministry of Justice. The college also began a community men’s basketball league and intramural basketball and volleyball leagues for the students. These efforts were meant to provide exercise and friendly competition for the community and students. Due to changes in Compact Funding, CMI has worked with the RMI National Scholarship Board to find funding for previously-funded Federal Work Study and FSEOG students. FY05 CMI Outcome 10 MOE Outcome 11: Improve fiscal, personnel, physical plant, student services, governance and planning operations (CMI) Output Group 11.1 – Improve fiscal operations Status Narrative (Link accomplishments with the impacts that relate to Financial Status Interim Performance Measures achievement) Used/Budgeted Output11.1.1 1Q: Closing of Fiscal Year 2005 Books and preparation of audit schedules for the $125,447/$917,477 Measurement11.1.1 Improve Fiscal Operations to include budget policies audit. Updating fixed assets and creating the Bookstore Inventory System. Impact and guidelines, Long Range Capital Plan, revise Fiscal Audit Field work for FY2005 has been completed. Improvement in budget and Procedures to remove audit findings and review asset management, oversight management policies ($917,477) A building conditions surveys are completed in the 1st quarter. and accountability – as shown by the unqualified audit 2Q: CMI not only completed the first FY05 audit in the RMI, but also this audit $271,669/$917,477 Adequate Board Finance Expected Results FY06 was an unqualified audit. Committee oversight of the Implement updated Accounting Manual finances of the College Update fixed assets inventory Budgets are now being Review risk management polices 3Q: The third quarter at CMI was used to create the FY07 budget for the $379,083/$917,477 monitored regularly by the Obtain BECA maintenance and building survey college. The campus was engaged in open and transparent budget discussions. Comptroller, Department Head, to draft proposal for development of A list of new initiatives was created, and a representative campus group the President and the Board of maintenance program and long range plan prioritized that list according to accreditation recommendations and feedback Regent’s Finance Committee. obtained from campus-wide planning efforts. Campus-wide buy-in in the budget process. The final facilities master plan discussed building maintenance issues and plans. Solicitation of new ideas and The report was received on May 31, 2006. initiatives that will be 4Q: The FY07 budget was completed during the 4th quarter, and the budget was $515,501/$917,477 appropriately allocated to future approved by the college’s Board of Regents on September 4, 2006. year budgets shows good planning on the part of the CMI The end of the FY06 was on September 30, 2006, and the Business Office was campus community. busy during August and September (a) updating fixed assets information, (b) Completing a new fiscal year completing FY06 purchasing orders, and (c) organizing information for the yearly budget allows the college audit. function, implement new initiatives, and carry out its The driving forces of the Fiscal Year 2006-07 budget process were the college’s mission on a yearly basis. mission statement and the results of the college’s visioning retreats. Meetings Commitment of funding to new with stakeholders from all college areas participated in the budget meetings, and initiatives allows the college to the group created a list of five (5) priority areas to be included in the budget: grow and adjust to new trends and methods of offering higher Testing/Assessment Instruments – including English testing; Diagnostic education to students. testing, and AdvisorTrac, TutorTrac, and ACT assessment – however the group request more details about the last three items to ensure that they meet identified needs for all students and do not simply address a select group of students. Employee Development – for Staff and Faculty, including Consultants to work with Faculty Planning – CCSEE benchmarking surveys for students and faculty Program Reviews (the primary focus was on academic program reviews, although non-academic reviews might be included) – consultants to help with the reviews, use of campus data and research tools (i.e. appropriate statistical software, maintaining the student records database, etc.) Software/Hardware – there are two branches to this priority. (1) instructional software upgrades to ensure that classes are delivered utilizing the latest methods and (2) campus-wide technology upgrades to ensure that software and hardware are kept current. This includes requests for statistical software and student records database information stated in “Planning” above. These five budget priorities further demonstrate an ongoing commitment to assess the effectiveness of the institution’s programs and dedicate resources to these efforts. Output Group 11.2 – Improve student services Status Narrative (Link accomplishments with the impacts that relate to Financial Status Interim Performance Measures achievement) Used/Budgeted Output 11.2.1 1Q: The new Dean, new Admission Director and the acting Database $89,262/$458,821 Measurement11.2.1 Improve Student Services Operations to include Administrator, worked together to put together the student database and Impact development of central computer database, complete the data entry requirements for the new students and returning Maintenance of a manageable enforcement of Admission policies, and development students. student records system. of additional student services ($458,821) 2Q: All present and past student records have been entered into the School $249,521/$458,821 Completion of data entry of all Minder database. student records allows for Expected Results FY06 meaningful data analysis to Begin to use School Minder Database system enhance decision-making and Develop list of database system tasks for 3Q: During the third quarter, the Institutional Research office began auditing the $306,252/$458,821 assess college programs and academic year electronic student database and identifying data entry errors. The list of errors policies (see Output10.1.2) Implement database system tasks was given to the Vice President for Academic and Student Affairs so that the Complete and accurate student Provide employee training on School Minder errors could be corrected during the fourth quarter, before the Fall Semester records that will allow CMI to Review admissions policies begins in August. better research itself and make Develop draft conditional admissions policy better decisions utilizing correct Change admission policies as indicated by Additionally, the Information Technology office began analyzing methods for information. review increasing the security of the student database and pricing an additional, Ability to meet the information dedicated server on which to host the existing student database. technology demands of the CMI campus community. The Database Administrator completed a prototype new student database, which Understanding student interests includes greater functionality and increased user-friendliness. This “home allows the college to offer grown” system will continue to be developed, with the hope that it will eventually programs and services tailored to replace the “off the shelf” system that the college implemented several years its students needs. ago. The college has been examining its information technology infrastructure in order to create an improved backbone system to support the needs of its users. Experts from the University of Hawaii have been worked with the CMI IT Department to analyze the college’s current information technology infrastructure and make recommendations for increasing the system’s capacity. Two new IT Technicians were hired to help with the increasing workload of maintaining the college’s workstations and computer systems. 4Q: Efforts are underway to upgrade the college’s student database, develop a $396,228/$458,821 compatible database for GED and Upward Bound, and implement a Human Resources database with links to the student database. The supplemental student database being developed was tested during the Fall 2006 semester registration process, and adjustments to improve the database are being made. There is an aggressive timetable for implementing all of the new databases, as there is a growing demand for the information. The Fall 2006 Semester Student Activity survey allowed the college to gauge the interests of its current students. This survey, which allowed students to give feedback on over 60 different activities, allows the college to better provide activities and services to its students. Regarding other student services held during the 4th quarter: The Student Development Program held a student retreat at the Arrak Campus. 20 students were involved in the retreat. A three day New Student Orientation was held on August 11, 12, and 14. 85 students attended orientation on the 11th; 125 attended on the 12th; and 75 participated on the 14th. During the 4th quarter, there was increased use of the college’s counseling services, with a total of 151 visits to the counseling center. Part of this increased counseling service use can be attributed to the beginning of the 2006-07 academic year. Output Group 11.3– Improve personnel Status Narrative (Link accomplishments with the impacts that relate Financial Status Interim Performance Measures operations to achievement) Used/Budgeted Output 11.3.1 1Q: Additional personnel hired to assist with the functioning and services $73,308/$391,462 Measurement 11.3.1 Improve Personnel operations to include revision of offered by Personnel Department. Impact faculty evaluation process, professional development Improve services offered to all of employees, revise hiring procedures and revise Personnel Director was been hired and will start during the 2nd reporting college personnel, as indicated Personnel Manual ($391,462) (Cross reference quarter. in the personnel manual SEG 5.5.2) Improved dissemination of A staff development plan was completed by a consultant, and this plan will be personnel manual Expected Results FY06 reviewed and revised by the newly hired Personnel Director Increase funding and programs Revise Faculty Evaluation: See Outcome 1.3.1 2Q: The personal manual was reviewed by the Personnel Director, and changes $165,238/$391,462 for professional development Include funds for professional development in were recommended to the Board of Regents. Additionally, the Personnel (cross referenced to SEG 5.5.2) FY06 Budget Director worked with the staff and faculty senates to gather their collective input Recruitment of employees from Departments to decide on use of professional into proposed policy changes. internationally recognized talent development funds pools Review CMI hiring procedures and CMI 3Q: In Spring Semester 2006, the College continued its recent efforts to focus $279,492/$391,462 Better recruitment and hiring employment application on strengthening its faculty through recruitment, professional development, and processes result in better Review Personnel Manual education. qualified and dedicated faculty Add External Grants section to Personnel members teaching at the Manual For the first time in many years, the College advertised faculty vacancies in The college. Executive Council to review Personnel Manual Chronicle of Higher Education. Qualified candidates were plentiful. Four Fully staffed college offices allow searches are now complete. All candidates were directed to the College website for more productivity, trial of to view an informational video about the College, Majuro, and life in the new techniques, and an Marshall Islands. Each semi-final candidate underwent a lengthy telephone increased source of employment interview with the search committee. All final candidates submitted evidence of for RMI citizens. successful and appropriate teaching experience in the form of CDs of classes, syllabi, lesson plans, and/or evaluations by peers, supervisors, and students. All final candidates had advanced degrees, teaching experience, and other specialized credentials and/or experience. The Personnel Office has been renamed the “Human Resources Office” as an indication of the greater support and empowerment role it is expected to play in implementing the “learning organization” concept at the College. 4Q: In September 2006, the Dean for Academic Affairs, Human Resources $313,918/$391,462 Director, Vice President for Academic and Student Affairs, and the Vice President for Research, Planning, and Grants debriefed on the Spring 2006 faculty hiring process. The result of this debriefing was an outline for conducting future hiring processes and ensuring that all hiring processes are conducted in an unbiased, uniform manner. The IT Department and Human Resources Office teamed up to prepare basis computer classes to college employees. Classes will be offered in Marshallese and English and will begin on October 1, 2006. Two additional college employees were hired during the 4th quarter: a Staff Development Specialist and an Assistant Director of Institutional Research. Additionally, an existing employee changed positions and became the Coordinator of Student Athletics and Recreation. A Grants Coordinator position was also advertised, with applications for the position due on October 20, 2006. Output Group 11.4 – Improve Physical Plant Status Narrative (Link accomplishments with the impacts that relate Financial Status Interim Performance Measures operations to achievement) Used/Budgeted Output 11.4.1 1Q: The new student services office was completed. The new GED office was $218,524/$2,074,842 Measurement 11.4.1 Improve physical plant operations to include established on the MIHS Campus. Impact development of maintenance priorities and A physical environment that development of long term physical plant master-plan Business Studies offices and an additional computer lab were created. meets the needs of students, ($2,074,842) faculty, staff and administration Construction is ongoing for the temporary Student Body Association (SBA) is the focus of all facility plans. Expected Results FY06 offices and computer room. Adequate, temporary space has Develop list of emergency maintenance been built for the SBA and priorities In December 2005, the RMI pledged $25 million to CMI, which will be paid in $5 bookstore so that they may Begin development of list of emergency million annual installments over five years. continue to function until their maintenance priorities permanent offices are completed Revision of Physical Plant Committee 2Q: The master facilities plan began with the demolition of the other SBA $990,040/$2,074,842 as part of the Facilities Master responsibilities and members offices, in order to make room for the new dormitory. Bids were accepted for Plan. Review of draft Physical Plant responsibilities by the Project Management Unit (PMU) for the new dormitory, as per RMI Campus excitement continues as Executive Council regulations. old buildings are torn down and Approval of revised Committee responsibilities plans for new buildings continue. by Board of Regents The Bookstore was (temporarily) relocated to accommodate SBA offices while Breaking ground on the Facilities Committee to draft Long Term Master Plan the new Student Center was completed. Master Plan allows for new teaching and learning areas to A Building Condition Survey of the Uliga campus and the Arrak Cooperative be created. Research Extension Science Station was conducted by Beca International. Field Hiring a PMU for the work is completed and a draft report, with specific recommendations for redevelopment of the Uliga prioritizing urgent projects has been submitted to CMI. campus also for proper, controlled use of dedicated A campus health audit was conducted by an MD living in Majuro. The findings funding and streamlined of this report point to areas of immediate concern, which will be addressed as management of all phases of part of the Facilities Master Plan. building construction. 3Q: Several campus improvements and special projects were completed during $1,312,950/$2,074,842 the third quarter. A summary of these projects is given below: Construction of the Foundation Day and Graduation Stage at the Uliga Campus Groundbreaking and commencement of the Student Dormitory Project Official opening of the new, temporary Student Center Completion of Wave Protection Placement on the Oceanside of the campus. Acquisition of three (3) residential properties behind CMI and demolition of two (2) of these properties in order to clear space for the college’s Facilities Master Plan Construction of a Maintenance Workshop on the CMI Arrak campus Improvement were made to the fresh and salt water catchments and storage containers on campus The Board of Regents approved funds for the college to acquire a standby generator for both the Uliga and Arrak campuses The college’s physical plant staff continued working on projects from its maintenance list. Projects completed during the third quarter included: ongoing electrical upgrades; repair of cracks in the Administration Building and Marine Science classrooms; repairing the lights and air conditioner at the Arrak campus cafeteria building; renovating the Research and Planning offices. Assist Youth-to-Youth in Health with their stage for their Summer Program Closing Ceremony In May, two staff members also took part in a Facilities Master Plan Training in Honolulu, Hawaii. The final Facilities Master Plan document was delivered to the college on May 31, 2006. 4Q: A Project Management Unit (PMU) for the redevelopment of CMI’s Uliga $1,655,455/$2,074,842 campus was a major focus of facilities work for the 4th quarter. A Request for Proposals (RFP) was distributed to the public on July 3, and a pre-proposal conference was held on campus on July 14. Six companies expressed interest in the RFP. Four companies attended the pre-proposal conference, and two companies submitted qualifying proposals. The PMU was awarded to Beca International on August 21, with PMU duties set to begin on October 1. Other facilities work completed during the quarter included: Obtained four houses along the oceanside of the campus; demolishing these houses, and preparing the space for college use. The space is now a sandy area where numerous college events have already been held. Adding bench seats along walkways on campus. This work was done in response to a request from students for more space to sit, relax, and converse with other students. The contract for constructing the college’s new dormitory (the 1st phase of the Facilities Master Plan) was put out to bid, and the contract was awarded to Pacific International Inc. Output Group 11.5 – Improve governance and Status Narrative (Link accomplishments with the impacts that relate Financial Status Interim Performance Measures planning to achievement) Used/Budgeted Output 11.5.1 1Q: Several policies including a contract renewal policy were introduced and are $153,797/$444,035 Measurement 11.5.1 Improve governance and planning to include still being reviewed for improved operations Impact Regents self evaluation, develop comprehensive Improvement in governance of board policies, and evaluation of President Completed draft Master Plan for the College. This draft was endorsed by the the College. ($444,035) Board of Regents, and the next phase will strategic planning will begin in the 2nd Self-assessment of CMI’s quarter. President and appropriate Expected Results FY06 oversight by the Board of Development of Regents Self Evaluation process The Board of Regents created two, new standing committees: the Finance Regents. Development of Comprehensive Board Policy Committee and the Planning Committee. New Committees with Manual appropriate Board of Regents Conduct Presidents performance Evaluation leadership to address current Develop Policy development Process 2Q: $362,818/$444,035 campus needs. Develop comprehensive set of Standing Campus-wide input into the Committees The Master Plan for the College was review to determine the plan’s current planning process allows CMI to Create Standing Committee Roles and relevance, given the new leadership at CMI. This review resulted in a new accurately reflect its employees’ Responsibilities format for matching the published goals and programs, objectives and projects, thoughts about the future and initiative and plans of the College with ACCJC’s new 2002 Accreditation direction of the college. Standards. This document will also act as a point-by-point guide to developing assessment methods and instruments. At its February 2006 retreat, the Board of Regents worked with facilitators from the Association of Governing Boards to develop a two-year Action Agenda. As a direct result of this retreat, the Board of Regents created a new standing committee: Academic and Student Life. The President of CMI has completed his self-assessment as part of his six-month review. Faculty, staff, and administration have been invited to take part in a “leadership assessment” of the President. Together these items will be forwarded to an ad hoc Board Evaluation Committee which will share its review with the full Board. 3Q: During the May 2006 AGB workshop with the BoR, the topics of $595,619/$444,035 Presidential Evaluation and the Board of Regents’ role in student and academic affairs were discussed. Research and Planning gathered student characteristic, human resource, and finance information in order to create dashboard indicators. These at-a-glance charts show 5-year trends in areas of importance to the college, and examples of these indicators were shared with Board of Regents during their May 2006 meeting. Similar charts comparing student enrollment characteristics for CMI and nine (9) other Pacific island institutions were shared with the Board at their June 2006 meeting. The President and Vice President for Research, Planning, and Grants, under the direction of the Board of Regents, have begun carrying out a series of visioning and planning retreats with campus stakeholders. These retreats allow for broad-based input into the college’s planning process and formulation of the college’s next strategic master plan. The first retreat was held with the President’s Cabinet on April 6. This retreat focused on SWOT Analysis and visioning. The second retreat was held with the Executive Council on May 2. This retreat focused on best practices in higher education, visioning, and action steps for the college. A Friday Forum discussing college planning efforts was held on May 5. This Friday Forum - which was part of the ongoing weekly, college-wide forums held on issues of assessment as well as on topics of general interest to the college community - addressed the topic of strategic planning, invited participants to use wooden blocks to build their ideas for CMI’s future, demonstrated how all college employees are able to participate in the college planning efforts, and outlined the timeline for completing CMI’s next strategic master plan. A retreat with the faculty was held on May 23. At this retreat faculty members developed a better understanding of student values and core competencies as a surrogate for organizational values. This retreat was well attended, with 37 faculty members in attendance. A retreat with all CMI staff members was held on May 29. This retreat, which was held off-campus, allowed all staff members to voice their thoughts and opinions about the future direction of CMI. Specifically, staff members were asked about the values that they would like to see in CMI students and their visions of CMI five years from now. During the next quarter, additional retreats will be held to gather feedback from other areas of campus, and the retreats will conclude this fall with the Board of Regents. 4Q: A small visioning retreat was held for the BoR on Aug.14. The purpose of $876,938/$444,035 this mini retreat was to not only disseminate information for other campus stakeholder retreats, but also to prepare the BoR members for the AGB-led visioning and mission retreat that will be held Oct. 19-20. At the Sept. 4 BoR meeting, a new shared governance structure for the college was approved. The Executive Council is the central feature of in the college’s shared governance structure. It provides advice to the President; is a clearinghouse for policy matters considered by College Standing Committees; is an essential communications channel across employee groups and to the administration; and contributes to the college-wide planning process. The Faculty Senate, Staff Senate, SBA, and College Standing Committees all have representation on the Executive Council, with the appropriate administrative staff representing the various college Standing Committees (except the CAC which is represented by the Faculty Senate representatives). It should be noted that the Faculty Senate, Staff Senate, SBA, and College Standing Committees do not report to the Executive Council. Rather, members of the Executive Council are charged with reporting activities of their respective committee(s) to the Council and report back to their respective groups (and subordinates, in the case of administrators) the actions of the Council. MOE Outcome 12: Increase Agricultural, Aquacultural, and Extension Projects (CMI) Output Group 12.1 – Increase agriculture and Status Narrative (Link accomplishments with the impacts that relate to Financial Status Interim Performance Measures aquaculture research projects achievement) Used/Budgeted Output 12.1.1 1Q: An Agriculture Extension Proposal entitled: Staple Food Crop Production in $98,706/$430,099 Measurement 12.1.1 Increase agriculture and aquaculture Atolls of Ailuk, Ebon, Namu and Mejit was approved by the Cooperative Impact Extension Director and ready for implementation. Identification of new and or research projects ($430,099) better crops for consideration as The Agriculture Staff and CRE Dean met with the Mayors of Ailuk, Ebon, Namu viable opportunities to be grown Expected Results FY06 and Mejit to discuss and to explain the project’s goals and objectives and in the RMI (coordinate with Review of Agricultural research projects timeline. R&D) Review of Aquaculture research projects Improve coordination with R&D, Determine areas of need for The Agriculture staff visited Mejit atoll where they spent two weeks working with MIMRA and other organizations agricultural/aquaculture research the local government and community in helping them to establish backyard home associated with agriculture and Develop proposals to meet needs gardens. Twenty-four backyard home gardens were established. The first aquaculture Revise internal grant reporting procedures harvest of corns was estimated around Christmas Day. Increase production by adopting a practice or new technology A certificate ceremony was held for the trainees of the Community Based Black More jobs are created Lip Pearl Oyster Farming project. 5 trainees from Rongelap, Bikini, Ebon, Likiep Improved eating habits and Maloelap including two Land Grant staff underwent a two months training on Anticipated decrease in illnesses hatchery and nursery growout of pearl oyster spat and juveniles. The five trainees were ready to return back to their respective atolls to oversee the project. Long lines, nets and other related materials were shipped to the respective atolls since it would be very costly to send them on AMI. The Aquaculture staff visited Rongelap, Likiep, and Ebon atolls to deliver about 20,000 live oyster spat to be placed in the long lines. It is the trainee’s responsibility to monitor the growth of the spats and to clean them on a weekly basis. 2Q: The Aquaculture staff visited Maloelap and Bikini atolls to deliver live oyster $203,689/$430,099 spats to be placed in the long lines. This completes the last phase of the Pearl Farming training project. The 6 trainees and their trainer communicate via CB radio on weekly basis to monitor the growth of the spats and the project in general. Nineteen female participants from Jenrok village attended and completed the Expanded Food Nutrition & Education Program workshop. The participants were provided basic information on food group, six nutrients, calories in foods, malnutrition, diabetes, hypertension, food storage & sanitation, food preparation, personal hygiene, labeling, price comparing, and food safety. They were shown how to cook six healthy and delicious meals that always included meat with vegetables, which they can prepare for their families to enjoy and to live healthy. Also, they got to play the nutrition bingo game which was very popular among the group. The CRE Dean and staff have been busy working on developing their 5 year Plan of Work (2007 – 2011). They have targeted 5 programs areas which are agriculture, aquaculture, nutrition, 4-H/Youth and water quality. Their POW will be incorporated with CRE PCC and COMFSM’s POWs to be submitted to USDA CSREES before the June 1, 2006 deadline. This was good exercise for the staff because they got to review their ongoing activities to see whether it’s worth continuing or not. Also, they were able to propose new activities that they would like to work on in the next five years. A Homeowners Water Catchment’s Workshop sponsored by CMI-CRE and South West States & Pacific Islands Regional Water Program was held at the CMI Arrak campus where more than 30 residents from the rural villages on Majuro attended. A water quality trainer from University of Hawaii – Hilo helped in facilitating the workshop. Participants were provided vital water quality information that will help them and their families to live healthy. A resident instruction grant was awarded to the Land Grant programs in the insular territories. The title of the grant is “Developing Resident Instruction in food and agricultural related sciences at Land Grant Institutions in the Pacific and Caribbean Islands.” The overall goal of the this project is to be able to offer academic programs in food and agricultural sciences through various workable distance education methods that would eventually lead our students to receive a certificate/degree in the future. This is a two year project, where the first year will be spend on upgrading the distance education facilities at the local colleges/universities. 3Q: The Agriculture staff began the phase II of the Staple Crop Production in $300,136/$430,099 the outer islands Project, where it involves evaluating the project sites in the 4 selected atolls. So far, Mejit and Ailuk were visited and reports have stated that the participants of the gardening project have already harvested their fruits/vegetables. Accompanying the agriculture staff was CRE’s Nutrition extension agent, where she provided cooking demonstrations on the various grown crops available on island and also information on food safety and nutrition. CRE staff was involved in this year’s Earth Day celebration. Displays on water quality, aquaculture/pearl farming, agriculture, and composting were available for the audiences to view. CRE’s 2007-2011 Plan of Work was submitted to COM Land Grant Program Office in Pohnpei to be compiled with PCC and COM-FSM’s POWs to be sent off to USDA-CSREES in Washington, DC prior to the June 15, 2006 deadline. The 6 programs that CMI-CRE will be addressing in the next five years are: (1) Small Islands Agricultural Systems, (2) Nutrition, (3) Aquaculture, (4) Water Quality, (5) Youth Development and (6) Soil. CMI-CRE’s water quality program and RMIEPA sponsored the 2nd Homeowners Water Catchment’s workshop for residents of the urban villages on Majuro. The workshop was held at the CMI conference room. 15 participants were provided vital water quality information that will help them and their families to live healthy. The College of Micronesia Board of Regents held their 2nd quarter meeting in Majuro. The main issues discussed during the meeting were: budget guidelines for fy07 budget and available funds for matching to support new and current CRE projects. A total of $22,727.50 was provided by RMIEPA and Waan Aelon in Majol (WAM) to be matched with CRE funds to support extension related projects on Youth development and Water Quality Monitoring and Surveillance in the outer islands. CRE Dean will be working closely representatives from RMIEPA & WAM to work on writing the project proposals before submitting them to COM LG Program office in Pohnpei for final approval. 4Q: The College of Micronesia Board of Regents held their 3rd quarter meeting in $413,390/$430,099 August to review and to approve the FY07 proposed budget, which included Cooperative Research Extension initiatives. The COM-CRE budget for FY07 was unanimously approved by the board. The CRE programs at CMI, COM-FSM and PCC, come October 1, 2006 will have an approved budget to work with. Two extension agents’ openings were advertised in the Marshall Islands Journal. The CRE Dean is soliciting from local stakeholders on what expertise is needed in order to hire a 3rd Researcher for CRE. So far, the areas where experts are lacking on are in animal feed/husbandry, bio-fuel, and agronomy. The CRE Agriculture Researcher is teaching AG 101: Intro to Agriculture, this semester at CMI. There are 23 students including two CRE agriculture staff attending this course. The Nutrition Extension Agent visited Ebon, Mejit and Jaluit atolls to conduct a workshop on food safety and sanitation, nutrition, and cooking demonstrations. Some of the ingredients used during the cooking demonstrations were taken from the gardens of the individuals who participated in the CRE-CES Food Security Project. The oyster spat project in the 5 selected outer atolls and Majuro is still ongoing. The trainees are still monitoring the oyster spats and communicating with CRE aquaculture personnel on a biweekly basis. The Water Quality Extension Agent visited Ebon and Namu to follow up and interview the community regarding the Solar distillation unit which was set up in the atolls last year. As a result of the trips, it turns out that the units were still in workable condition, but no one was able to set up one in their own backyards due to the fact that they cannot afford to purchase the necessary materials needed to build one. The community asked if CRE can assist in identifying funds for the project. The Extension Agent has begun communication with USDA Rural Development (Farmer’s Home) to see if micro loans can be provided to interested individuals to purchase the materials needed to set up similar units. Hopefully, more information will be provided in next quarter’s report. CRE staff had the opportunity to attend a local or off island sponsored workshop/training to upgrade their work skills. The CRE Dean attended work related meetings pertaining to program. CRE Researchers have written new research proposals addressing RMI oyster spats production and ways to improve RMI soil fertility. These proposals were submitted to USDA Cooperative State Research, Education, and Extension Service (CSREES) for final approval.
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