Spring 2016

Title III Mini Grant Awardees
Spring 2016

In July 2016, two mini grants were awarded. Awardees and projects are as follows:

Title: Traverse PC Desktop Software Installation

Applicant: Martin Paquette, Land Surveying Faculty

Amount Awarded: $2,000

Component Addressed: Component 2 – Student Retention and Persistence

Summary of Project: This project will address initial challenges in student success in the Land Surveying program that pertain to the visualization and computation of the spatial building blocks of maps and measurements. Traverse PC Desktop provides a spreadsheet and graphics format that allows the user to enter measurement data and see it in a table and on a map, side by side. Additionally, it allows for two dimensional drawings and provides sophisticated features that let the user work up to three dimensional geodetic measurements. Lab requirements will include software verification checks, including map prints. Lab reports with blunders are noted in the 2015-16 gradebook and will be noted again in the 2016-17 gradebook with the intent of elimination. A list will be created for all assignments that includes a verification of correct results and acknowledgement of feedback loop allowing discovery and correction of errors. Final verification will be in higher grades and reduction of failures and drops.


Title: Dual Credit to Boost Transition from Basic Skills for Adults to College Level Programs

Applicant: Michele Lesmeister, ABE Faculty

Amount Awarded: $2,310

Component Addressed: Component 1 – Student Engagement in the Entry Process

Summary of Project: This project will teach Basic Studies students how to write for college. Students will be taught using both the College and Career Readiness Standards and the Outcomes for Composition 100. Students will compile a portfolio, which will be submitted for review by a committee of faculty using a rubric scoring system. If the portfolio work is considered to be of equal quality and strength of a typical English Composition 100 student, students will be granted credit for completing the English 100 course. At present, only 1% of the College’s momentum points come from college-ready English credits, which is below the state average of 2%.

Evaluation measures include:

  • Tracking students in a new transition tracking program, and meeting and discussing students’ transitional plans weekly to ensure supports are in place for successful transition.
  • The Test of Silent Word Reading Fluency (TOSWRF) will be used to gauge student learning and competency level. TOSWRF is a research based reading assessment that tracks gains in reading comprehension.