First in the World:  FY 2014 Project Abstracts

# First in the World Program:  FY 2014 Project Abstracts

**Jacksonville State University**

**P116F140299**

**1. Applicant institution:** Jacksonville State University; Partners: University of West Alabama, American Association of State Colleges and Universities, and Civitas Learning 

**2. Project Title**: *Demonstrating the Collaborative Regional Education (CORE) Comprehensive Model for Higher Education: Improving Access and Success among Low-Income and Rural Students*

**3. Project Director**: Dr. Alicia Simmons, Jacksonville State University, (256) 782-8145 -Office, (256) 473-4931, asimmons@jsu.edu

**4. Evaluator**: Civitas Learning, 1145 W. 5th Street, Suite 200, Austin, Texas 78703, (512) 215-9628 

**5. Abstract**: 

Jacksonville State University proposes *Demonstrating the Collaborative Regional Education (CORE) Comprehensive Model for Higher Education: Improving Access and Success among Low-Income and Rural Students,*a study of three cohorts of largely under-represented, low income, low achieving and rural students in Alabama. Through this demonstration project, faculty in the treatment group will receive professional development to support revised curriculum, improved classroom environments, and expanded use of technology and new methodologies leading to increased student critical thinking and technology skills. Baseline data will be collected from the fall 2014 cohort of first-time freshmen at JSU. 

The fall 2015 cohort will serve as the treatment group and the fall 2015 cohort at a comparable regional university will serve as the control group. Randomized selection will occur to produce 300 students in both the control and treatment groups for the quasi-experimental design. In addition, fidelity of intervention and predictive analytics studies will also be conducted. Ultimately, the intervention is predicted to increase student retention and success, which will also be computed. Concurrently, high school students with the same characteristics who are participating in dual enrollment courses through CORE, will receive an intervention designed to increase awareness of the affordability of college. 

**6. Absolute Priority**: 1- Increasing Access and Completion for Underrepresented, Underprepared, or Low-Income Students 

**7. Citations and links for the Evidence of Promise studies:**

Oreopoulos, P., & Dunn, R. (2012). *Information and college access: Evidence from a randomized field experiment*(NBER Working Paper No. 18551). Retrieved from http://www.nber.org/papers/w18551

U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2013, July). *WWC review of the report: Information and college access: Evidence from a randomized field experiment*. Retrieved from http://whatworks.ed.govhttp://ies.ed.gov/ncee/WWC/SingleStudyReview.aspx?sid=20001

**8. MSI:**Jacksonville State University has received a letter of approval as an Eligible Institution under Title III and/or Title V of the Higher Education Act of 1965, as amended. 

**9. Total number of (**unduplicated**headcount) students involved in the project over the four year period:** 4900

**Arizona State University Abstract**

**P116F140280**

1. **Applicant**: Arizona State University (ASU)

2. **Title**: Innovations for Success@ASU to Increase Equity, Excellence, and Affordability

3. **Principal Investigator**: M. Jeanne Wilcox, Ph.D.

4. **Evaluators**: **Chaouki Abdallah**, Provost, University of New Mexico

**Gerardo M. Gonzalez, Ph.D.**, Professor of Educational Leadership and Policy Studies and Dean of Indiana University’s School of Education, Telephone: 812-866-8010; Fax: 317-274-6864

E-mail:  gonzalez@indiana.edu

5. **Abstract**: 

The goal of Innovations for Success@ASU is to increase access and success for students from economically disadvantaged backgrounds who are Hispanic, African American or Native American. Equity, excellence, and affordability comprise the conceptual framework for three distinct but complementary innovations. 

First is the development and iterative testing of six new project-based majors at ASU that are culturally responsive and self-paced by the students. The program is based on “move on when ready” and it is expected to significantly shorten time to bachelor’s degree attainment. Second, an Early Start program will be developed through a partnership the Phoenix Union High School District (PUHSD) that includes 16 Title I high schools. In Early Start seniors will work on a project during their senior year, continue during a summer transition program and finish in their first few weeks of enrollment at ASU and receive up to 12 credits toward ASU degree requirements. Third, also in collaboration with PUHSD a near-peer and parent-to-parent mentoring program will be established to provide co-curricular supports for incoming freshman. Expected outcomes are increased graduate rates, less time to graduation, and increased access and retention.

6. **Absolute Priority 1:**Increasing Access and Completion for Underrepresented, Underprepared, and Low Income Students.

7. **Competitive Preference Priority Citations**:

a. O'Mahony, T.K., Vye , N.J., Bransford , J.D., Sanders, E.A., Stevens, R., Stephens, R.D., Richey, M.C., Lin, K.Y., Soleiman, M.K. (2012). A Comparison of Lecture-Based and Challenge-Based Learning in a Workplace Setting: Course Designs, Patterns of Interactivity, and Learning Outcomes, Journal of the Learning Sciences, 21:1, 182-206, DOI: 10.1080/10508406.2011.611775

http://www.tandfonline.com/doi/abs/10.1080/10508406.2011.611775

b. Castleman, B. L. & Page, L. C. (2013). The not-so-lazy days of summer: Experimental interventions to increase college entry among low-income high school graduates. *New Directions for Youth Development*, 77–97. doi: 10.1002/yd.20079

http://www.wiche.edu/info/cacg/meetings/bismarck14/castlemanPageNewDirections.pdf

**8.****Not an eligible Minority-Serving Institution**

**9. Total number of students involved in the project over four years:** 2,600 (1,600 intervention and 1,000 comparison controls)

**University of Southern California Abstract**

**P116F140097**

**1. Applicant Institution:** University of Southern California; Partners: California Student Aid Commission, California Opportunity and Access Programs, Get Schooled Foundation, & Future Bound Inc.

**2. Project title:** Improving Access to College through Games, Technology and Social Media

**3. Project director:** William G. Tierney

**4. Evaluator:** Robert Riechardt

APA Consulting

1120 Lincoln Street, Suite 1101

Denver, CO 80203

720-227-0098

rer@apaconsulting.net

**5. Abstract:**

**Improving Access to College through Games, Technology and Social Media**addresses three national challenges pertaining to increasing the rates of underrepresented and low income students enrolling in college: the need engage and motivate students to learn about college in relevant and effective ways; the need to expand access to college and financial aid information and support; and the need to implement and sustain programs on a wide scale level. The purpose of the project is to implement and evaluate an innovative game-based intervention designed to boost college going outcomes in high schools throughout California.

The key project innovation is in meeting students where they spend time – in online and game spaces – by using of games, technology and social media tools to motivate, educate and support students in applying to college and for financial aid. The project team draws on expertise from leaders in academic, practitioner, policy, technology, and business spaces to dramatically change the way students from under-served communities engage with and access information about college and financial aid. Through random-control trials and case studies from selected sites, researchers will explore the effects of game-based learning on students’ college-going efficacy, college knowledge, FAFSA completion and college enrollment.

**6. Absolute priority:** I—Increasing Access and Completion for Underrepresented, Underprepared, or Low-Income Students

**7. Evidence of promise:** N/A

**8. Eligible minority-serving institution:** N/A

**9. Total number of students involved in the project:** 7,500 

**Georgia Institute of Technology Abstract**

**P116F140452**

**1.****Applicant Name:** Georgia Tech Research Corporation, Georgia Institute of Technology, AMAC Accessibility Solutions and Research Center

**2.****Project Title:** The Center for Accessible Materials Innovation

**3.****Project Director:** Christopher M. Lee, Ph.D.; christopher.lee@amac.gatech.edu

**4.****Project Evaluator:** Travis Tatum, Ph.D.;  travis@creativeresearchsolutions.com

**5. Abstract:**

Students with disabilities are a significant, underrepresented segment of the higher education population that cut across all demographic boundaries. They comprise 11 percent of all undergraduate students. Only 34.8 percent of students with disabilities at four-year institutions will complete college, versus 51.2 percent of the general student population. One cause of this discrepancy is the limited availability of accessible digital instructional materials that students with disabilities can utilize to succeed in college.  Therefore, The Georgia Institute of Technology proposes the creation of the Center for Accessible Materials Innovation to expand access to digital content for students with disabilities, thereby improving their retention and graduation rates. The Center will target students who are enrolled in Minority Student Institutions (MSIs) with a diagnosed print related disability.

We propose four major activities to accomplish these goals: (1) Develop and deploy an innovative marketplace application which discloses information about the accessibility features of instructional materials; (2) Produce and distribute accessible textbooks and assistive technology; (3) Research causes of under-utilization of accessible textbooks by MSIs; (4) Produce and deploy accessibility training utilizing a Massive Open Online Course.

**6. Absolute Priority I**—Increasing Access and Completion for Underrepresented, Underprepared, or Low-Income Students.

**7. We are not using the Evidence of Promise competitive preference priority.**

**8. MSI: Georgia Institute of Technology is not an eligible Minority-Serving Institution.**

**9.****Total number of students served:** The project has the potential to impact all postsecondary students with print-related disabilities within the grant period (estimated 25,000+ students). There will be 400 students in the research study.

K**ennesaw State University Abstract**

**P116F140432**

**1. Applicant Institution:**Kennesaw State University

**Partners:**Georgia Perimeter College,

Chattahoochee Technical College & Georgia Highlands College

**2. Project Title**: Strengthening Bridges for Student Success: Increasing Transfer & Completion Rates for Underrepresented, Underprepared, & Low-Income Community and Technical College

Students Seeking Four‐Year Degrees

**3. Project Director and Contact Info**:

**Jennifer A. Wade-Berg, Ph.D., CNP**, Kennesaw State University

1000 Chastain Road, Mailstop #4303, Kennesaw, Georgia 30144

Telephone: 678-797-2878; E-mail: jwadeber@kennesaw.edu Fax: 770-794-7559

**4. Evaluator: Carolee Larsen, Ph.D. – Evaluator,**University College Assessment Director

Kennesaw State University, 1000 Chastain Road, Mailstop #2402, Kennesaw, GA 30144-5591

Telephone: (678) 797-2365; E-mail:  clarsen1@kennesaw.edu

**5. Abstract:**

The overall goal of this initiative is to increase institutional transfer rates and shorten time to degree attainment for underrepresented (in terms of race and ethnicity) and low-income students who transfer to Kennesaw State University from two-year colleges. The strategy by which to accomplish these goals is to create a simple and effective lifecycle process that reduces the number of non-productive contacts that transfer students experience by developing an integrated service delivery model known as the Transfer Advocacy Gateway (TAG) that streamlines enrollment services, advising, and academic support. Key characteristics of this model call for the use of Enrollment Services Specialists, Transfer Graduation Coaches, Peer Mentors, Transfer Learning Community and Peer Transfer Advisors. 

The project will target 4,000 students over a four-year period of time. Anticipated results are an increase in the number of underrepresented and/or low-income students transferring from two-year by 25 percent. Within this goal lies a secondary goal of ensuring that those students actually complete their Associates degree prior to transfer; having a retention rate of 81-83; and increasing the graduation rate to over 60 percent.

**6.Absolute Priority IV:**Reducing Time to Completion, Especially for Underrepresented, Underprepared, or Low-Income Students****

**Secondary Absolute Priority II**: Increasing Community College Transfer Rates to Four-year Colleges for Underrepresented, Underprepared, Or Low-Income Students

**7.Competitive Preference Priority:**Using Evidence of Promise - Bettinger, E. P., & Baker, R. (2011).  The effects of student coaching in college: An evaluation of a randomized experiment in student Mentoring**(Working Paper No. 16881).  Retrieved from http://www.nber.org/papers/w16881. 

**8. Minority Serving Institution:**N/A

**9. Unduplicated headcount:**of students involved in this project over the four-year period:  4,000 (minimum number served)

**Central Georgia Technical College Abstract**

**P116F140301**

1. **Applicant institution and partners:**Central Georgia (GA) Technical College (applicant institution); partners include: Complete College America, Achieving the Dream, Jobs for the Future, Middle GA Regional Commission-WIA-10, Middle GA Consortium, and Goodwill

2. **Project title:**Collaborative Learning Academy Project

3. **Project director:**Sam Lester, Director, Professional Development and  College Initiatives; Achieving the Dream Core Team Leader, (478) 218-3247, slester@centralgatech.edu

4. **Evaluator:**Terri M. Manning, Ed.D., Associate VP Institutional Research/Founder, Center for Applied Research, Central Piedmont Community College, P.O. Box 35009, Charlotte, NC 28235, (704) 330-6592, terri.manning@cpcc.edu

5. **Abstract:**

The CLA project will address three goals: Improving persistence and graduation rates of the target population with emphasis on African-American students; Providing enhanced Support Services designed to support the overall success of the target population with emphasis on African-American students; and Implementing a cohesive, holistic Development, Evaluation, and Assessment program to provide evidence based strategies to inform student learning, student success, and student completion. 

The target population includes Learning Support (i.e., remedial) and Accelerated Opportunity students who will receive interventions to ensure access and completion. Expected outcomes of the cohort: Remedial students will be as successful as all other students. Proposed Activities: corequisite remediation; collaborative learning, telepresence instruction and tutoring; time/intensity initiatives; academic maps, structured schedules, and advising; student activities; expanding data driven research practices to create comprehensive assessments; a Web-based solution to focus on six factors-strongest predictors of student retention and persistence; advanced evaluation tools and reporting capabilities; and a Teacher Development Academy.

6. **Absolute priority:** Central Georgia Technical College will address **ABSOLUTE PRIORITY I – Increasing Access and Completion for Underrepresented, Underprepared, or Low-Income Students.**

7. **Evidence of Promise competitive preference priority:**The following studies, classified as Evidence of Promise per What Works Clearinghouse Evidence Standards, were used as the basis for proposed student coaching and the integration of interactive, online learning:

· **Citation #1:**U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2012, August). *WWC review of the report: The effects of student coaching in college: An evaluation of a randomized experiment in student mentoring.* Retrieved from http://whatworks.ed.gov; **Link:**http://ies.ed.gov/ncee/wwc/pdf/single_study_reviews/wwc_studentcoaching_080712.pdf

· **Citation #2:** U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2014, June). *WWC review of the report: Interactive learning online at public universities: Evidence from a six-campus randomized trial.*Retrieved from http://whatworks.ed.gov; **Link:**http://ies.ed.gov/ncee/wwc/pdf/single_study_reviews/wwc_bowen_060314.pdf

8. **Indicate whether you are an eligible Minority-Serving Institution:**Central Georgia Technical College is an eligible Minority-Serving Institution and has current eligibility approval as defined by the Department’s FY 2014 eligibility process for Title III and/or Title V of the Higher Education Act of 1965. ****

9. **Total number of (unduplicated headcount) students involved in the project over the four-year period:** 1,275

**Indiana State University Abstract**

**P116F140237**

1. **Applicant institution and partners**: Indiana State University, Terre Haute, Indiana

2. **Project Title**: Accelerating College Completion Through Academic Mindset

3. **Project director with contact information**: Joshua Powers, Associate Vice President for Student Success, Indiana State University, Telephone: 812-237-8378, E-mail: joshua.powers@indstate.edu

4. **Evaluator with contact information**: Daniela Schroeter, Director of Research, The Evaluation Center, Western Michigan University, 4405 Ellsworth Hall, Kalamazoo, MI 49008-5237. Telephone: 269-387-5895; E-mail:  Daniela.schroeter@wmich.edu

5. **Abstract**: 

An emerging body of research evidences the power of mindset interventions for closing achievement gaps for disadvantaged college students. The purpose of this project is to extend that knowledge through to its impact on college completion in a previously unexamined context, the regional state university. 

This project tests an intervention at two common barrier points for students, gateway math at three levels, remedial, non-STEM degree, and STEM degree, as well as introductory psychology with typically large sections. The project objectives are to develop and to validate: (1) a student mindset intervention; (2) a faculty training intervention on growth mindset; and (3) to scale the innovations for use by other regional state institutions. 

The focal outcomes include a set of short and longer term facilitators to completion as well as actual time to completion for study participants. Each intervention will examine treatment versus control outcomes for the total sample as well as for the subpopulations of historically underrepresented students (African American), underprepared students, and low income students (Pell recipients). Anticipated results are significant improvements in time to degree as well as intermediate milestone performance achievements that are cost-effective and easily adaptable for use by others.

6. **Absolute Priority**: Absolute Priority IV – Reducing time to completion, especially for

underrepresented, underprepared, or low-income students.

7. **Competitive Preference Priority:**The two studies cited below provide *Evidence of Promise*that academic performance and persistence of historically disadvantaged students can be substantially increased and achievement gaps reduced via mindset interventions.

Walton, G. M. & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. *Science, 331*, 1447-1451.

http://web.stanford.edu/~gwalton/home/Publications_files/Walton_Cohen_2011_Science_1.pdf

Yaeger, D. S. & Walton, G. M. (2011). Social-psychological interventions in education:

They’re not magic. *Review of Educational Research, 81*, 267-301.

https://labs.la.utexas.edu/adrg/files/2013/12/REVIEW-OF-EDUCATIONAL-RESEARCH-2011-

Yeager-267-301.pdf

8. **Minority Serving Institution:**Yes

**9. Total number of students involved over four year period:**10,700

**Purdue University Abstract**

**P116F140459**

**1. Applicant institution:**Purdue University and University Innovation Alliance

**2. Project title: S**uccess through **T**ransformative **E**ducation and **A**ctive **M**entoring (STEAM)

**3. Project director:**Dr. Chantal Levesque-Bristol, Center for Instructional Excellence, Purdue University, Hall for Discovery and Learning Research, West Lafayette, IN 47907, E-mail: cbristol@purdue.edu; Telephone: 765-496-6424

**4. Evaluator:**Dr. Omolola Adedokun, Discovery Learning Research Center, Purdue University, West Lafayette IN 47907, E-mail: oadedok@purdue.edu; Telephone: 765-494-0726

**5. Abstract:**

Goal: The overall goal of STEAM is to identify the pivotal mechanisms that make active learning strategies successful in engaging STEM undergraduates, particularly women and underrepresented students, to complete a STEM degree. 

Objectives: 1) Encourage more STEM faculty to redesign large-lecture courses by participating in the study, 2) assess students’ perceptions of their autonomy, competence and relatedness in active learning (intervention) courses vs. traditional lecture courses, 3) analyze perceptions to compare DFW rates of students in active-learning courses vs. students in traditional lecture courses, 4) determine specific factors, strategies and technologies that increase student success, 5) create and disseminate faculty professional development guide for other institutions to implement active-learning principles.

Target population: Freshman and sophomore female and underrepresented students in large, introductory core STEM courses at Purdue. Proposed activities: 60 sections of foundational STEM courses will serve as experimental and control groups to assess students’ perceptions of how much autonomy, competence and relatedness they have in active learning vs. traditional lecture courses, and the differences between the groups’ DFW rates. Anticipated results: The interventions will increase students’ sense of autonomy, competence, and relatedness, thus leading to better course grades and ultimately higher degree completion. 

**6. Absolute Priority III:**Increasing enrollment and completion of underrepresented, underprepared, or low-income students in STEM degree and certificate programs

**7. Evidence of Promise:**Sheldon, K. M., & Krieger, L. S. (2007). Understanding the negative effects of legal education on law students: A longitudinal test of self-determination theory.  Personality and Social Psychology Bulletin, 33, 883-897.

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CB0QFjAA&url=http%3A%2F%2Fwww.selfdeterminationtheory.org%2FSDT%2Fdocuments%2F2007_SheldonKrieger_PSPB.pdf&ei=y5OxU4zoB5K0yASh84KYCQ&usg=AFQjCNGxpLcacMbJ4DuocK4GFgBg5JNCkQ&bvm=bv.69837884,d.aWw

Black, A. E., & Deci, E. L. (2000). The effects of instructor's autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective.

Science & Education, 84, 740-756.

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CB0QFjAA&url=http%3A%2F%2Fwww.selfdeterminationtheory.org%2FSDT%2Fdocuments%2F2000_BlackDeci.pdf&ei=dJSxU_GwFcOcyASowoKIBg&usg=AFQjCNFmMYaUjt99UtxgACjuKHZAUY ZnQw&bvm=bv.69837884,d.aWw

**8. N/A**

**9. Total number of (unduplicated headcount) students**involved in the project over the four year period: 9,462

**Gateway Community and Technical College Abstract**

**P116F140444**

**1.****Applicant institution and partners:**Gateway Community and Technical College and Steelcase Education Solutions

**2.****Project title:**FLEX*space*: Transforming the formal and informal learning environments for underprepared students

**3.****Project director with contact information:**Dr. Amber Decker, (859) 442-1147, amber.decker@kctcs.edu

**4.****Evaluator with contact information:**Dr. Jane Jensen, (859) 489-7050, jane2jensen@gmail.com

**5.****Abstract:**

****The FLEX*space*project involves three key elements: 1) accelerate time to completion for underprepared students through a developmental education redesign; 2) design student-centered classrooms in which instructors trained in high-impact pedagogic techniques of active learning engage learners to achieve learning objectives, and 3) design an “information commons” space on each campus that includes a realignment of key support functions. 

The target population includes students who require at least one developmental education course that indicates they are underprepared for college. These students will be placed in the developmental education redesign and receive targeted interventions meant to improve access and completion, as well as time to degree. Results include: increased completion; decrease in time to completion; higher engagement of underprepared college students; creation of new organizational structure that is scalable and replicable; and identification of specific strategies statistically significant to student success.

**6.****List the absolute priority used for this application:**Absolute Priority I - Increasing

Access and Completion for Underrepresented, Underprepared, and Low Income Students.

**7.****Citations for Competitive Preference Priority:**

Bettinger, E. (2011). The effects of student coaching in college: An evaluation of a randomized experiment in student mentoring. Stanford, CA: Stanford University School of Education. Public link: https://ed.stanford.edu/sites/default/files/bettinger_baker_030711.pdf

Neill, S., & Etheridge, R. (2008). Flexible learning spaces: The integration of pedagogy, physical design, and instructional technology. *Marketing education review*, *18*(1), 47. Public link:

http://digitalcommons.calpoly.edu/mkt_fac/22/

**8.****Indicate whether you are an eligible Minority-Serving Institution:**Gateway is an eligible Minority-Serving institution by receiving the Department’s FY 2014 designation of eligibility to apply for Title III grant.

**9.****Indicate the total number of (unduplicated headcount) students involved in the project over the four year period:**2,975 

**Bay Path College Abstract**

**P116F140073**

**1.****Applicant**: Bay Path College **Partners**: Civitas Learning; CAEL; CAP; Development Institute 

**2.****Project Title**: Social Online Universal Learning (*SOUL): Revolutionizing Online Learning*

**3.****Project Director**: Dr. David Demers, Chief Operating Officer, School of Professional Studies, Bay Path College, 588 Longmeadow Street, Longmeadow, MA 01106 

Telephone: (413) 565-1315 and e-mail: ddemers@baypath.edu

**4.****Independent Evaluator**: Development Institute, Inc., Dr. Katherine German, Vice President, 150 Staniford Street #331, Boston, MA 02114 Telephone: (617) 367-9323 and E-mail: katherinegerman@developmentinstitute.us

**5.****Abstract:**

*Social Online Universal Learning*(*SOUL): Revolutionizing Online Learning*will accelerate and promote degree completion through a sweeping overhaul of online education for adult learners, particularly women, building on over a century of Bay Path College’s experience in advancing women’s education. *SOUL*is an adaptive platform providing a flexible, tailored online learning environment facilitating accelerated degree attainment through the incorporation of robust learning analytics for instruction and support with an expanded learner profile and acceleration framework, a customized learning environment, virtual learning communities, wraparound coaching, and social networking. Serving 1500 students over the grant period, *SOUL*will increase credit accumulation 12 percent, session-to-session persistence and semester-to-semester retention eight percent, and accelerated graduation five percent in comparison to traditional onsite and online delivery systems. 

Regression analyses of the relative impact of the components of SOUL on access, acceleration, persistence, and retention to completion within the experimental group will inform the continued development of the system, while a multivariate analysis targeting the same outcomes will define the relative impact of the SOUL platform on acceleration to completion in comparison with traditional online and onsite delivery systems. Dissemination will promote successful replication by institutions seeking more effective and affordable online instructional and support strategies. 

**6.****Absolute Priority:**IV - Reducing Time to Completion 

**7.****Evidence of Promise Competitive Preference Priority:**Two previous studies meet the standards of the What Works Clearinghouse without reservation and support components of SOUL. These are: a study by Bettinger and Baker, Stanford School of Education, entitled *The Effects of a Randomized Experiment in Student Mentoring*available through the Clearinghouse (http://www.nber.org/papers/w16881.pdf); and, a study by Angrist, Lang, and Oreopoulos, Stanford School of Education, entitled *Incentives and Services for College Achievement: Evidence from a Randomized Trial*available in the American Economic Journal: Applied Economics 2009, 1:1, 136-163 (http://economics.mit.edu/files/3322). 

**8. Bay Path College is an eligible Minority-Serving Institution**

**9.****Total Number of Students Involved:**1,500 students (unduplicated) over four years in the experimental group; 240 and 760 respectively in the onsite and online control groups. 

**Northeastern University Abstract**

**P116F140245**

**1. Applicant Institution:**Northeastern University / Boston, Massachusetts

**2. Project Title:**Lowell Institute Innovation Incubator (**Li3**): Innovative Designs to improve STEM Baccalaureate completion rates for underrepresented populations

**3. Project Director/Contact Information:**John G. LaBrie, EdD

Dean, College of Professional Studies and Vice President for Professional Education

Northeastern University / 360 Huntington Avenue, 40 BV/ Boston, MA 02115

617-373-2412 (o) / J.labrie@neu.edu (e-mail)

**4. Evaluator/Contact Information**Laura Reynolds, PhD

212 E. Michigan Avenue, Saline, MI 48176

734-239-2213 / lrkeefer@umich.educ

**5. Abstract:**

Applying leadership in innovative experiential learning, emerging technologies, and student engagement, Northeastern University (NU) proposes a novel approach to ameliorate motivational and retention challenges faced by underrepresented students in bachelor completion STEM programs.

Two core goals: 1) accelerate STEM access/attainment research at an innovation lab within NU’s Lowell Institute School (LIS), 2) engage students with intrinsically motivating classes supporting underrepresented students to STEM degree attainment and careers. Achieved by: 1) launching the Lowell Institute Innovation Incubator (Li3) bringing together researchers, faculty practitioners and industry leaders around novel research on engagement and retention in online STEM classes; 2) leveraging new learning practices taking into account the characteristics and challenges of minority cultures, 3) building a Li3 use-inspired repository of best practices to accelerate collaboration regionally and nationally.

NU anticipates an increase in STEM student enrollment, retention and graduation rates, career mobility and enhanced job security. NU and the Li3 will lead discussion and gather community around these challenges, sharing research with community college partners and hosting a national dialogue. Ultimately, NU intends to inspire students to STEM-related careers increasing the nation’s pipeline of highly skilled practitioners -- strengthening the middle class, contributing to the economic growth and prosperity of the nation.

**6. Absolute Priority Addressed:**Absolute Priority III—Increasing Enrollment and Completion of Underrepresented, Underprepared, or Low-Income Students in Science, Technology, Engineering, and Mathematics (STEM) Degree and Certificate Programs

**7. Competitive Preference Priority:**See Gamification Research Paper at

http://www.cps.neu.edu/images/bell-research.pdf.

**8.**Not MSI eligible

**9. Total Number of Unduplicated Students Involved (over four-year period):**300 underrepresented students

**Western Michigan University Abstract**

**P116F140353**

**1. Applicant Institution:** Western Michigan University 

Partners: Southwest Michigan First, The Kalamazoo Promise 

**2. Title:** Fulfilling the Promise: Institutional Transformation to Support Student Success****

**3. Project co-Directors:** Andrea L. Beach, PhD and Charles Henderson, PhD Co-Directors, WMU Center for Research on Instructional Change in Postsecondary Education, 3828 Sangren Hall, Kalamazoo, MI 49008-5268; Telephone: (269) 387-1725 

**4. Evaluator:** Stephen Magura, PhD 

Director, The Evaluation Center at Western Michigan University, 4405 Ellsworth Hall, Kalamazoo, MI 49008-5237; Telephone: (269) 387-5895 

**5. Abstract:**

This four-year project will create, document, track, and measure outcomes from an integrated institutional transformation project aimed at improving success of low-income and underrepresented students at Western Michigan University towards attainment of a college degree. The target group is Pell-eligible students, with special sampling of recipients of the Kalamazoo Promise scholarship. 

The project involves two interventions that are theory-driven, innovative, and replicable. Intervention 1 will use an experimental design to test the impact of two practice- and theory-based mentoring treatments against a control group. Both treatments connect first-year students in meaningful relationships with either:  a) community partners for early career exploration and network building; or b) faculty and staff in reciprocal mentoring focused on developing projects that improve student persistence at WMU. Intervention two involves developing three cohorts of Student Success Fellows in professional learning communities (PLCs) of faculty, staff and administrators (with students joining as key participants) that provide the time and support to identify innovative approaches to improving student persistence that can be tested, measured, and scaled across the university. This intervention is guided by Complexity Leadership theory and impacts will be measured using simple but powerful approaches not often applied to higher education settings. (197 words) 

**6. This project addresses Absolute Priority**1: Increasing Access and Completion for Underrepresented, Underprepared, or Low-Income Students 

**7. Evidence of Promise** is offered through two studies: 1) Career-oriented mentoring impact on low-income student persistence (Treatment 1) is supported by Salinitri, G (2005). The effects of formal mentoring on the retention rates for first-year, low-achieving students. *Canadian Journal of Education*, *24*(4), 853-873 <http://www.csse-scee.ca/CJE/Articles/FullText/CJE28-4/CJE28-4-salinitri.pdf>.This experimental design study meets the What Works standards without reservations. 2) Faculty mentoring’s impact on low-income student persistence (Treatment 2) is supported by Campbell, T. A., & Campbell, D. E. (1997). Faculty/student mentor program: Effects on academic performance and retention. *Research in Higher Education, 38,*727-742 <http://eric.ed.gov/?id=EJ558379>. This retrospective matched-control quasi-experimental design study meets the What Works standards with reservations. Linkages are noted on the logic model. 

**8. MSI status:** WMU is not designated an MSI. 

**9. Total number of (unduplicated headcount) students involved in the project over the four year period.** Intervention 1: 186 students directly served by mentoring interventions. Intervention 2: 720 estimated students impacted by PLC projects (12 projects x 3 cohorts x 20 students, average).

**University of Minnesota Abstract**

**P116F140033**

**1.****Applicant Institution:** University of Minnesota Partners: City University of New York, Portland State University, University of California Santa Cruz, University of Georgia, University of Illinois Chicago, University of Memphis 

**2.****Project Title:** Moving the Dial on Inequality Challenges: Broadening Student Access and Success and Transforming Institutions through Campus-Community Engagement 

**3.****Project Director:** Geoffrey Maruyama (geoff@umn.edu) Professor and Chair, Department of Educational Psychology, University of Minnesota, 246 Education Sciences Bldg., 56 East River Road, MPLS, MN 55455, Office Telephone: 612-625-5861, fax: 612-624-8241 

**4.****Project Evaluator:** Debra Ingram, (d-ingram@umn.edu) Research Associate, Center for Applied Research and Educational Improvement, University of Minnesota, 1954 Buford Avenue, Suite 425, Saint Paul, MN 55108, Telephone: (612) 625-0502 

**5. Abstract:**

This project believes that colleges and universities can help underrepresented and low income students bridge campus-community cultural divides by developing deeper partnerships with diverse communities that represent the backgrounds of the underrepresented students. This project targets underrepresented students at six research universities, developing and implementing enhanced community-based learning experiences within their academic programs to enhance student academic engagement, sense of belonging, and college persistence. 

Leaders from six universities that have developed exemplary community engagement activities will meet and develop a guide for universities to use in building sustainable community partnerships and embedding within them community-based learning initiatives that have been successful in improving educational outcomes of underrepresented students. Specific elements of community-based learning initiatives will be evaluated to determine those that enhance student educational attainments across a variety of community-based learning initiatives operating at each of the six participating campuses. After a planning year to develop the guide and structure, programs will enroll about 9,000 underrepresented students across the six institutions and three years, using the guide to structure programming. Programs should improve persistence by increasing engagement and sense of belonging. 

**6.**Absolute Priority I**—Increasing access and completion for underrepresented, underprepared, or low-income students. 

**7.****Competitive Preference Priority:** Watt, S. E., Badger, A. J. (2009). Effects of social belonging on homesickness: An application of the belongingness hypothesis. *Personality and Social Psychology Bulletin, 35(4),*516-530. doi:10.1177/0146167208329695 (http://psp.sagepub.com/content/early/2009/02/03/0146167208329695.full.pdf+html) 

Marcus, G. B., Howard, J. P. F., & King, D. C. (1993). Integrating community service and classroom instruction enhances learning: Results from an experiment. *Educational Evaluation and Policy Analysis, 15 (4),*410-419. (article attached) 

**8.****MSI:** N/A 

**9.****Total number of students involved in the project over the four year period** We anticipate across our three programming years to serve about 9,000 students in programs, plus comparison group students of comparable size.

**Delta State University Abstract**

**P116F140290**

**Institution:**Delta State University 

**Project Title:**Okra Scholars 

**Project Director**: Christy Riddle **Evaluator:**Dr. Jacqueline Craven 

DSU Box 3232, Union 308 DSU Box 3112, Ewing 36, Cleveland, MS 38733 Cleveland, 

662-836-4336; 662-846-4303 

criddle@deltastate.edu; jcraven@deltastate.edu

**Abstract:**

The goals of the Okra Scholars project are to: 1) Develop and demonstrate a holistic and integrated student support approach to increase persistence to degree completion; and 2) Demonstrate effectiveness of the intervention strategies that are scalable and replicable. The target population is underprepared students with an ACT score between 17 and 21 from the Mississippi Delta, the majority of which are also underrepresented and/or low –income. The proposed activities include an array of student engagement activities consisting of academic support, career development, and cultural competency. The outcome is that participants will persist and complete their course of study at a rate of 20 percent greater than the control group. 

**Absolute Priority 1:**Increasing Access and Completion for Underrepresented, Underprepared, or Low-Income Students 

**Competitive Preference Priority Evidence of Promise Citations:**

Brock, T. (2010, Spring). Young Adults and Higher Education: Barriers and Breakthroughs to Success. *The Future of Children, 20*(1), 109-132. 

Falcone, T. (2011, November). *Toward a New Model of Student Persistence in Higher*

*Education.*Paper presented at the annual meeting of the Association for the Study of Higher Education, Charlotte, NC. Retrieved June 30, 2014 

Kuh, G. Kinzie, J., Schuh, J., Whitt, E., et al (2005) Properties and Conditions Common to 

Educationally Effective Colleges. *Student Success in College: Creating Conditions that Matter*. San Francisco: Josey-Bass Publishing, pages 27-59. (reference for *DEEP)*

Tinto, V. (1993). *Leaving College: Rethinking the causes and cures of student attrition*(2nd ed.). 

Chicago: University of Chicago Press. 

**Minority-Serving Institution:**Yes. DSU is designated as 2014 Title III eligible institution and received an approval letter to apply for grant programs authorized under Title III. 

**Total Number of students involved over the four year period:**200

**University of North Carolina at Chapel Hill Abstract**

**P116F140018**

**1. Applicant Institution:** The University of North Carolina at Chapel Hill (UNC-CH)

**2. The Finish Line Project:** 4-Year Degree Attainment for First-Generation College Students

**3. Project Director:** Abigail Panter, The University of North Carolina at Chapel Hill,

Campus Box 3504, Chapel Hill, NC 27599, (919) 843–7773, panter@unc.edu

**4. Evaluator:** Amy Germuth, EvalWorks, LLC, 150 Solterra Way, Durham, NC 27705, (919) 401–5403, AmyGermuth@EvalWorks.com

**5. Abstract:**

The Finish Line Project will ensure more first generation college students (FGCS), including rural, transfer, and historically underserved students, will access, persist in, and complete postsecondary study through the implementation of multifaceted programs and supports. The Finish Line Project includes innovative and evidence-based strategies to help students earn four year undergraduate degrees in a timely and affordable manner. 

The project contains supports and structures for students of all majors as well as targeted interventions for science, technology, engineering, and mathematics (STEM) majors. The project has a three-part approach including: (1) curricular innovation, (2) outreach and support, and (3) pathways for timely and affordable degree completion. This intentional three-part approach ensures prompt results as well as far-reaching and long-lasting success. Activities exhibiting *Evidence of Promise*set the foundation for the project’s work. The project also includes a continuous evaluation plan that will provide early and frequent empirical feedback to enable the project to be dynamic, responsive, and agile. The First in the World grant will provide seed money for The Finish Line Project, which will be sustained by the University of North Carolina at Chapel Hill (UNC-CH) and fully integrated into institutional practices after the grant period ends.

**6. Absolute Priority:** I – Increasing Access and Completion for Underrepresented, Underprepared, or Low-Income Students

**7. Evidence of Promise:****Structured, Active Learning Environments**

Braxton, J. M., Milem, J. F., & Sullivan, A. S. (2000).The Influence of Active Learning on the College Student Departure Process: Toward a Revision of Tinto’s Theory. *Journal of Higher Education*, 71(5), 569–590. http://www.jstor.org/stable/2649260

Haak, D.C., HilleRisLambers, J., Pitre, E., & Freeman, S. (2011). Increased structure and active learning reduce the achievement gap in introductory biology. *Science,*332(6034), 1213-1216.

http://www.sciencemag.org/content/332/6034/1213.short

**8. Minority-Serving Institution:** No

**9. Indicate the total number of (unduplicated headcount) students involved in the**

**project over the four year period:** 12,000

**Southern New Hampshire University Abstract**

**P116F140051**

**1. Applicant:** College for America (CfA) at Southern New Hampshire University (SNHU)

**2. Title:** JUICE: An innovative, competency-based approach to helping underprepared students reach completion by providing help that is JUst-In-time, Contextualized and Empowering

**3. Project director:** Cathrael Kazin, Ph.D., Chief Academic Officer, College for America, 603-314-1420, c.kazin@snhu.edu, 1230 Elm Street, Manchester, NH 03106

**4. Evaluator:** Stephen R. Porter, Ph.D., Lead Evaluator, RTI International, 515-428-0008,

srporter/Contractor@rti.org 3040 East Cornwallis Road, Research Triangle Park, NC 27709-2194

**5. Abstract:**

College for America at Southern New Hampshire University seeks to address Absolute Priority IV by tackling one of the most intractable and damaging problems in higher education: the failure of developmental education. We propose to help underprepared, underrepresented and low-income working adults obtain a postsecondary credential and reduce the time to degree by wholly reimagining the remediation process. 

The proposed intervention is JUICE: JUst-In-Time, Contextualized and Empowering academic assistance. JUICE would build on and expand research in the areas of cognition, literacy, game theory and user experience as well as proven practice for helping underprepared adults become successful college students and graduates. 

In contrast to the conventional approach, which requires students to complete developmental education before starting college-level work, JUICE would embed modules providing relevant and engaging learning experiences *within*the context of the college-level curriculum, thereby providing students with help that is both timely and targeted. These modules, which would include mini-lessons, self-scored assessments, practice opportunities and games, would support the development of critical academic sub-competencies linked to international benchmarks. If funded, we intend to build a body of evidence supported by a Randomized Control Trial (RCT) that will inform urgently needed changes in developmental education.

**6. Absolute Priority IV** - Reducing Time to Degree.

**7. For the Competitive Preference Priority, please follow this link:**

http://www.rpgroup.org/sites/default/files/CAP_Report_Final_June2014.pdf

This study by the Research and Planning Group for California Community Colleges entitled “Curricular Redesign and Gatekeeper Completion: A Multi-College Evaluation of the California Acceleration Project” (April 2014) demonstrates that the odds of students completing the next level English course were 1.5 times greater for the accelerated group (page 27) and the odds of students completing the next level math course were 4.5 times greater for the accelerated group (page 29).

**8. SNHU is not an eligible Minority-Serving Institution**

**9. Total number of students impacted:** 600

S**tate University of New York at Oswego Abstract**

**P116F140327**

**1. Applicant institution and partners**

**Applicant:**State University of New York at Oswego

**Partners:**Mohawk Valley Community College, Onondaga Community College, On Point for College

**2. Project title:**Transfer Gateways and Completion

**3. Project director:**Karen Valentino

223 Hewitt Union

SUNY Oswego

Oswego, NY 13126

315-312-2885

karen.valentino@oswego.edu

**4. Evaluator:**Apter & O’Connor Associates, Inc.

P.O. Box 830

Syracuse, NY 13214

315-427-5747

cynthia@apteroconnor.com

**5. Abstract:**

A seamless transfer transition from a two-year college to a four-year institution is very challenging for the underserved students targeted by our project. They are low-income, first generation two-year college students, 90 percent minority, and often have additional risk factors (e.g., no active parent in their life, aging out of foster care, homeless, refugee, or have an incarcerated parent). 

The State University of New York at Oswego will lead this project, Transfer Gateways and Completion, partnering with community colleges (CC) in Syracuse (Onondaga CC) and Utica (Mohawk Valley CC), New York, and a best practice college access and success program (On Point for College, which serves both cities). The consortium proposes four major programs with strategic interventions, aligned for innovative seamless support for vulnerable students: Course Alignment, Advisement and Support (including Transfer Ambassadors—peer mentors/tutors, based on a current effective National Science Foundation-sponsored pilot at Oswego, and in-kind Last Dollar Grants), Transfer Bridge Camp, and University Agreements. Our absolute priority focus is to increase transfer rates for underrepresented students (informing/advising 1,175 about transferring, with 500 successfully transferring and a projected persistence rate of 80 percent for transfers), while increasing the two-year (short-term) and four-year (long-term) degree completion rate to 50 percent, far surpassing national averages for this population.

**6. Absolute priority:**Absolute Priority II—Increasing Community College Transfer Rates to Four-Year Colleges for Underrepresented, Underprepared, or Low-Income Students

**7. Evidence of Promise:**We are not using the Evidence of Promise competitive priority.

**8. Eligible minority-serving institution:**SUNY Oswego is not an eligible minority-serving institution.

**9. Total number of students involved in the project over the four year period:**We will involve at least 1,175 students over four years.

**LaGuardia Community College Abstract**

**P116F140213**

**1. Applicant institution:** LaGuardia Community College, CUNY 

**2. Project title:** Project COMPLETA: Comprehensive Support for Student Success 

**3. Principal Investigator:** Dr. Paul Arcario, Provost and Senior Vice President for Academic Affairs, 718-482-5400, arcariop@lagcc.cuny.edu

**4. Evaluator:** Dr. Ashley Finley, 202-884-0803, finley@accu.org

**5. Abstract:**

Through *Project COMPLETA,*LaGuardia Community College will increase retention and graduation for its entire student body, which is predominantly low-income, minority and first-generation college-goers. Advancing three interlocking innovations and taking them to scale, *COMPLETA*will strengthen curricular and co-curricular engagement from pre-enrollment through the first college year and beyond, creating a comprehensive support and assessment structure to speed student progress towards graduation. 

**Back on Track**, supporting thousands of high risk students as they move from LaGuardia’s non-credit programs to academic enrollment. 

**Rethink the First Year Seminar**, integrating new discipline-based curriculum with co-curricular innovation to launch 20,000 new students towards graduation. 

**Transform Advisement for all of LaGuardia’s students**by training and activating College-wide faculty/staff/peer mentor teams. 

The value of these high impact practices is well-documented, ensuring they will significantly advance success for LaGuardia students. Testing Braxton’s “integrative design” approach, *COMPLETA*will deploy these interventions in combination, using outcomes assessment, learning analytics and ePortfolio to connect an intentionally-sequenced, mutually-reinforcing network of innovation. Constructing a comprehensive support system to advance success for tens of thousands of high risk students, *COMPLETA*will offer the field a rare opportunity to study the impact of interlocking high impact practices, implemented together at scale. 

**6. Absolute Priority I** - Increasing Access and Completion for Underrepresented, Underprepared, and Low Income Students. 

**7. Evidence of Promise competitive preference citations:**

Cho, S. and Mechur Kara, M. “Student Success Courses in the Community College: Early Enrollment and Educational Outcomes.” *Community College Review*41:1 (2013), 86-103. http://crw.sagepub.com/content/41/1/86.full.pdf

Castleman, B.L., Page, L.C., & Schooley, K. “The Forgotten Summer: Does the Offer of College Counseling after High School Mitigate Summer Melt among College-Intending, Low-Income High School Graduates?” *Journal*

**College of New Rochelle Abstract**

**P116F140034**

**1. Applicant Institution**: The College of New Rochelle (CNR), New Rochelle, New York. 

**2. Project Name**: Mentoring, Undergraduate Research, and Augmented Libraries (*MURAL)*

**3. Project Director’s Name and Contact Information: Ana E. Fontoura**

Dean, Gill Library; The College of New Rochelle; 29 Castle Place; New Rochelle, New York 10805, 914-654-5345; afontoura@cnr.edu

**4. Evaluator with contact information: Rebecca E. Eddy,**President, Cobblestone Applied Research and Evaluation, Inc., La Verne, CA 91750; 909-657-0518; rebecca.eddy@cobblestoneeval.com

**5. Abstract:**

The College of New Rochelle’s *MURAL*Project will address the following: 

Goals: 1)  Improve School of New Resources (SNR) students’ graduation rate, year-to-year retention rates, and grades; 2) Improve SNR students’ information and digital literacy levels, communication skills, and essential outcomes resulting from immersion in undergraduate research; and 3) Improve the quality of academic support services by the transformation of the traditional library into an interactive Learning Commons. 

Target population: The College of New Rochelle’s School of New Resources’ low-income, underrepresented minority, adult students. 

Proposed Activities: *MURAL*is an applied research and development project testing these model interventions: 1) Librarians lead project activities; 2) Librarian-led, faculty, writing specialist, and case manager teams develop research-infused courses, research mentoring, and writing-intensive assignments; 3) Case managers provide counseling, information and referral, and academic advising; 4) SNR affords students the opportunity to earn extra credit by preparing peer-review-standard research papers that will be published in *Serviam*, the College’s undergraduate research journal and presented at CNR’s annual undergraduate research conference. CNR will host a Year 4 Dissemination Conference for 10-15 Association of Catholic Colleges and Universities’ member-institutions. 

Anticipated Results: After rigorous evaluation, interventions deemed effective will be installed in all SNR courses and services, and disseminated to AACU dissemination institutions. 

**6. The Absolute Priority Selected for this Application:**Absolute Priority I-Increasing Access and Completion for Underrepresented, Underprepared, and Low Income Students. After rigorous evaluation and testing, those interventions deemed effective will assist small, liberal arts colleges, which, like SNR, serve adult learners. 

**7. Evidence of Promise Competitive Preference Priority**: Bettinger, E. P., & Baker, R. B. (2014). The effects of student coaching: An evaluation of a randomized experiment in student advising. *Educational Evaluation and Policy Analysis*. 

**8. CNR is qualified as an eligible Minority-Serving Institution**by virtue of 50 percent Black/African American and Hispanic/Latino enrollment (IPEDS data center) and its February 6, 2014 Designation As An Eligible Institution Under Title III and Title V programs. 

**9. Indicate the total number of (unduplicated headcount) students**involved in the research project over the four year period: 4,228 SNR students plus dissemination institutions’ enrollments.

**Bryn Mawr College Abstract**

**P116F140302**

**1.****Applicant Institution:**Bryn Mawr College; **Partners:**Allegheny College, Denison University, Franklin & Marshall College, Grinnell College, Lafayette College, Mills College, Oberlin College, Vassar College, Wellesley College, St. Olaf College, Smith College, Whittier College 

**2.****Project Title:** “Developing Blended, Scalable, Just-in-Time Mathematics Remediation to Improve STEM Degree Completion by Underrepresented, Underprepared and Low-Income Students” 

**3.** Project Director: Elizabeth F. McCormack, Associate Provost and Professor of Physics, Bryn Mawr College, 101 North Merion Avenue, Bryn Mawr, PA 19041; 610-526-7502 (P); emccorma@brynmawr.edu

**4.****Project Evaluator:** Kelly Feighan, Associate Executive Director, Research for Better Schools, 123 South Broad Street, Suite 1860, Philadelphia, PA 19109; 215-568-6150, ext. 285(P); feighan@rbs.org

**5.****Abstract:**

Bryn Mawr and 12 partner institutions will develop a cost-effective, blended, just-in-time approach to remedial mathematics support for gateway STEM courses to ensure that students who are interested in STEM majors, but enter college with marginal mathematics preparation, complete STEM degrees within four years. We will use a blended learning approach to provide students with personalized, self-paced instruction delivered in the form of online modules (combined with face-to-face coaching support) to be completed concurrently with the gateway STEM course in which they are enrolled. Operationally, we have defined the target population as students who enter college with a SATM or ACTM score below the average for their institution. 

We estimate that 2,900 students, including 23 percent who are low-income and 24 percent who are members of underrepresented minority groups, will receive the intervention over the grant period. We anticipate that the project will raise significantly the percentage of students in the target population who receive a grade of B+ or higher in the gateway course and complete a STEM degree in four years. 

6. **Absolute Priority III**

**7.****Competitive Preference Priority:** Tung-Cheng, H., L. Ming-Che, and S. Chien-Yuan. 2013. "Designing and Implementing a Personalized Remedial Learning System for Enhancing the Programming Learning." Journal of Educational Technology and Society 16 (4) http://www.ifets.info/journals/16_4/3.pdf.  Relevant findings: well-designed, personalized, online instructional modules can improve learning outcomes in remedial mathematics. Jenkins, D., M. Zeidenberg, and G. Kienzl. 2009. “Building Bridges to Postsecondary Training for Low-Skill Adults: Outcomes of Washington State’s I-BEST Program.” Brief No. 42. New York: Community College Research Center, Teachers College, Columbia University http://academiccommons.columbia.edu/catalog/ac:146910. Relevant findings: providing just-in-time, remedial help while students are taking a college-level course in which those skills are needed can enable those students "catch up" with their cohort and succeed in college-level courses. 

**8.****MSI:** Not applicable. 

**9.****Total number of students involved in the project over the four year period** 4,300 students, including 2,900 in the intervention group and 1,400 in the control group

**South Dakota State University Abstract**

**P116F140166**

1. **Applicant institution:**South Dakota State University. **Partners:**Black Hills State University, Dakota State University, Northern State University, Oglala Lakota College, South Dakota School of Mines and Technology, University of South Dakota 

2. **Project title:**South Dakota Jump Start 

3. **Project Director Contact:**Marysz Rames, Vice President, Student Affairs, South Dakota State University, 605-688-4493, Marysz.Rames@sdstate.edu

4. **Evaluator Contact Information:**Nathaniel Hixson, ICF International, 304-342-0037 

5. **Abstract:**

American Indian and low-income youth are underrepresented at South Dakota colleges and universities as they face numerous obstacles to access and success. South Dakota Jump Start will serve 900 of these youth in a comprehensive program to promote college enrollment and persistence. The foundation of the program is an Earn and Learn Model through which students have summer campus experiences before the freshman year and for two summers thereafter to earn college credit and participate in part-time employment through on-campus jobs or undergraduate research to help pay for their education. 

Students will be identified in the senior year of high school and receive help with college admissions and prep. During the college academic year they will have access to retention advisors and living/learning communities to help them find a sense of place on campus. Led by South Dakota State University, the program will operate at all six institutions under the state public university system as well as at Oglala Lakota College, a tribal institution. A mixed methods evaluation will include implementation and impact studies. The quasi-experimental evaluation design will compare Jump Start participants to comparable non-participants on the primary outcome of freshman-to-sophomore college persistence and several exploratory outcomes. 

6. **Absolute Priority:**I: Increasing Access and Completion for Underrepresented, Underprepared, and Low Income Students 

**7. Competitive Preference:**These studies directly apply to the preference - 

Attewell, Heil and Reisel, *What Is Academic Momentum? And Does It Matter?*: On page 39 the authors discuss the link between summer credit taking after freshman year and probability of graduation after controlling for student characteristics and minimizing selection bias. Supporting statistical results are in Tables 3-5. Link available at http://epa.sagepub.com/content/34/1/27

Cabrera, Miner and Milem, *Can a Summer Bridge Program Impact First-Year Persistence and Performance?*: Table 3 on page 490 and narrative on page 489 found summer programs a strong predictor of student retention after controlling for student characteristics. Link: 

http://works.bepress.com/cgi/viewcontent.cgi?article=1039&context=nolan_l_cabrera

8. **Minority-serving Institution:**No 

9. **Total number of students (unduplicated) over the four-year period:**900

**Texas A&M University-Corpus Christi Abstract**

**P116F140206**

**1. Applicant Institution:**Texas A&M University-Corpus Christi

**2. Project Title:**STEM Online Supplemental Instruction Projects

**3. Abstract:**

Texas A&M University-Corpus Christi (TAMUCC) is an expanding regional university, committed to preparing undergraduates for the careers of today and tomorrow. TAMUCC is designated as a Hispanic Serving Institution (HSI). This grant will be titled STEM-Online Supplemental Instruction Project (STEM-OSIP) and is designed for 6300 low-income, underprepared, and/or underrepresented students over a four year period that are Science, Technology, Engineering, and Math (STEM) majors.

Eligible STEM-OSIP students will participate in an innovative online Supplemental Instruction (SI) process. This project will develop and implement new STEM online SI models on Blackboard as a viable way to increase student retention and graduation for STEM students.  This project will utilize a highly qualified external evaluator.

**4. Absolute Priority III**--Increasing Enrollment and Completion of Underrepresented, Underprepared, or Low-Income Students in Science, Technology, Engineering, and Mathematics (STEM) Degree and Certificate Programs.

**5. Competitive Preference Priority**--Using Evidence of Promise as the Application Evidence Standard.

Postsecondary Success and Competitive Preference Priority 2- Improving Productivity.  Meling, V., Kupczynski, L., Mundy, M., & Green, M. E. (2012). The Role of Supplemental Instruction in Success and Retention in Math Courses at a Hispanic-Serving Institution.  *Business Education Innovation Journal*, *4*(2), 20-31.

**6. Minority Serving Institution:**Yes

**Lee College Abstract**

**P116F140214**

**1. Applicant Institution:** Lee College, lead applicant

**2. Project Title:** Lee College Weekend College

**3. Project Director:** Victoria Marron (281-425-6501, vmarron@lee.edu)

**4. Evaluator:** Souraya Hajjar (915-422-5225, shaiiar@epcc.edu)

**5. Abstract:**

The goal of the Lee College Weekend College is to increase access and completion for underrepresented, underprepared and low-income students by offering four streamlined Associate of Arts and Associate of Applied Sciences degrees for full-time students on Fridays evenings and Saturdays. With block-scheduled, primarily hybrid, classes to create learning communities among the students, 100 students per year will be moved toward persistence and graduation by case management techniques. 

Remediation, which will be necessary for most students based on the college's current student profile will be offered as a three-week bridge if the students are close to college-level or in a self-paced lab setting if more extensive work is needed. Credit courses will be offered at the same time as the remediation in eight-week segments. The expectation is that at least 43 percent of the Weekend College students will complete their degrees within three years as opposed to the current completion rate of 22.6 percent over four years. Extensive professional development will be part of the faculty responsibilities for the program. Research will be conducted using quasi-experimental comparison cohorts taking classes on a traditional schedule for traditional periods of time.

**6. Absolute Priority** I: Increasing Access and Completion for Underrepresented, Underprepared, or Low-Income Students

**7.** N/A

**8. Minority-Serving Institution Status:** Lee College is a Minority-Serving Institution

**9. Total Number of Students Involved:** 300 unduplicated headcount students in the experimental group, 300 unduplicated students in the control cohort.

**Hampton University Abstract**

**P116F140087**

**1. Applicant Institution and Partners**: Hampton University (lead), Northwestern University,

Joint School of Nanoscience and Nanoengineering, Accenture, Achievable Dream

Academies and From One Hand to Another

**2. Project Title:**Hampton University First in the World Partnership (HU-FITWP)

**3. Project Director with Contact Information:**Dr. Ira Walker, Hampton University, 757-727-5375; ira.walker@hamptonu.edu

**4. Evaluator with Contact Information:**Suna Associates, LLC. Dr. Susan McKelvey, 804-240-9498; smckelvey@sunallc.com and Dr. Donna Jovanovich, djovanovich@sunallc.com

**5. Abstract:**

The project goal for the Hampton University First in the World Partnership is to increase the access to and the affordability of a university education in the science, technology,  engineering and mathematics disciplines (STEM) for underrepresented, underprepared, and/or  low-income students by implementing innovative strategies and practices that can be effective in  improving student enrollment and graduation rates. 

The target population includes students who have been accepted into HU for the fall 2014 semester (or subsequent years) and who have declared their majors as either Biology, Chemistry, Computer Science/Computer Information System, Engineering, Marine and Environmental Science, Mathematics or Physics. Target population will consist of 250 students aged 18 to 22 in the first cohort with an annual increase of 3.75 percent to meet the Project goal (250 Y1; 288 Y2; 332 Y3; 382 Y4) totaling 1,056 students served during the Project period. Project activities include: redesigning math courses; MATLAB and Excel training; Student-centric and Project-based learning; the creation of a Math Emporium, Summer Bridge Program and learning communities; near-peer mentoring and faculty Professional Development. Anticipated Project results include increase in college success/persistence for underrepresented, underprepared and/or low-income STEM students; increased earning potential for students, decreased societal costs and more STEM-qualified underrepresented graduates.

**6. The Absolute Priority used for the Application:**Absolute Priority III—Increasing enrollment and completion of underrepresented, underprepared, or low-income students in science, technology, engineering, and mathematics (STEM) degree and certificate programs.

**7. Evidence of Promise Competitive Preference Priority Citations and Links:**

Stassen, M.L.A. (2003). Student Outcomes: The Impact of Varying Living Learning Community Models. *Research in Higher Education, 44*(5), 581-613. Barak, M. & Dori, Y.J. (2004) Enhancing Undergraduate Students’ Chemistry Understanding Through Project-Based Learning in an IT Environment. *Science Education, 89*(1), 117-139.

**8. Indicate whether you are an eligible Minority-Serving Institution (MSI):**Hampton University is designated as a Historically Black College or University and meets the qualification for an MSI designation.

**9. The total number of (unduplicated headcount) students involved in the project over the four year period:**The Hampton University First in the World Partnership projects that 1,056 (unduplicated headcount) students will be involved in the Project over its four-year duration.****

(10/14/2014)

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