MARICOPA COMMUNITY COLLEGES DISTRICT FOUNDATION - ALL NATIONS HOUSE - TOHONO OODHAM 2017.PDF

Created: 05/07/2017 • Last updated: 05/08/2017
General information
Organization Maricopa County Community Colleges District Foundation
Contact First name Barbara
Contact Last name Roberts
Contact e-mail barbara.roberts@domail.maricopa.edu
Contact phone number 4807318417
Address
Street 2419 W 14th St.
City Tempe
State AZ
ZIP Code 85281
From what tribe is the Tohono O’odham Nation
organization requesting the
grant?
Total grant amount request 108,216
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Introduction
On behalf of Mesa Community College (MCC), the Maricopa Community Colleges
Foundation requests 12% distribution funding from the Tohono O’Odham Nation. The
Foundation is a 501(c)(3) non-profit organization designated by the Maricopa County
Community College District (MCCCD) to receive and manage gifts on behalf of its 10 colleges,
two skill centers and multiple satellite locations. The Foundation actively seeks contributions
from a variety of public and private sources including individuals, corporations and other
foundations.
MCC is a comprehensive two-year community college located in Mesa, East Valley of
Phoenix. MCC offers over 150 academic, career, certificate, and personal interest programs. Its
mission states, “MCC excels in teaching, learning, and empowering individuals to succeed in our
local and global community. We serve as a resource for college and career readiness, transfer
education, workforce development, and lifelong learning.” MCC is one of 10 individually
accredited colleges in MCCCD and has provided educational services for over 50 years.
a) Project Needs and Activities
Needs: Student success is the number one priority at MCC. A collaborative effort between
academic and student affairs has made more integrated services available for students. MCC has
developed online/hybrid classes to make a college education accessible with information
technologies. Yet, according to the MCC-National Community College Benchmark Project
(NCCBP) 2016 Report, MCC’s rates are significantly below the national average (see Table 1).
Table 1: Student Persistence, Completion, Graduation, and Transfer Rates
College-Level MCC NCCBP Median
Persistence from Fall 2015 to Fall 2016 43.50% 48.26%
Successful Course Completion (C or above) 73.49% 76.52%
Graduation/Transfer (in 3 years; full-time) 26.88% 37.53%
Source from MCC Office of Institutional Effectiveness; MCC-NCCBP 2016 Report
For a long time, MCC has delivered a community college education in a “cafeteria” or
“self-service” model. Under this model, students may take courses they want. While the model
supports each student’s discretion on selecting courses, it has been problematic for students who
are not adequately prepared with academic skills and knowledge.
Many colleges and universities have investigated a “guided pathway” model which
involves “mapping out highly structured, educationally coherent program pathways for students
to follow by starting with the end in mind - consulting with education providers at the next level
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and with employers to ensure that learning outcomes of their programs clearly align with the
requirements for success in further education and careers” (Community College Research Center,
2015, p.1). These students could benefit from more intrusive advising, more structured program
of study, and better assessment methods. MCC faculty, staff, and administration have discussed
the pathway model and engaged in an institutional reform to increase student success.
Activities: MCC proposes developing All Nations House, an academic and cultural enhancement
center, where students, faculty, staff, and community members engage in cultural exploration,
academic research, and community building activities. Aligned with this institutional initiative,
the proposed project will redesign student support services for low-income, first-generation,
underrepresented students. The services will include academic advisement, enrollment and
registration, individual educational planning, financial aid and scholarship assistance, and peer
support and networking. The project will increase the institutional capacity to assist the target
population in making a successful transition to college education. The project will also
encourage them to complete an associate’s degree program and also to transfer to a four-year
university for a bachelor’s degree.
The project’s goals include 1) making a community college education more accessible for
low-income, first-generation, and underrepresented students, 2) creating a safe and welcome
space for the students on campus, 3) engaging more students in academic, cultural, and social
activities, and 4) supporting more students to achieve their academic and professional goals, and
5) increasing student success with MCC’s guided pathway model.
The project’s activities are trifold: 1) facility modifications, 2) recruitment, and 3)
support services. The project will turn an existing facility into an energy-efficient building,
create a dedicated office space, a student lounge, a conference room, and storage to meet the
unmet needs and interests of students. Facility improvements will enhance the quality of campus
life for students (Bady, 2013). Higher education scholars and practitioners have examined
facility conditions impact upon student experiences. Much of a student’s success is tied to
socialization and having community space to get to know and interact with peers. Out-of-the-
classroom, social experience learning is as important as in-classroom learning activities for
student success. Well-designed campus facilities can make a positive impact on student
experience. Academic and social integrations are considered as key indicators of student
persistence (Tinto, 1975).
In support of the guided pathway model, the project will take a holistic approach that
integrates the academic with the social. Students’ retention, completion, and graduation/transfer
rates will be used to measure the project’s success. The project will also encourage low-income,
first-generation, and underrepresented students to pursue a community college education.
References:
● Bady, S. (2013, January 2). Trends Report: New facilities enhance the quality of campus
life. Building Design and Construction. Retrieved from Web.
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● Community College Research Center. (March 2015). Implementing Guided Pathways:
Tips and Tools. Teachers College, Columbia University. Retrieved from Web.
● Tinto,V. (1975). Dropout from Higher Education: A Theoretical Synthesis of Recent
Research." Review of Educational Research. 45, (pp.89-125).
b) Population Description
MCC served 20,508 students
in the fall 2016 semester. MCC is
committed to developing a culturally
enriched learning environment for its
diverse student population. Chart 1
provides the overview of the fall
2016 MCC student demographics.
Minority groups compose fully one-
half of the student body. Males are
47%, and females are 51% (note: 2%
undeclared). The average age is 25.
47% of MCC’s students plan to transfer to a 4-year college or university. 26% plan to enter or
advance in the job market or learn job skills. 10% take classes for personal interest. 491
international students from 59 different countries are enrolled at the college.
c) Project Budget
MCC requests $108,216 for facility modifications, purchasing computers, supplies for academic
and cultural events and funding to host or co-host college, community, state, regional, and
national events.
Item/Activity $ Budget Justification
Activity 1: Facility Modifications
Student $16,100 Create a safe and welcome space for low-income, first-generation,
Assembly underrepresented students equipped with computers, a power
Room charging station, seating areas, message boards, kitchen, storage,
and cultural artwork.
Computer $38,064 To increase computer access for low-income, first-generation,
Room underrepresented students, the project will create a computer room
with 14 desktop computers and 4 printers.
Outdoor $ 1,500 Make landscaping improvements to create a safe and welcome
Activity Area space outside All Nations House building.
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Activity 2: Recruitment
Thunderbird $12,000 Encourage high school students to pursue a degree by hosting
Tours school visits, campus tours, and information workshops.
Information $ 3,000 Develop information materials about All Nations House and its
Materials programs, services, and activities.
Activity 3: Support Services
Computer $ 7,808 Make iPads, laptop computers, a projector, and scientific calculators
Check-out available for eligible students to borrow for a certain period of time.
Program
Multicultural $ 7,144 In order to promote students’ socialization, organize on-campus
Events events, such as cultural heritage month, international week, and
diversity day. Event supplies and equipment are needed.
Roads to $12,600 Organize field trips (3 local and 2 out-of-state) for 100 low-income,
Universities first-generation, underrepresented students to visit four-year
Trips universities.
Student $10,000 Develop a student emergency program that makes meal vouchers,
Emergency bus passes, and school supplies available for students in need.
Program About 100 students will be served.
d) Other Funding Requests: Mesa Community College has not made other funding requests.
e) 12% Distribution Funding
During the last five years, the Maricopa Community Colleges Foundation has received 12%
distribution funding from Salt-River Pima Maricopa Indian Community on behalf of some of the
colleges: $75,000 (12/19/2016), $112,000 (12/14/2015), $112,000 (12/17/2014), $14,667
(2/5/2014), $125,003 (12/12/2013), $1,990 (3/13/2013), $149,000 (1/2/2013), and $10,172
(8/15/2012).
f) Contact Information
Designated: Barbara Roberts, barbara.roberts@domail.maricopa.edu, 480-731-8417 (phone),
480-731-8411 (fax), 2419 West 14th Street, Tempe, AZ 8528.
Alternate: Mary O’Connor, mary.oconnor@domail.maricopa.edu, 480-731-8403 (phone), 480-
731-8411 (fax), 2419 West 14th Street, Tempe, AZ 85281.
g) Distribution Priority Area: Education is identified as the project’s distribution priority area.
h) Partnering Government: Maricopa County.
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