ADMINISTRATIVE & EDUCATIONAL SUPPORT UNIT...

ADMINISTRATIVE &

EDUCATIONAL SUPPORT

UNIT REVIEW

Office of Grants Development

January, 2014

Suffolk County Community College promotes intellectual discovery, physical development, social and

ethical awareness, and economic opportunities for all through an education that transforms lives, builds

communities, and improves society.

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Table of Contents

Section 1 ........................................................................................................................................... 1

Introduction ................................................................................................................................ 1

History ........................................................................................................................................ 1

Section 2 ........................................................................................................................................... 4

Unit Overview ............................................................................................................................ 4

SWOT Analysis .......................................................................................................................... 7

Section 3 ......................................................................................................................................... 11

Staffing ..................................................................................................................................... 11

Section 4 ......................................................................................................................................... 12

Planning and Assessment ......................................................................................................... 12

Section 5 ......................................................................................................................................... 24

External Evaluation .................................................................................................................. 24

Section 6 ......................................................................................................................................... 27

Conclusion and Recommendations .......................................................................................... 27

Section 7 ......................................................................................................................................... 28

Action Plans ............................................................................................................................. 28

ATTACHMENTS .......................................................................................................................... 29

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AES UNIT REVIEW

Unit Name Office of Grants Development Review Year 2013

Responsible Staff Member(s) Dr. W. Troy Tucker and Vice President Mary Lou Araneo

Administrative Support X Educational Support Community Outreach

Section 1

Introduction

The purpose of this document is to guide the unit through the process of unit review within the

redeveloped institutional effectiveness model. As of 2013, the College is engaging in the first year

of a seven year cycle. Unit review is about evaluation and, as such, incorporates information

gathered during the annual assessment of outcomes and establishment of plans. This process is

designed to take a full year and requires significant investment of all individuals within the unit. It

is important to not only involve administrators, faculty, and senior staff, but also, where

applicable, support staff. This is an opportunity for the unit to closely examine its impact on the

College; complete involvement is key to its success. Throughout the document, please provide an

appropriate amount of narrative, but make sure to rely on evidence (minutes, documents, etc.)

where possible.

History

The Suffolk County Community College Office of Grants Development (OGD) was established

by 1988 and is charged with identifying potential funding sources, assisting in the preparation and

submission of grant proposals, and facilitating proposal review and approval to enhance the

ability of administrators, faculty and staff to support student success and engagement.

Staffing within the OGD has progressed from one employee before the turn of the century to its

current level of four full-time employees, achieved in 2012.

The OGD has overseen submission of grant applications generating $25.9 million over the last

seven years and has averaged 37 new and ongoing grant awards and $3.7 million in grant

revenues annually. In addition, the College has received more than $1.6 million in indirect cost

reimbursement from grants awarded since 1997, averaging more than $100,000 per year in

unobligated funds. Over the last seven years, the College has averaged more than $150,000 per

year from the reimbursement of indirect costs due to grants, an effective indirect cost rate of 4.1

percent.

Table 1 provides a summary of the extramural funding awarded over the last seven years, not

corrected for inflation.

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Table 1. Extramural Funding Awarded

Fiscal Year Active

Awards*

Funding

Awarded

Indirect Costs

Recovered

FY 2006-2007 41 $3,620,195 $114,108

FY 2007-2008 46 $3,787,302 $194,451

FY 2008-2009 35 $2,621,961 $71,384

FY 2009-2010 35 $4,660,127 $285,360

FY 2010-2011 33 $4,318,672 $170,232

FY 2011-2012 32 $3,664,848 $105,104

FY 2012-2013 38 $3,229,383 $120,355

Seven-year Total $25,902,488 $1,060,994 * Note: the number of active awards listed includes both new and continuing

awards in each year.

Figure 1 shows the historical performance of the OGD from 1988 through 2013 in terms of both

total grant funds received and total number of new and continuing grants each year. Figure 2

shows the same historical performance but corrects for inflation, showing grant productivity in

constant 2013 dollars.

Figure 1. Historical Performance of OGD

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Figure 2. Historical Performance of OGD in Constant (2013) Dollars

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Section 2

Unit Overview

Mission

As a part of the Office of Institutional Advancement, the mission of the Office of Grants

Development is to increase the volume of grant activity, the quality of grant submissions, and the

number of grants awarded to the College.

Goals

In line with the College’s strategic plan, the OGD’s goal is to improve student success and

engagement by securing external funds to develop programs that serve to advance the College’s

mission and institutional goals.

Outcomes

Support Outcome 1: the documentation of all awards to the College in an annual grant

awards report (Attachment 1);

Support Outcome 2: the documentation of the level of grant funded support for each of the

College’s institutional goals and measurable institutional objectives using data gathered by

the OGD’s required grant submission form (Attachment 2);

Support Outcome 3: the documentation of grant-funded services college-wide as determined by a

survey administered annually (Attachment 3).

The OGDs mission to increase the volume of grant activity, the quality of grant submissions, and

the number of grants awarded to the College connects directly to all Institutional Goals:

Goal #1- Student Success;

Goal #2 – Community Development/Societal Improvement;

Goal #3 – Access and Affordability;

Goal #4 – Institutional Effectiveness;

Goal #5 – Communication; and

Goal #6 – Diversity.

The OGD documents the level of grant-funded support for each Institutional Goal using data

gathered on the grant submission form (Attachment 2). The form is required of all project

directors intending to submit a grant. The form asks project directors to indicate which of the

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Institutional Goals and MIOs their project will address. As shown in Figure 3, of the 38 new and

continuing grants the College received in 2012-13, 34% support community development and

societal improvement (Goal 2), 29% support access and affordability (Goal 3), 26% support

student success (Goal 1), 24% support communication (Goal 5), 21% support diversity (Goal 6),

and 18% support institutional effectiveness (Goal 4).

Similarly, the OGD’s mission results in support for the majority of MIOs. Each grant proposal

submitted by the College meets at least one measurable institutional objective. This data is

collected and analyzed by the OGD on an annual basis and is furnished as an addendum to this

unit review. In the 2012-13 academic year, the annual unit assessment documented that 100% of

the College’s 16 measureable institutional objectives are supported by at least one grant-funded

project (Attachment 4).

Figure 3. Grant Support for Institutional Goals

Primary Functions & Services:

The Office of Grants Development provides a variety of grant writing support services to the

College’s faculty and administration. The OGD works with all Project Directors to orchestrate the

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submission process at the College and all Project Directors/Principal Investigators (PD/PI) who

are writing a grant must contact the OGD. Support services include:

Researching and identifying possible funding sources for specific projects and student

services;

Advising faculty and administration on eligibility and feasibility;

Providing technical assistance to administrators and faculty in the preparation and

submission of grant proposals;

Collaborating with the Office of Financial and Business Affairs to establish the project

budget in compliance with funding requirements and preparing draft resolutions for

presentation to the SCCC Board of Trustees and Suffolk County Legislature;

Developing grant proposals in consultation with administrators and faculty;

Facilitating proposal review and approval by administrators;

Establishing a grant, contract or sub-award file within the OGD office;

Disseminating information about grant writing and funding sources and arranging

workshops and training sessions; and

Maintaining a grantwriting resources library.

Reporting Structure & Processes:

The OGD is overseen by the College Assistant Dean of Grants Development who reports directly

to the Vice President for Institutional Advancement. Please see unit organizational chart attached

(Attachment 5). Quality communications are ensured through frequent and consistent emails,

memos and telephone conferences, as well as periodic face-to-face meetings and annual grant

planning activities with the Vice President.

In addition, the OGD is in frequent and consistent communication with other administrators and

departments regarding grant development, submission, and management, as each unit is integrally

involved in the overall process. They include the offices of the President, Planning & Institutional

Effectiveness, Business & Financial Affairs, Legal Affairs, Workforce & Economic

Development, Continuing Education, Admissions, Human Resources, and each of the three

campus Executive Deans. Effective communication with these units is evidenced by the number

of successful proposals developed, submitted, awarded and managed.

In order to further address the identified weaknesses and promote faculty engagement in the

grantwriting process, the OGD began offering workshops each year at venues such as

Professional Development Day to increase awareness of opportunities, to provide instruction that

encourages faculty to pursue more external funding, and to improve the quality of grant

submissions. These workshops cover such topics as key funding sources for community colleges,

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allowable expenses, and suggestions for successful entry into the grant arena. A sample

workshop presentation is included as Attachment 6.

In addition to presenting workshops, the OGD continues to upgrade its office web site to provide

grant seekers with self-service support, including a subscription to a national grant opportunity

database (SPIN). http://department.sunysuffolk.edu/OfficeofGrantsDevelopment/index.asp

Finally, the OGD conducts a biannual awards ceremony celebrating grant successes. College

personnel who have written and are administering grants on behalf of the College are

acknowledged with a Certificate of Grantsmanship presented by the College President in the

presence of administrators, faculty and staff.

SWOT Analysis Strengths, Weaknesses, Opportunities & Threats

A formal SWOT analysis was conducted as a part of this unit evaluation. The SWOT team

included:

Mary Lou Araneo - Vice President Institutional Advancement;

Shaun Kneher - Grants Analyst, Office of Grants Development;

Nina Leonhardt - College Associate Dean for Continuing Education;

Lori Pipczynski - Director of External Affairs and Strategic Partnerships;

Troy Tucker - Specialist II, Office of Grants Development; and

Henrietta Ytuarte – Grants Accountant, Office of Business and Finance.

Catherine Wynne, Specialist II - Institutional Effectiveness, facilitated the session. She provided

both training in the methods and also contributed to the SWOT analysis of the OGD. The team

circulated a document which is presented in finished form below, summarizing the results of the

session.

Strengths

The Office of Grants Development benefits greatly from a cohesive, forward-thinking and

flexible team with complementary areas of expertise and experience, and a proven record of

success, which has supported an average of $3.7 million in annual grant revenues for the College

over the last seven years. Staff members take a proactive approach to forecasting grant

opportunities according to anticipated scheduled release dates, which helps the Office to

strategically plan for and develop solid proposals that have increasingly constrained turnaround

times. The team maintains an excellent rapport with faculty and administrators, and has developed

a reputation for delivering quality, responsive service to internal stakeholders and external

partners. The OGD is often called upon by College administrators to lend writing expertise to

http://department.sunysuffolk.edu/OfficeofGrantsDevelopment/index.asp

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various College initiatives, and they have been invited and have accepted membership to a myriad

of College committees. OGD maintains an electronic monitoring tool that anticipates funding

opportunities and establishes realistic timeframes for submission of proposals. The recent addition

of a Grants Analyst has led to the development of a comprehensive tracking system for grant

activity and the institutionalization of a Grants Accountant (in the Office of Business & Financial

Affairs) has helped to enhance the collection, accuracy, and use of data in managing College and

sponsoring agency compliance requirements.

Weaknesses

The Office’s greatest challenge is a shortage of faculty across the College who are experienced in

grant writing, project design, and project management. Much of the burden of finding suitable

grant opportunities, designing projects, and supporting inexperienced Project Directors falls to the

OGD. The OGD has been established as a pre-award office, meaning that most responsibilities for

grant-funded projects should end once the award is received. However, the ongoing level of

project support required of the OGD over the duration of many grant-funded projects has

detracted from the time and resources of OGD staff, impacting their capacity to research and

pursue new grant opportunities.

Bureaucratic constraints also represent a significant challenge to the OGD and the Principal

Investigators working on grant projects. Cumbersome internal systems, onerous procurement

procedures and regulations, a lack of redundancy in key financial and project management

positions, and a lengthy grant budget approval process often result in substantial administrative

and programmatic delays. An automated financial process that requires manual intervention and

the lack of an integrated grants management module within Banner contribute to an unwieldy

system that is overly reliant on manual intervention. The lack of an approved management and

proposal writing manual represents potential audit exposure for the College regarding such issues

as inventory control, time and effort, document retention, and conflicts of interest. Inability to

follow procedures has resulted in some grants being submitted outside of proper channels and

without the knowledge of OGD or College administrators. The current method of obtaining

consent to submit proposals requires the OGD to coordinate the physical presence of an

authorized College official, generally the College President, which adds time and stress to the

submission process, even when an electronic submission is required.

Finally, a lack of sufficient lead time to prepare new proposals hinders OGD’s ability to develop

quality submissions, particularly as federal and state agencies have transitioned to a complex

consortium model with broad and mandatory partnership requirements. The time and effort spent

developing these consortium relationships and coordinating massive multiply-authored

submissions has detracted significantly from the OGD’s success at pursuing smaller, more

traditional grants. This is especially because OGD has tended to take a leadership role in these

very large consortia. Responsibilities and obligations to SUNY and other consortium partners has

resulted in proposed programs and terms that are less competitive (less likely to be funded), and

contribute less directly to the College’s strategic priorities and needs than would be the case were

the OGD free to choose a different consortium, pursue a single-college submission, or to not

pursue the opportunity at all in favor of another. These mismatches and missed opportunities,

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while difficult to quantify, have significantly hindered the ability of the unit to meet is mission

and objectives.

Opportunities

The OGD has identified several strategies to improve the effectiveness of the department,

including increasing the use of software programs, enhancing the awareness and grant

management skills of faculty and encouraging increased grants activity, and supporting

professional development opportunities for staff.

The increased use of spreadsheets and online platforms is expected to increase accuracy and

decrease the time needed to monitor ongoing projects. New electronic forms are being designed to

streamline data collection as the OGD seeks to document the ways in which grants are generally

improving student success and engagement, and more specifically, meeting the College’s

institutional goals and measurable institutional objectives. The Office continues to work closely

with the Office of Business & Financial Affairs to clarify, streamline, and document College

policies and procedures and develop a new online grants management and proposal writing

manual to assist Project Directors. Implementation of the Banner Grants Management Module, or

similar software, could address the College’s reliance on manual processes.

The OGD reaches out to faculty each year at Professional Development Day to increase their

awareness of the opportunities available to them, enhance their grant writing and project

management skills, and encourage participants to pursue more external funding. The OGD also

administers the Perkins CTEA program at the College by breaking the grant into a series of year-

long mini-grants that provide faculty Project Directors with real sponsored program management

experience. The OGD continues to upgrade the office website to provide grant seekers with self-

service support, including a subscription to a national grant opportunity database (SPIN). The

OGD also hosts a biannual grant awards ceremony celebrating successful grant writers and

Project Directors. Consideration could be given to further incentivizing faculty to participate in

the grant process.

Finally, the OGD budgets funds each year to maintain office staff affiliations with regional and

national professional societies. Staff uses College travel and contractual travel funds to attend

regional and national conferences and workshops to keep abreast of the latest developments. Staff

is encouraged to pursue leadership training through the College’s Leadership Academy and to

complete professional certifications, including the Certified Research Administrator (CRA),

which certifies broad professional knowledge of grant writing, grant project management, and

federal regulations.

Threats

Federal and state grant opportunities were strongly impacted by the economic downturn, with

many long-standing grant programs repurposed to direct investment to fight the recession. The

OGD responded by redirecting grant-getting efforts to match the changed opportunity landscape.

With the economic recovery well underway, the entire slate of temporary programs is phasing

out. For example, many grants that were repurposed to accommodate the Recovery Act of 2009,

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resulted in grant opportunities that were not a good fit for the institution’s mission, goals, and

objectives, and in a loss of grant opportunities that the College had historically enjoyed.

Sequestration further reduced available grant funds on the federal level at a time when state

support for community colleges has declined, resulting in stiffer national competition for a

smaller share of resources.

OGD staff must continuously keep pace with federal and state regulations and requirements, as

well as the changing landscape of funding opportunities and grant seeking, writing and

management tools. Federal regulations involving grants administration recently received their first

major revision in twenty years. Rules have changed relating to such issues as eligible grant-

funded expenses and how grant-funded employee timesheets must be maintained. Recent trends

in grant proposals are problematic, i.e., shortened timeframes from date of announcement to

submission deadlines; complex consortium grant structures; mainstay grants, such as CTEA, on

potential hiatus; and unfunded initiatives to address the needs of a particular target population

such as veterans. On the state level, a new consolidated electronic submission and competition

portal fundamentally changed the way state funding is pursued. Nationally, regulations requiring

electronic submissions and reporting have drastically altered those competitions over the last six

years. The OGD staff will need to keep abreast of these continuing developments.

Preliminary Conclusions & Recommendations

The OGD should work to finalize a management and proposal writing manual for approval by

College administration. Staff should continue to monitor federal and state regulations and make

necessary revisions to the manual to ensure that appropriate personnel are kept abreast of all

changes. The manual should be reviewed on an annual basis to ensure relevancy and should be

made a part of the OGD website.

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Section 3

Staffing

The OGD consists of the following full-time staff members who enable the unit to achieve its

stated mission: College Assistant Dean of Grants Development; Specialist II; Director of External

Affairs; Grants Analyst. The Director of External Affairs, who had previous direct experience in

federal and state grantwriting at the College as part of the President’s Office, was assimilated into

the OGD in October 2011. The position of Grants Analyst was established in the OGD in

November, 2012 and represents an upgrade of position classification from Account Clerk to

accommodate expanded financial and reporting responsibilities within the office.

Current staffing levels and upgraded qualifications have not been in place long enough to

thoroughly evaluate their impact on the long-term goals of the OGD, however they are an

improvement.

Preliminary Conclusions & Recommendations

The recent addition of a Grants Analyst position for the OGD has enhanced the unit’s ability to

create and maintain spreadsheets, electronic forms, and online platforms to streamline data

collection, increase accuracy and decrease the time needed to monitor ongoing projects. The

position is helping the OGD to achieve its stated mission. The addition of the Director of External

Affairs, intended to bolster the ability of the unit to form and manage collaborative proposals and

consortia, has also contributed significantly to proposal production and submission while the

Specialist position has filled in for the College Assistant Dean, who has been on leave due to a

workplace injury. The unit has no additional staffing recommendations at this time.

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Section 4

Planning and Assessment

The following outcomes have been assessed at least once since the previous unit review:

Support Outcome 1: the documentation of all awards to the College in an annual grant awards

report;

Support Outcome 2: the documentation of the level of grant funded support for each of the

College’s institutional goals and measurable institutional objectives using data gathered by the

OGD’s required grant submission form;

Support Outcome 3: the documentation of grant-funded services college-wide through updating a

yearly survey checklist.

Summary of Assessment Results and the Plans that Emerged:

Support Outcome 1

The documentation of all awards to the College, in an annual grant awards report, has been

assessed annually for the past seven years. Each year an updated analysis has been produced by

OGD staff to assess the effectiveness of the unit in achieving its mission and to measure the

Office’s impact on the institution. The presentation of the assessment data has been coupled each

year with the unit budget request. The most recent assessment of Support Outcome 1 is outlined

in Figure 4.

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Figure 4. Assessment of Support Outcome 1

Table 2 provides the statistics corresponding to the data shown in Figure 4.

Table 2. Summary of Seven Years of Performance Data.

Statistics: 2006-7 to 2012-13

Average yearly award $3,700,355

Average number of awards per year 37.1

Total value of awards over 7 years $25,902,488

Because these results are measured in dollars at different times, the analysis was adjusted for

inflation by converting historical data to constant, 2013 dollars, using correction factors available

at http://data.bls.gov/cgi-bin/cpicalc.pl. Figure 5 shows the same data as shown in Figure 4, but

corrected for inflation by converting to constant, 2013 dollars.

http://data.bls.gov/cgi-bin/cpicalc.pl

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Figure 5. Assessment of Support Outcome 1, Adjusted for Inflation.

The results of Support Outcome 1 analyses, outlined in the figures and table above, reveal the

cyclical nature of grant writing and award. An increase in successful applications results in the

redirection of staff efforts to support post-award activities for a larger number of grant awards and

results in a corresponding decrease in new grant submissions. This operational pattern recently

supported the successful upgrade of the Account Clerk position to that of Grants Analyst, and the

maintenance of budget levels for staff professional development, equipment and supplies, and

consulting services.

Support Outcome 2

The documentation of the level of grant funded support for each of the College’s institutional

goals and measurable institutional objectives using data gathered by the OGD’s required grant

submission form, was assessed in the 2012-13 OGD annual assessment. Results are shown in

Table 3 (see also Attachment 4 and Figure 3). The assessment showed that 100% of all IGs and

MIOs receive some support through grant funding. The proposed plan is to present this

assessment to support sustained budget allocations and continued investment in staffing and

professional development at OGD.

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Table 3. Assessment of Support Outcome 2.

Grant-funded projects

addressing each MIO

Grant-funded projects

addressing each IG

IG # MIO # n % n %

1

1.1 8 7%

10 26% 1.2 9 8%

1.3 10 9%

2

2.1 10 9%

13 34% 2.2 12 10%

2.3 9 8%

2.4 7 6%

3

3.1 4 3%

11 29% 3.2 3 3%

3.3 4 3%

3.4 7 6%

4 4.1 7 6% 7 18%

5 5.1 7 6%

9 24% 5.2 7 6%

6 6.1 4 3%

8 21% 6.2 8 7%

Duplicated totals 116 100% 58 153%

Unduplicated totals 38 305% 38 100%

Support Outcome 3

The documentation of grant-funded services college-wide through updating a yearly survey

checklist completed by each grant project director, demonstrated wide support by sponsored

programs for underrepresented and disadvantaged student populations at the College during the

2012-13 academic year. Economically disadvantaged, ethnic minorities and academically

disadvantaged students are served by the highest number of awarded grants. Grants pursued but

not received also targeted ethnic minorities and economically disadvantaged students, as well as

first-generation students and STEM students. Figure 6 shows both the number of grants awarded

and the high number of grants pursued (but pending or not awarded) during the year for each of

17 student population subgroups identified as underserved, underrepresented, or with special

needs or priority.

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Figure 6. Grants Awarded and Pursed by Student Sub-population Intended to Serve.

Note: This data is duplicated, meaning that each grant awarded or pursued was counted once for each student sub-population that it

was reported as intended to serve by the project director.

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Figure 7. Grants Awarded and Pursed by Activity or Service Intended to Support.

Note: This data is duplicated, meaning that each grant awarded or pursued was counted once for each activity or service that it was

reported as intended to serve by the project director.

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Figure 7 shows both the number of grants ongoing or awarded and the high number of grants

pursued (but pending or not awarded) for each of 23 grant-funded activities or services at the

College during the 2012-13 academic year. These include a wide variety of academic, student

services and faculty professional development activities. Cultural and academic enrichment

activities, workforce training, academic tutoring and the purchase of instructional equipment

received support from the greatest number of grants. Equipment, academic enrichment, and

faculty travel were activities most often pursued but either still pending or not awarded. Grants at

the College have been shown to impact a full range of institutional operations and student

populations.

The unit annual assessment also studied the distribution of funds awarded, pending and pursued

but not awarded across student sub-populations to gauge the level of support provided to each by

grants. These data were analyzed by dividing evenly the amount requested across each sub-

population in cases were a single grant served (or was intended to serve) two or more sub-

populations. As shown in Figure 8, academically and economically disadvantaged students

receive the largest amount of grant-funded support, followed by adult learners and the

underemployed/unemployed. The large dollar amounts for pursued but not awarded grants are due

to several unusually large, multi-million dollar grants that were pursued during the year as the

College acted as the leader of several state-wide consortia composed of SUNY community

colleges.

Figure 9 shows both the grant funds made available by ongoing or awarded grants and the grant

funds that are either pending or were pursued but not awarded for each of the 23 grant-funded

activities or services during the 2012-13 academic year. The largest number of grant dollars were

available to purchase instructional equipment and supplies, pay faculty for time spent working on

grant-funded projects, and for workforce training programs. Instructional equipment, academic

enrichment, and curriculum revision were activities for which the most funding was requested in

grant proposals either still pending or not awarded.

Figure 10 and Figure 11 summarize the preceding analyses by grouping the number of grant

awarded or pursued but pending or not awarded into three broad categories: Academic Services,

Student Support Services, and Faculty Professional Development. All three of these areas are well

served, with the largest number of grants written and awarded for Student Support Services,

followed closely by Academic Services (Figure 10). A similar pattern is seen with the grant

dollars received, however far more funds were requested but not awarded for Academic Services,

dwarfing the amounts received in any category (Figure 11). This apparent anomaly is due to the

several large consortia grants that the office developed in cooperation with SUNY Central

Administration and all 30 SUNY community colleges. These very large but unfunded proposals

requested funds predominantly for Academic Services.

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Figure 8. Grant Funds Awarded and Pursed by Student Sub-population Intended to Serve.

This data is unduplicated, which means that the funds received or requested for each grant are divided evenly across each student

group that the funds were reported as intended to serve by the project director.

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Figure 9. Grant Funds Awarded and Pursed by Activity or Service Intended to Support.

This data is unduplicated, which means that the funds received or requested for each grant are divided evenly across each activity or

service that it was reported as intended to serve by the project director.

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Figure 10. Number of Grants Awarded or Pursued but not Awarded by Category

2012-12 Academic Year

Figure 11. Grant Funds Awarded or Pursued but not Awarded by Category

2012-12 Academic Year

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The plan proposed in response to these grant outcomes is to seek support for sustained budget

allocations and continued investment in staffing and professional development within the OGD.

Summary of Action Plan Implementation

For Support Outcome 1 (the documentation of all awards to the College in an annual grant awards

report), the plan was to support staffing and budgetary requests with unit performance data. The

staffing request, when linked to the performance data, resulted in the approval to fill the vacant

account clerk position with a grants analyst in 2010. The search commenced in 2011, an initial

hire was accomplished but the first new grants analyst left in 2012 after fewer than 6 months due

to failure to pass the civil service test with high-enough marks. A second search was commenced

and the hire was accomplished and the new grants analyst has been posted for more than one year.

The upgraded skills of the position have allowed the completion of a grants award database in MS

Access, and vastly improved monitoring of ongoing grants projects through a system of shadow

grants accounting spreadsheets that are regularly reconciled with the College’s Banner enterprise

system. The most recent SO1 assessment shows an increase in the number of sponsored projects

underway at the College, from 32 to 38, in part due to this increased capacity.

For Support Outcome 2 (the documentation of the level of grant funded support for each of the

College’s institutional goals and measurable institutional objectives using data gathered by the

OGD’s required grant submission form), the 2012-13 assessment revealed substantial support for

the College’s six new IGs and 16 new MIOs. The plan was for the VP for Institutional

Advancement to use these results during the annual operating budget process to determine

whether allocations for staffing, equipment and supplies, consulting, and professional

development are adequate and justified.

For Support Outcome 3 (the documentation of grant-funded services college-wide through

updating a yearly checklist), the 2012-13 assessment revealed a pattern of significant and

substantial support for underrepresented and disadvantaged student populations at the College, as

well as for a wide variety of academic, student support, and faculty professional development

programs. The plan was for the VP for Institutional Advancement to use this assessment data on

an annual basis when determining whether the OGD operating budget is adequate and justified.

Changes Implemented as Result of Yearly Assessment

As discussed above, staffing was both increased and the professional level of staff positions was

elevated. Staff professional development and access to external grant-writing consultants was

justified and sustained. Support for grant search database subscription and software was affirmed.

The OGD mission to increase the volume of grant activity, the quality of grant submissions, and

the number of grants awarded to the College has been advanced.

Budget Requests & Resource Reallocations

As discussed above, the major reallocations resulting in part from the annual unit assessment and

subsequent planning was increased staffing and increased professionalization of the staff.

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Preliminary Conclusions Regarding Planning & Assessment

The power and usefulness of planning has been used extensively by the unit to justify and sustain

level of effort, as well as to expand the unit staff size and capability. With the expansion in size

and especially capability, the ability to use assessment data to better target funding opportunities,

support faculty in pursuing funding, increase faculty participation and capability, and increase

unit efficiency are becoming possible and should be pursued as part of the annual assessment

process.

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Section 5

External Evaluation

The following External Reviewers were engaged by OGD to conduct an on-site analysis of unit

operations, staffing and SWOT findings:

Patricia Williams

Director of Grants

SUNY - Monroe Community College

Rochester, New York

Susan M. Lombardi

President

Community Development Resources, LLC

Burnt Hills, New York

A written report was received from each external reviewer (Attachment 7 and Attachment 8).

These reports revealed the following independent observations:

The unit’s mission and goals are effectively described, are directly aligned with SCCC’s

mission, and support institutional goals and objectives outlined in the College’s Strategic

Plan.

The structure of the unit is sound. Unit staff brings varying strengths and expertise to the

office and roles of the team members are clear.

The unit’s functions and services are clear and appear logical and responsive to the needs

of the SCCC community, and in general, the unit is poised to meet changing/emerging

needs.

The unit indicates that they have been engaged in annual assessment and periodic strategic

evaluation for more than ten years and express their desire to conduct annual assessment

for self-improvement and continual alignment with the strategic growth of SCCC.

The assessment plan and measures are appropriate. Additional measures might include an

assessment of the amount of time spent on pre-award, post-award, and non-submission

activities (i.e. committee work) as well as the tracking of faculty outreach and

involvement in submission development.

The unit strives to engage in activities that will expand their impact on the college

community. Unit members are active on College committees and initiatives not directly

related to grants development.

The SWOT analysis clearly identifies strengths, weaknesses, opportunities, and threats

and these were adequately described in the review document.

Dwindling and shifting federal funding streams and the restructuring of New York State’s

multi-agency grants system into a Consolidated Funding Application present a threat to

the unit’s success if appropriate resources and time are not given to monitoring these

changes, and making appropriate changes to unit functions as needed.

25

The team’s proactive approach of forecasting grant opportunities according to anticipated

scheduled release dates provides opportunities to be strategic in planning for and

developing solid proposals prior to the tight timeframes given upon release.

The determination of what is the intended focus for the unit is somewhat muddled. In the

review documents, the primary responsibility of the unit is development and pre-award

activities. However, in the functional review, it appears that the unit engages heavily in

post-award activities and responsibilities.

The team has demonstrated significant flexibility in meeting the College’s needs,

especially in the area of post-award assistance. The addition of post-award support and

technical assistance responsibilities seems to have reduced the amount of time and focused

attention that can be spent in identifying and developing additional competitive proposals

that could further support the objectives outlined in the strategic plan.

The unit has recently added a Grants Analyst, and a new staff member has filled a

financial unit position responsible for grants management. These additions appear

appropriate and prudent. However, it is my opinion that these new staff will need

additional time, support and training in the higher education “grants world”, for their roles

to be fully effective.

If all positions cited in the team structure are filled and active, and the unit function is pre-

award and focuses on grant research, development and submission, then the level of

staffing is adequate to achieve the unit’s mission. If oversight of post-award functions

continues or increases, additional staffing would be appropriate to ensure the success of

the pre-award/development unit.

The budget request and resource allocation reflects funding to maintain the necessary

staff, including the additional staff recently brought on to support the unit. It includes

expense lines for professional development/training, software upgrades, and consultant

support. The unit budget appears to be adequate.

The unit’s office suite, computer equipment and software are adequate for a fully

functional pre-award office and the budget request maintains and upgrades these facilities.

The budget request supports limited travel for professional development, such as travel to

regional and national conferences, and for grant proposal writing support, such as

attending workshops by grant sponsors.

The support provided for post-award functions, as the unit is currently configured, detracts

from the unit’s ability to be fully engaged in the required forward movement.

The units major strengths include: a cohesive team, strong leadership, varying yet

complementary areas of expertise and experience, forward thinking, and flexibility. The

team has the ability to effectively interface with leadership, faculty and outside

stakeholders in order to coordinate functions and produce the materials needed for

successful submissions.

26

Weaknesses that stood out as hindering the progress of the unit: 1) the lack of involved

faculty members in pursuing or implementing grant projects; 2) the restrictive and time

consuming review and submission processes that can jeopardize a timely submission; and

3) the bureaucratic constraints described in both the written material and in the site visit

discussion.

Internal processes should be reviewed and streamlined to allow for flexibility and

accountability in the project development phase of SCCC projects. There is a lack of a

formalized internal process that takes into account the changing mechanics of grant

submissions, mainly from hard copy to electronic submissions. The logistics of the current

process for review and approval of submission prior to entry into an electronic system

appears to create inefficiencies, undue stress on the unit, and the potential for missing

funding deadlines. During the site visit there was discussion regarding proposed

alternative review/approval for submission methods.

27

Section 6

Conclusion and Recommendations

Evaluation of Performance Since the Last Unit Review: (Please utilize your responses to the

section-based conclusions and recommendations.)

The OGD should work to finalize a management and proposal writing manual for

approval by College administration. Staff should continue to monitor federal and state

regulations and make necessary revisions to the manual to ensure that appropriate

personnel are kept abreast of all changes. The manual should be reviewed on an annual

basis to ensure relevancy and should be made a part of the OGD website.

The recent addition of a Grants Analyst position for the OGD has enhanced the unit’s

ability to create and maintain spreadsheets, electronic forms, and online platforms to

streamline data collection, increase accuracy and decrease the time needed to monitor

ongoing projects. The addition of the Director of External Affairs has also contributed

significantly to proposal production and submission while the Specialist position has filled

in for the College Assistant Dean, who has been on leave due to a workplace injury.

The power and usefulness of planning has been used extensively by the unit to justify and

sustain level of effort, as well as to expand the unit staff size and capability. With the

expansion in size and especially capability, the ability to use assessment data to better

target funding opportunities, support faculty in pursuing funding, increase faculty

participation and capability, and increase unit efficiency are becoming possible and should

be pursued as part of the annual assessment process.

Potential Future Direction for Assessment and Planning: (Be sure to indicate any perceived

changes to institutional mission, goals, or outcomes that resulted from this examination.)

Staff will conduct further analysis of review and signatory policies and procedures and will

explore the potential creation of “in development" sign off process for faculty and authorized

signatories. Additional outreach and educational opportunities for faculty will be undertaken to

build the pool of potential PI/Project Directors needed to pursue expanded funding opportunities.

Opportunities will be explored for expanded reporting, which is separated from dollars generated

and includes a process that will measure impact across the community (both college and non-

college). These measures could include funding streams, consortia building initiatives, faculty

involvement, and generation of indirect dollars that are returned to the College’s operating

budget.

28

Section 7

Action Plans

Based on the information outlined in this document, the unit believes that the following

improvements are necessary, within the next seven years (the time between periodic evaluations),

to position the unit to more effectively achieve its mission.

Objective Activity Anticipated

Completion

Continue to align grant

applications with the

College’s Strategic Plan,

institutional goals and

mission.

Monitor progress through completion

of OGD matrix and checklist; expand

matrix to include additional measures

to more thoroughly capture levels of

impact.

Streamline College policies

and procedures for more

efficient grant

administration.

Work with the Office of Business &

Financial Affairs to develop a new

Grants Management and Proposal

Writing Manual; develop online

versions of grant submission forms

for electronic approval.

Improve communications

to encourage increased

faculty involvement in

grantwriting and

administration.

Develop a biannual OGD newsletter

to promote grant opportunities and

successes; offer two grant workshop

opportunities to faculty each year.

Enhance staff knowledge of

federal compliance

requirements.

Two unit members participate in at

least one professional development

opportunity each year.

ATTACHMENTS

ATTACHMENT 1

SUFFOLK COUNTY COMMUNITY COLLEGE2012-2013 INSTITUTIONAL GRANTS AWARDS REPORT

THROUGH AUGUST 31, 2013PUBLISHED BY THE OFFICE OF GRANTS DEVELOPMENT

DIRECTOR/ LOCATION PROJECT TITLE/FUNDING AGENCY AMOUNT

AWARDEDBUDGET PERIOD

PROJECT PERIOD

R. Turner-Wallace Coordinated Library CollectionAmmermanN. Leonhardt CSTEP: Coll Sci & Tech EntryContinuing Ed.R. Bancroft Empire State DiversityCentralD. Gordon Entrepreneurial Assistance CenterCorporate TrainingD. Gordon Entrepreneurial Assistance CenterCorporate TrainingJ. Braxton EOPCentralGordon, D. Extreme Entrepreneurship TourCorporate TrainingE. Silberstein HVACGrantN. Leonhardt Liberty PartnershipsContinuing Ed.P. Maritato LIGHTESMulti-campusC. Foley NSF S-STEM IICentralN. Leonhardt STEPContinuing Ed.M. Dubois/S. McKay Student Engagement through Informed Support (SEIS)CentralL. Lueders-Yanotti TRIO: Student Support ServicesCentralM. David-Arma WDT: American Diagnostics Corp.Corporate TrainingM. David-Arma WDT: Country Life, LLCCorporate TrainingN. Leonhardt WDT: Developmental Disabilities ConsortiumContinuing Ed.N. Leonhardt WDT: LI Hospital ConsortiumCorporate TrainingSUBTOTAL: 18 DIRECT GRANTS $1,995,401 2012-2014 2010-2017

$27,486 11/23/12-8/5/13 2012-13

$11,816 11/23/12-8/5/13 2012-13

$6,188 11/23/12-8/5/13 2012-13

$11,954 11/23/12-8/5/13 2012-13

$399,588 10/1/12-9/30/13 2010-16

$281,510 9/1/12-8/31/13 2010-15

$121,509 9/1/12-8/31/13 2011-16

$197,465 7/1/12-6/30/13 2011-15

$350,000 9/1/12-8/31/13 2012-17

$72,175 4/1/13-3/31/14 2012-15

$3,000 3/1/13 -6/30/13 2013

2012-139/1/12-8/31/13$49,539

$73,500 7/1/13-6/30/14 2012-13

$240,675 9/1/12-8/31/13 2011-16

$12,500 9/1/12-8/31/13

7/1/12-6/30/13 2011-15

2011-12

$26,093 7/1/12-6/30/13 2012-13

I. DIRECT GRANTS

$19,344 7/1/12-6/30/13 2011-12

$91,059





PROJECT PERIOD

C. Foley Removing Barriers and Strengthening STEM CapacityCentral at SCCCC. Eaton Time Log StudyEasternSUBTOTAL: 2 NON-PROFIT GRANTS $40,000 2012-2013 2012-2013

N. Leonhardt ALE: GEDCentralR. Gambier Bio PrepAmmermanJ. Braxton CACG - EOP EnrichCentralM. Ellinger Child & Adult Food ProgramGrantM. Ellinger Child & Adult Food ProgramAmmermanV. Calderon Child Care Operating GrantGrantA. Hopkins Child Care Operating GrantAmmermanA. Hopkins Childcare Development Block GrantAmmermanV. Calderon Childcare Development Block GrantGrantM. Oldfield CTEA $514,868Central

ME1 A. Bernstein New RTV High Definition Telecasting Course $64,000

ME2 A. Mueller/L. Galletta Noncredit Advanced Manufacturing $62,000

ME3 C. Struck/V. Wilch Increasing Busingess Retention and Completion Rates $86,000

ME4 P. Seshadri Parasitology Laboratory for Veterinary Science Technology $42,000

ME5 F. Lourenso Equipment for the Photographic Imaging Program $52,000

ME6 T. Nhotsoubanh Job Search Success Program for CTE Students $48,000

ME7 J. Lagonegro Institutional Effectiveness: Career Pathway and ME Eval. $24,000

ME8 N. Leonhardt Noncredit Ophthalmic Assistant / Technician Program $65,868

ME9 N. Niemann/M. Simon CAD Laboratory for Drafting Certificate Program $71,000

N. Leonhardt/P. Maritato HVCC: NE Photovoltaic Instruction Training Network Ammerman (ARRA)

$9,000 2013

$74,400 9/1/12-8/31/13 2010-13

$72,700 9/1/12-8/31/13 2009-13

$5,216 2012-13 2011-12

III. PASS-THROUGH GRANTS

7/1/12-6/30/13 2007-13

$5,695 2012-13 2011-12

$19,897 9/1/12-8/31/13 2011-12

$43,310 7/23/13-8/13/13 2013

$98,900 7/1/12-6/30/13 2008-13

$44,700 2012-13 2009-12

$46,900 2012-13 2011-12

II. NON-PROFIT GRANTS

$30,000 9/1/12-8/31/13 2012-13

$10,000 9/1/12-8/31/13 2012-13





PROJECT PERIOD

C. Foley/J. Benach IRACDA: CAPAmmermanL. Pipczynski/A. Seal SUNY Alliance TEAMCentralD. Laffin SUNY - Works Adult Degree Completion ProgramCentral Grant/SUNYN. Leonhardt/D. Fabian TCC HIT ConsortiumCentralSUBTOTAL: 15 PASS-THROUGH GRANTS $1,128,285 2012-2013 2007-2017

R. Guarino Bethpage Federal Credit UnionGrantP. Maritato Verizon/Hudson ValleyAmmermanD. Gordon Youth Entreprenuerial InitiativeGrantSUBTOTAL: 3 CORPORATE AWARDS $66,000 2012-2013 2012-2013

38$3,229,686

$120,335

REVENUE # AWARDS

$2,840,536 27$139,539 5$249,611 6

- 0 - - 0 -

$3,229,686 38

$25,000 9/1/12-8/31/13 2012-13

IV. CORPORATE GRANTS & AWARDS

$25,000 9/1/12-8/31/13 2012-13

$16,000 1/1/13-12/31/13 2012

$164,690 4/2/13-9/30/13 2010-13

III. PASS-THROUGH GRANTS (Continued)

$21,009 8/1/12-4/30/13 2012-2017

$7,000 4/1/13-9/30/14 2012-14

$0 10/1/12-9/30/13 2012-16

Total Grants:

TOTAL NUMBER OF INSTITUTIONAL GRANTS AWARDSTOTAL GRANTS REVENUETOTAL SCCC INDIRECT REVENUE

SUMMARY OF 2012-13 EXTRAMURAL FUNDING SOURCES

ORGANIZATION

Suffolk County Community College (SCCC)Suffolk County Community College(SCCF)Suffolk County Community College (SCCA)Suffolk Center on the Holocaust, Diversity and Human Understanding (SCHDHU)

SUFFOLK COUNTY COMMUNITY COLLEGE

2011-2012 INSTITUTIONAL GRANTS AWARDS REPORT

THROUGH AUGUST 31, 2012 PUBLISHED BY THE OFFICE OF GRANTS DEVELOPMENT

DIRECTOR /

LOCATION PROJECT TITLE / FUNDING AGENCY AMOUNT

AWARDED

BUDGET

PERIOD

PROJECT

PERIOD

I. DIRECT GRANTS

P. MARITATO

AMMERMAN

NSF-TUES (TRANSFORMING UNDERGRADUATE EDUCA-

TION IN STEM)LIGHTES (LEADING INNOVATION

THROUGH GREEN HIGH TECH ENGINEERING & SUSTAIN-

ABILITY) (1ST YR) / NSF

$ 51,690 4/15/12-3/31/13 2012-2015

R. MCENEANY

AMMERMAN CCDPCOORDINATED COLLECTION DEVELOPMENT

PROJECT / NYS EDUCATION DEPARTMENT (NYSED) $ 18,502 7/1/11-6/30/12 2011-2012

J. BRAXTON

CENTRAL EOPEDUCATIONAL OPPORTUNITY PROGRAM / STATE

UNIVERSITY OF NEW YORK (SUNY) $ 158,601 9/1/11-8/31/12 2011-2012

C. FOLEY

CENTRAL

NSF S-STEMSCIENCE, TECHNOLOGY, ENGINEERING &

MATHEMATICS SCHOLARSHIPS GRANT (6TH YR) /

NATIONAL SCIENCE FOUNDATION (NSF)

$ 4,250 10/1/11-9/30/12 2006-2012

C. FOLEY

CENTRAL

NSF S-STEMSCIENCE, TECHNOLOGY, ENGINEERING &

MATHEMATICS SCHOLARSHIPS II (STEMS II) GRANT

(1ST YR) / NSF

$ 132,720 9/1/11-8/31/12 2011-2016

L. LUEDERS-Y.

CENTRAL TRIO-SSSSTUDENT SUPPORT SERVICES PROGRAM

GRANT (2ND YR) / U.S. DEPT. OF EDUCATION (USED) $ 290,516 9/1/11-8/31/12 2010-2015

S. MCKAY/ DUBOIS

CENTRAL TITLE IIISEIS (STUDENT ENGAGEMENT THROUGH

INFORMED SUPPORT) GRANT (2ND YR) / USED $ 400,000 10/1/11-9/30/12 2010-2015

J. BRAXTON

CENTRAL

SUNY-ESDH−SUNY EMPIRE STATE DIVERSITY HONORS

SCHOLARSHIP PROGRAM / SUNY $ 17,536 9/1/11-8/31/12 2011-2012

N. LEONHARDT CONT. EDUCATION

CBJTG (COMMUNITY BASED JOB TRAINING GRANT)

POWER (PATHWAYS TO OPPORTUNITIES WITHIN ENERGY

& RENEWABLES) (3RD YR) / US DEPT. LABOR (USDOL)

$ 659,759 7/1/12-6/30/13 2010-2013

N. LEONHARDT

CONT. EDUCATION

CSTEP−NYS COLLEGIATE SCIENCE & TECHNOLOGY

EDUCATION PROGRAM / NYSED $ 91,059 7/1/11-6/30/12 2011-2015

N. LEONHARDT

CONT. EDUCATION LPP−NYS LIBERTY PARTNERSHIP PROGRAM / NYSED $ 293,063 9/1/11-8/31/12 2009-2012

N. LEONHARDT

CONT. EDUCATION

STEP−NYS SCIENCE & TECHNOLOGY ENTRY PROGRAM /

SUNY $ 197,465 7/1/11-6/30/12 2011-2015

N. LEONHARDT

CONT. EDUCATION WDTWORKFORCE DEVELOPMENT TRAINING – LONG

ISLAND HOSPITAL CONSORTIUM GRANT / SUNY $ 11,625 10/1/11-8/19/12 2011-2012

N. LEONHARDT

CONT. EDUCATION WDTDEVELOPMENTAL DISABILITIES INSTITUTE (DDI)

ALLIANCE TRAINING GRANT / SUNY $ 26,284 10/6/11-8/15/12 2011-2012

D. GORDON

CORP. TRAINING

SBA (SMALL BUSINESS ADMINISTRATION)—GREEN

TECHNOLOGY WORKFORCE GRANT (2ND YR) / SBA $ 96,695 9/30/11-9/29-12 2010-2012

D. GORDON

CORP. TRAINING EAPENTREPRENEURIAL ASSISTANCE PROGRAM /

EMPIRE STATE DEVELOPMENT CORPORATION $ 73,500 7/1/12-6/30/13 2012-2013

M. ARMA

CORP. TRAINING

WDT–WORKFORCE DEVELOPMENT TRAINING -

AUDIOVOX, GPSI & WILBAR INTERNATIONAL $ 43,908 10/6/11-8/15/12 2011-2012




(Continued)

DIRECTOR /

LOCATION PROJECT TITLE / FUNDING AGENCY

AMOUNT

AWARDED

BUDGET

PERIOD

PROJECT

PERIOD

I. DIRECT GRANTS (Continued)

M. ARMA

CORP. TRAINING CTR.

WDT−WORKFORCE DEVELOPMENT TRAINING –

ONE SOURCE DOCUMENT COMPANY $ 11,183 10/6/11-8/15/12 2011-2012

K. DOVELL

GRANT

CID–DIGITAL HUMANITIES AND THE

TRANSFORMATION OF SCHOLARSHIP / SUNY $ 5,000 7/1/12-6/30/13 2012-2013

SUBTOTAL: 19 DIRECT GRANTS $ 2,583,356 2011-2013 2006-2016

II. NON-PROFIT GRANTS N/A


R. GAMBIER

AMMERMAN

BIOPREP (BIOLOGY PARTNERSHIP IN RESEARCH &

EDUCATION) / NATIONAL INSTITUTES OF HEALTH

(NIH) TO STONY BROOK UNIVERSITY

$ 21,246 9/1/11–8/31/12 2011-2012

A. HOPKINS AMMERMAN

CHILD CARE AND DEVELOPMENT BLOCK GRANT / US

DEPT. HEALTH & HUMAN SERVICES (DHHS) TO SUNY -

RESEARCH FOUNDATION (SUNY-RF) [TO SCCA]

$ 51,513 7/1/11-6/30/12 2011-2012

A. HOPKINS

AMMERMAN

CHILD CARE OPERATING GRANT / DHHS TO SUNY-RF

[TO SCCA] $ 73,300 7/1/11-6/30/12 2011-2012

A. FLACK CENTRAL

SUNY WIN-WINADULT DEGREE COMPLETION

PROJECT GRANT (3RD YR) / LUMINA FOUNDATION FOR

EDUCATION TO SUNY

$ 10,000 9/15/11-8/30/12 2010-2012

D. LAFFIN

CENTRAL

SUNY-WORKS ADULT DEGREE COMPLETION PROGRAM

GRANT / SUNY $ 10,000 4/1/12-7/31/12 2012

M. OLDFIELD

CENTRAL

1. PETER MARITATO

2. SEAL/GALLETTA

3. O’DOHERTY/WILCH 4. J. LEVINE

5. SUSAN ORLANDO

6. GREEN/NHOTSOUBANH 7. J. LAGONEGRO

8. N. LEONHARDT

CTEA (CAREER & TECHNICAL EDUCATION ACT)

GRANT / USED TO NYSED

EQUIPMENT & SUPPLIES FOR ELECTRICAL TECH. PROGRAM NONCREDIT ADV. MANUFACTURING CAREER PATHWAY

INCREASING BUSINESS RETENTION & COMPLETION RATES NEW DIETETIC TECHNICIAN PROGRAM LABORATORY

NURSING SKILLS LAB EQUIPMENT

JOB SEARCH SUCCESS PROGRAM FOR CTE STUDENTS INSTIT. EFFECTIVENESS: CAREER PATHWAY & ME EVAL’S

NONCREDIT OPHTHALMIC ASST./TECHNICIAN PROGRAM

$607,576

$142,000

76,576 96,000

46,000

92,000 63,000

23,000 69,000

7/1/11-6/30/12 2007-2013

N. LEONHARDT

CONT. EDUCATION

ALE–ADULT LITERACY EDUCATION PROGRAM / WIA

(WORKFORCE INVESTMENT ACT) TO NYSED $ 98,900 7/1/11-6/30/12 2008-2013

LEONHARDT/FABIAN

CONT. EDUCATION

HIT–ARRAHEALTH INFORMATION TECHNOLOGY

TRAINING GRANT / DHHS-ARRA TO TIDEWATER

COMMUNITY COLLEGE

$ 22,179 4/2/12-4/1/13 2012-2013




(Continued)

DIRECTOR /


AMOUNT

AWARDED

BUDGET

PERIOD

PROJECT

PERIOD

III. PASS-THROUGH GRANTS (Continued)

V. CALDERON

GRANT

CHILD CARE OPERATING GRANT / DHHS TO SUNY-

RF [TO SCCA] $ 75,000 7/1/11-6/30/12 2011-2012

V. CALDERON

GRANT

CHILD CARE DEVELOPMENT BLOCK GRANT / DHHS

TO SUNY-RF [TO SCCA] $ 56,500 9/1/11-8/31/12 2011-2012

H. SEPULVEDA

GRANT

HESC–SCCC-SUNY SPEAKS UP TO SAVE LIVES PRO-

JECT / STATE OF NEW YORK OFFICE OF MENTAL

HEALTH TO MENTAL HEALTH ASSN. OF NYS

$ 3,000 8/22/11-12/31/11 2011

M. ELLINGER

SCC ASSOCIATION CHILD & ADULT FOOD PROGRAM / US DEPT. OF

AGRICULTURE TO NYSDOH [TO SCCA] $ 21,799 9/1/11-8/31/12 2011-2012

SUBTOTAL: 12 PASS-THROUGH GRANTS $ 1,051,013 2011-13 2007-2013


P. MARITATO

AMMERMAN

VERIZON NEXT-STEP TRAINING PROGRAM GRANT /

VERIZON, INC. TO HVCC $30,479 1/1/12-12/31/12 2012

SUBTOTAL: 1 CORPORATE AWARDS $ 30,479 2012 2012

GRAND TOTAL: 32 INSTITUTIONAL AWARDS $ 3,664,848 2011-13 2006-2016

TOTAL NUMBER OF INSTITUTIONAL GRANTS AWARDS 32

TOTAL GRANTS REVENUE $ 3,664,848

TOTAL SCCC INDIRECT REVENUE $ 192,618


ORGANIZATION REVENUE # AWARDS

Suffolk County Community College (SCCC) $ 3,386,736 27

Suffolk Community College Foundation (SCCF) - 0 - - 0 -

Suffolk Community College Association (SCCA) $ 278,112 5

Suffolk Center on the Holocaust, Diversity and - 0 - - 0 -

Human Understanding (SCHDHU)

Total Grants: $ 3,664,848 32




DIRECTOR /


AWARDED

BUDGET

PERIOD

PROJECT

PERIOD

I. DIRECT GRANTS

C. GREEN

AMMERMAN

NILE II−NURSE INFORMATICS & LEADERSHIP EDUCA-

TION II GRANT(2ND YR) / NYS DEPT. HEALTH (NYSDOH) $ 119,649 1/1/11-12/31/11 2011

R. MCENEANY

AMMERMAN CCDP COORDINATED COLLECTION DEVELOPMENT

PROJECT / NYS EDUCATION DEPARTMENT (NYSED) $ 17,500 7/1/10-6/30/11 2010-2011

M. BRIGHT

CENTRAL EOP EDUCATIONAL OPPORTUNITY PROGRAM / STATE

UNIVERSITY OF NEW YORK (SUNY) $ 90,675 9/1/10-8/31/11

2010-2011

C. FOLEY CENTRAL

NSF S-STEM SCIENCE, TECHNOLOGY, ENGINEERING &

MATHEMATICS SCHOLARSHIPS GRANT (5TH YR) /

NATIONAL SCIENCE FOUNDATION (NSF)

$ 157,450 10/1/10-9/30/11 2006-2011

L. LUEDERS-Y.

CENTRAL TRIO-SSS TRIO STUDENT SUPPORT SERVICES PROGRAM

(1ST YR) / U.S. DEPT. OF EDUCATION (USED) $ 290,516 9/1/10-8/31/11 2010-2015

S. MCKAY/ DUBOIS

CENTRAL TITLE III SEIS (STUDENT ENGAGEMENT THROUGH

INFORMED SUPPORT) GRANT (1ST YR) / USED $ 399,470 10/1/10-9/30/11 2010-2015

K. ROWE

CENTRAL

ESDH−SUNY EMPIRE STATE DIVERSITY HONORS

SCHOLARSHIP PROGRAM / SUNY $ 17,536 9/1/10-8/31/11 2010-2011


CBJTG COMMUNITY BASED JOB TRAINING GRANT-

POWER (PATHWAYS TO OPPORTUNITIES WITHIN ENERGY

& RENEWABLES) (2ND YR) / US DEPT LABOR

$ 690,980 7/1/11-6/30/12 2010-2013

N. LEONHARDT

CONT. EDUCATION

CSTEP−NYS COLLEGIATE SCIENCE & TECHNOLOGY

EDUCATION PROGRAM / NYSED $ 82,403 7/1/10-6/30/11 2010-2011

N. LEONHARDT

CONT. EDUCATION LPP−NYS LIBERTY PARTNERSHIP PROGRAM / NYSED $ 253,340 9/1/10-8/31/11 2010-2011

N. LEONHARDT

CONT. EDUCATION

STEP−NYS SCIENCE & TECHNOLOGY ENTRY PROGRAM /

SUNY $ 178,659 7/1/10-6/30/11 2010-2011

N. LEONHARDT

CONT. EDUCATION WDT WORKFORCE DEVELOPMENT TRAINING – LONG

ISLAND HOSPITAL CONSORTIUM GRANT / SUNY $ 13,700 10/1/10-8/19/11 2010-2011

N. LEONHARDT

CONT. EDUCATION WDT DEVELOPMENTAL DISABILITIES INSTITUTE (DDI)

ALLIANCE TRAINING GRANT / SUNY $ 31,868 10/1/10-8/19/11 2010-2011

D. GORDON

CORP. TRAINING SBA SMALL BUSINESS ADMINISTRATION-GREEN

TECHNOLOGY WORKFORCE GRANT (1ST YR) / SBA $ 103,305 9/30/10-9/29-11 2011-2012

D. GORDON

CORP. TRAINING EAP ENTREPRENEURIAL ASSISTANCE PROGRAM /

EMPIRE STATE DEVELOPMENT CORPORATION $ 73,500 7/1/11-6/30/12 2010-2011

M. GREEN

CORP. TRAINING WDT BRIDGEHAMPTON NATIONAL BANK / SUNY $ 23,522 10/1/10-8/19/11 2010-2011

M. GREEN

CORP. TRAINING

WDT−PEOPLE’S ALLIANCE FEDERAL CREDIT UNION

TRAINING GRANT / SUNY $ 16,394 10/1/10-8/19/11 2010-2011

SUBTOTAL: 17 DIRECT GRANTS $ 2,560,467 2010-2012 2006-2015




(Continued)

DIRECTOR /


AMOUNT

AWARDED

BUDGET

PERIOD

PROJECT

PERIOD

II. NON-PROFIT GRANTS N/A


R. GAMBIER

AMMERMAN


EDUCATION) / NIH TO STONY BROOK UNIVERSITY $ 20,830 9/1/10–8/31/11 2010-2011

J. HECKER-CAIN

AMMERMAN NIEC NATIONAL INTERPRETER EDUCATION CENTER

GRANT / USED TO NORTHEASTERN UNIVERSITY $ 500 3/1/11-9/30/13 2011-2013

A. HOPKINS

AMMERMAN

CHILD CARE DEVELOPMENT BLOCK GRANT / US

DEPT. HEALTH & HUMAN SERVICES (DHHS) TO SUNY

-RESEARCH FOUNDATION (SUNY-RF) [TO SCCA]

$ 61,536 7/1/10-6/30/11 2010-2011

A. HOPKINS

AMMERMAN


RF [TO SCCA] $ 39,360 7/1/10-6/30/11 2010-2011

P. MARITATO AMMERMAN

NORTHEASTERN PHOTVOLTAIC INSTRUCTION

TRAINING NETWORK GRANT USDOL TO HUDSON

VALLEY COMMUNITY COLLEGE (HVCC)

$ 47,000 1/1/10-9/30/11 2011

P. COOPER

CENTRAL

SEP-ARRA (STATE ENERGY PROGRAM-AMERICAN

RECOVERY & REINVESTMENT ACT) HVAC

COMPONENTS GRANT / DOE-ARRA (US DEPARTMENT

OF ENERGY-ARRA) TO NYSERDA (NYS ENERGY

RESEARCH & DEVELOPMENT AUTHORITY)

$ 306,368 3/15/10-9/1/11 2010-2011

P. COOPER

CENTRAL SEP-ARRA HIGH-EFFICIENCY CONDENSING

BOILERS GRANT / DOE-ARRA TO NYSERDA $ 244,000 3/15/10-9/1/11 2011

A. FLACK CENTRAL

SUNY WIN-WIN ADULT DEGREE COMPLETION

PROJECT GRANT (1ST YR) / LUMINA FOUNDATION

FOR EDUCATION TO SUNY

$ 5,000 9/15/10-8/31/11 2010-2012

M. OLDFIELD

CENTRAL

1. PETER MARITATO

2. JOHN LOMBARDO 3. ALLEN KEENER

4. RICHARD FREILICH

5. SUSAN ORLANDO

6. HELEN WITTMANN

7. ELIA COLON-MALLAH

8. NINA LEONHARDT 9. DENNIS O’DOHERTY

10. JAMES LAGONEGRO



ELECTRICAL TECHNOLOGY PROGRAM EQUIPMENT NONCREDIT ADVANCED MANUFACTURING PROGRAM DIGITAL PHOTOGRAPHIC IMAGING LABORATORY

PROFESSIONAL ASSISTANT FOR CULINARY ARTS

NURSING SKILLS LABORATORY EQUIPMENT

DUAL BOOT DIGITAL DESIGN COMPUTER LAB

ANIMAL ALTERNATIVES FOR VET SCI TECHNOLOGY

NONCREDIT PHARMACY TECHNICIAN ASST. PROGRAM ENHANCING COMPLETION RATES IN BUSINESS EDUC.

INSTIT. EFFECTIVENESS: CAREER PATHWAY EVAL.

$455,082

$87,082

$40,000

$34,000 $24,000

$62,000

$34,000 $55,000

$60,000

$36,000 $23,000

7/1/10-6/30/11 2007-2013




(Continued)

DIRECTOR /


AMOUNT

AWARDED

BUDGET

PERIOD

PROJECT

PERIOD


N. LEONHARDT

CENTRAL ALE ADULT LITERACY EDUCATION PROGRAM /

WIA (WORKFORCE INVESTMENT ACT) TO NYSED $ 98,900 7/1/10-6/30/11 2010-2011

LEONHARDT/FABIAN

CONT. EDUCATION

HIT-ARRA HEALTH INFORMATION TECHNOLOGY

TRAINING GRANT / DHHS-ARRA TO TIDEWATER

COMMUNITY COLLEGE

$ 312,755 4/2/11-4/1/12 2011-2012

V. CALDERON

GRANT

CHILD CARE DEVELOPMENT BLOCK GRANT / DHHS

TO SUNY-RF [TO SCCA] $ 66,411 9/1/10-8/31/11 2010-2011

V. CALDERON

GRANT


RF [TO SCCA] $ 39,800 7/1/10-6/30/11 2010-2011

M. ELLINGER

SCC ASSOCIATION

CHILD & ADULT FOOD PROGRAM / US DEPT. OF

AGRICULTURE TO NYSDOH [TO SCCA] $ 21,777 9/1/10-8/31/11 2010-2011

SUBTOTAL: 14 PASS-THROUGH GRANTS $ 1,719,319 2010-13 2007-2013


P. MARITATO

AMMERMAN

VERIZON NEXT-STEP TRAINING PROGRAM GRANT /

VERIZON, INC. TO HVCC $26,386 1/1/11-12/31/11 2011

J. KEANE

GRANT

HVAC PROGRAM GRANT / OIL HEAT COMFORT

INSTITUTE [TO SCCF] $12,500 2010-11 2010-2011

SUBTOTAL: 2 CORPORATE AWARDS $ 38,886 2010-11 2010-2011

GRAND TOTAL: 33 INSTITUTIONAL AWARDS $ 4,318,672 2010-12 2005-2015





2010-2011 EXTRAMURAL FUNDING REPORT


(Continued)




Suffolk Community College Foundation (SCCF) $ 12,500 1

Suffolk Community College Association (SCCA) $ 228,884 5

Suffolk Center on the Holocaust, Diversity and - 0 - 0


Total Grants: $ 4,318,672 33




DIRECTOR /


AWARDED

BUDGET

PERIOD

PROJECT

PERIOD

I. DIRECT GRANTS

C. GREEN

AMMERMAN

NILE II−NURSE INFORMATICS & LEADERSHIP EDU-

CATION GRANT II / NYS DEPT. OF HEALTH (NYSDOH) $21,219 1/1/10-12/31/10 2010

F. LAFAUCI

AMMERMAN NILE−NURSE INFORMATICS & LEADERSHIP EDUCA-

TION GRANT / NYSDOH $44,520 4/1/09-3/31/10 2007-2010

R. MCENEANY

AMMERMAN CCDP COORDINATED COLLECTION DEVELOPMENT

PROJECT / NYS EDUCATION DEPARTMENT (NYSED) $18,070 7/1/09-6/30/10 2009-2010

S. SCHRIER

AMMERMAN

CHILDREN & FAMILY SERVICES GRANT / NYS LEGIS-

LATURE [TO SCHDHU-SUFFOLK CENTER FOR THE

HOLOCAUST, DIVERSITY & HUMAN UNDERSTANDING]

$2,500 2/12/10-8/31/10 2010

C. WITTREICH

AMMERMAN

L.I. SHAKESPEARE FESTIVAL GRANT / COUNTY OF

SUFFOLK [TO SCCA-SCC ASSOCIATION] $5,000 10/15/09-8/31/10 2009-2010

C. FOLEY

CENTRAL

NSF-S-STEM SCIENCE, TECHNOLOGY, ENGINEERING

& MATHEMATICS SCHOLARSHIPS GRANT (4TH YR) / NATIONAL SCIENCE FOUNDATION (NSF)

$139,950 10/1/09-9/30/10 2006-2011

M. BRIGHT

CENTRAL EOP EDUCATIONAL OPPORTUNITY PROGRAM /

STATE UNIVERSITY OF NEW YORK (SUNY) $162,581 9/1/09-8/31/10 2009-2010

L. LUEDERS-Y.

CENTRAL TRIO-SSS STUDENT SUPPORT SERVICES PROGRAM

(5TH YEAR) / U.S. DEPT. OF EDUCATION (USED) $302,705 9/1/09-8/31/10 2005-2010

K. ROWE

CENTRAL

ESDH−EMPIRE STATE DIVERSITY HONORS

SCHOLARSHIP PROGRAM / SUNY $17,536 9/1/09-8/31/10 2009-2010

N. LEONHARDT

CONT. EDUCATION

CSTEP−COLLEGIATE SCIENCE & TECHNOLOGY

ENTRY PROGRAM / NYSED $82,403 7/1/09-6/30/10 2009-2010

N. LEONHARDT

CONT. EDUCATION

STEP−SCIENCE & TECHNOLOGY ENTRY PROGRAM /

SUNY $178,659 7/1/09-6/30/10 2009-2010

N. LEONHARDT

CONT. EDUCATION LPP−LIBERTY PARTNERSHIP PROGRAM / NYSED $253,340 9/1/09-8/31/10 2009-2010

N. LEONHARDT

CONT. EDUCATION

ETA (EMPLOYMENT TRAINING ADMIN.)-CBJTG

(COMMUNITY BASED JOB TRAINING GRANT)− POWER

(PATHWAYS TO OPPORTUNITIES WITHIN ENERGY &

RENEWABLES) (1ST YR) / U.S. DEPT. LABOR (USDOL)

$526,566 7/1/10-6/30/11 2010-2013

N. LEONHARDT

CONT. EDUCATION

WDT (WORKFORCE DEVELOPMENT TRAINING) GRANT

– LONG ISLAND HOSPITAL CONSORTIUM / SUNY $14,185 9/1/09-8/20/10 2009-2010

M. ARMA

CORP. TRAINING WDT–AUDIOVOX TRAINING GRANT / SUNY $7,610 9/1/09-8/20/10 2009-2010

MARILYN GREEN

CORP. TRAINING

WDT−GKN AEROSPACE MONITOR TRAINING GRANT /

SUNY $15,898 9/1/09-8/20/10 2009-2010




(Continued)

DIRECTOR /


AWARDED

BUDGET

PERIOD

PROJECT

PERIOD


MARILYN GREEN

CORP. TRAINING

WDT−PEOPLE’S ALLIANCE FEDERAL CREDIT UNION

TRAINING GRANT / SUNY $11,405 9/1/09-8/20/10 2009-2010

D. GORDON

CORP. TRAINING EAP ENTREPRENEURIAL ASSISTANCE PROGRAM / EMPIRE STATE DEVELOPMENT CORPORATION

$73,500 7/1/10-6/30/11 2010-2011

J. LOMBARDO

CORP. TRAINING

ETA-CBJTG−TECHNICAL EDUCATION IN ADVANCED

MANUFACTURING (TEAM) GRANT (3RD YR) / USDOL $535,061 4/1/10-3/31/11 2008-2011

M. ELLINGER

SCC ASSOCIATION

HYBRIDO: ARTS Y LITERATURA COMMUNITY GRANT /

COUNTY OF SUFFOLK [TO SCCA] $1,000 2/19/10-12/31/10 2010

SUBTOTAL: 20 DIRECT GRANTS $2,413,708 2009-2011 2005-2013


J. IMPERIAL

AMMERMAN

AUTOMOTIVE TECHNOLOGY GRANT / LONG ISLAND

STREET ROAD ASSOCIATION [TO SCCF-SUFFOLK

COMMUNITY COLLEGE FOUNDATION]

$2,000 2010 2010

SUBTOTAL: 1 NON-PROFIT GRANT $2,000 2010 2010


R. GAMBIER

AMMERMAN


EDUCATION) / NIH TO STONY BROOK UNIVERSITY $22,474 9/1/09–8/31/10 2009-2010

A. HOPKINS

AMMERMAN

CHILD CARE DEVELOPMENT BLOCK GRANT / US

DEPARTMENT OF HEALTH & HUMAN SERVICES

(DHHS) TO SUNY-RF [TO SCCA]

$102,359 7/1/09-6/30/10 2009-2010

HOPKINS / GLATZER

AMMERMAN / GRANT

SUFFOLK COUNTY CHILD CARE OPERATING GRANT /

DHHS TO SUNY-RF [TO SCCA] $81,400 7/1/09-6/30/10 2009-2010

J. DEMAIO

CENTRAL

GIGP (GREEN INNOVATION GRANT PROGRAM)-ARRA

(AMERICAN RECOVERY & REINVESTIMENT ACT / U.S.

DEPT. OF COMMERCE TO NYS ENERGY RESEARCH DEVELOPMENT AUTHORITY (NYSERDA)

$675,000 10/1/09-9/30/10

2009-2010

N. LEONHARDT

CENTRAL ALE ADULT LITERACY EDUCATION PROGRAM / WIA

(WORKFORCE INVESTMENT ACT) TO NYSED $98,900 7/1/09-6/30/10 2009-2010

LEONHARDT

CONT. EDUCATION

ETA-ARRA-EMERGING WORKERS TRAINING GRANT /

USDOL TO NYS DEPT. OF LABOR (NYSDOL) $159,321 1/1/10-12/31/10 2010

N. LEONHARDT

CONT. EDUCATION

WDT–ALLIANCE OF LONG ISLAND AGENCIES (ALIA)

TRAINING GRANT / SUNY TO ALIA $32,328 9/1/09-8/20/10 2009-2010

LEONHARDT/ FABIAN

CONT. EDUCATION HIT HEALTH INFORMATION TECHNOLOGY

TRAINING GRANT / ARRA-DHHS TO TIDEWATER CC $494,115 4/2/10-4/1/11 2010-2011




(Continued)

DIRECTOR /


AWARDED

BUDGET

PERIOD

PROJECT

PERIOD


M. OLDFIELD

CENTRAL

1. ALAN BERNSTEIN 2. JOHN LOMBARDO

3. ALLEN KEENER

4. RICHARD FREILICH 5. S. ORLANDO/D. GERRIE

6. LORIANNE LUEDERS-Y.

7. ELIA COLON-MALLAH 8. NINA LEONHARDT

9. DENNIS O’DOHERTY

10. JAMES LAGONEGRO 11. PETER MARITATO



DIGITAL TELEVISION AND RADIO EQUIPMENT NONCREDIT ADVANCED MANUFACTURING PROGRAM NEW DIGITAL PHOTOGRAPHIC IMAGING LAB

PROFESSIONAL ASST. FOR CULINARY ARTS PROGRAM CLINICAL SIMULATION HOSPITAL−SAYVILLE CENTER

START RIGHT PROGRAM FOR CTEA SINGLE PARENTS

ANIMAL ALTERNATIVES−VETERINARY SCIENCE TECH NONCREDIT PHARMACY TECHNICIAN ASST. PROGRAM

ENHANCING COMPLETION RATES IN BUSINESS EDUC

INSTIT. EFFECTIVENESS: CAREER PATHWAY EVAL. SUPPLIES FOR ELETRICAL TECHNOLOGY PROGRAM

$387,169

$60,313

$27,056 $21,000

$42,000

$33,800 $40,000

$20,000

$58,000 $24,000

$20,000

$41,000

7/1/09-6/30/10 2009-2010

T. GLATZER

GRANT

CHILD CARE DEVELOPMENT BLOCK GRANT /


M. ELLINGER

SCC ASSOCIATION


AGRICULTURE TO NYSDOH [TO SCCA] $20,870 9/1/09-8/31/10 2009-2010

SUBTOTAL: 11 PASS-THROUGH GRANTS $2,177,343 2009-11 2009-2011


J. IMPERIAL

AMMERMAN

GENERAL MOTORS TRAINING INITIATIVE /

RAYTHEON [TO SCCF] $9,240 6/1/09-5/31/10 2009-10

P. MARITATO

AMMERMAN

NEXT STEP TRAINING−HUDSON VALLEY COM-

MUNITY COLLEGE / VERIZON $27,836 1/1/10-12/31/10 2010

J. KEANE

GRANT



SUBTOTAL: 3 CORPORATE AWARDS $67,076 2009-10 2009-2010

GRAND TOTAL: 35 AWARDS $4,660,127 2009-11 2005-2013




(Continued)







Suffolk Community College Foundation (SCCF) 41,240 3

Suffolk Community College Association (SCCA) 314,036 6

Suffolk Center on the Holocaust, Diversity and 2,500 1


Total Grants: $ 4,660,127 35

GRANTS−Vol. XV



THROUGH AUGUST 31, 2009

PUBLISHED BY THE OFFICE OF GRANTS DEVELOPMENT

DIRECTOR / LO-

CATION PROJECT TITLE / FUNDING AGENCY AMOUNT

AWARDED

BUDGET

PERIOD

PROJECT

PERIOD

I. DIRECT GRANTS

I. MIDDLETON

AMMERMAN

COORDINATED COLLECTION DEVELOPMENT PRO-

JECT / NYS EDUCATION DEPT. (NYSED) $19,912 7/01/08-6/30/09 2008-2009

S. SCHRIER AM-

MERMAN

EMBRACING OUR DIFFERENCES / NYS OFFICE OF

PARKS, RECREATION & HISTORIC PRESERVATION [TO

SUFFOLK CENTER FOR HOLOCAUST, DIVERSITY &

HUMAN UNDERSTANDING (SCHDHU)]

$3,500 4/01/08-06/30/09 2008-2009

C. WITTREICH

AMMERMAN

L.I. SHAKESPEARE FESTIVAL / SUFFOLK COUNTY

OMNIBUS GRANT [TO SCCA (SCC ASSOCIATION)] $10,000 9/1/08-8/31/09 2008-2009

C. FOLEY CEN-

TRAL

NSF-STEM (SCIENCE, TECHNOLOGY, ENGINEER-ING

& MATHEMATICS) GRANT (3RD YR) / NATIONAL SCIENCE FOUNDATION (NSF)

$122,950 10/1/08-9/30/09 2006-2011

GREEN/STEWART

CENTRAL

EDUCATIONAL OPPORTUNITY PROGRAM (EOP) &

EOP SUMMER PROGRAM / SUNY $107,100 9/1/08-8/31/09 2008-2009

F. LAFAUCI / GREEN

CENTRAL

NILE−NURSE INFORMATICS & LEADERSHIP EDUCA-

TION GRANT (3RD YR)/ NYS DEPT. HEALTH (NYSDOH) $50,271 4/01/09-3/31/10 2007-2010

L. LUEDERS-Y.

CENTRAL

TRIO-STUDENT SUPPORT SERVICES PROGRAM (5TH

YEAR) / U.S. DEPARTMENT OF EDUCATION (USED) $268,722 9/1/09-8/31/10 2005-2010

K. ROWE CEN-

TRAL

ESDH−EMPIRE STATE DIVERSITY HONORS SCHO-

LARSHIP PROGRAM / SUNY $18,300 9/1/08-8/31/09 2008-2009

N. LEONHARDT

CONT. EDUCATION

CSTEP−COLLEGIATE SCIENCE & TECHNOLOGY EN-

TRY PROGRAM / NYSED (NYS EDUCATION DEPT.) $86,538 7/1/08-6/30/09 2008-2009

N. LEONHARDT

CONT. EDUCATION

STEP−SCIENCE & TECHNOLOGY ENTRY PROGRAM /

SUNY $185,322 7/1/08-6/30/09 2008-2009

N. LEONHARDT

CONT. EDUCATION LPP−LIBERTY PARTNERSHIP PROGRAM / NYSED $110,980 7/1/08-6/30/09 2008-2009

M. ARMA

CORP. TRAINING WDT–AFCO SYSTEMS, INC. $35,648 10/07/08-8/21/09 2008-2009

M. ARMA

CORP. TRAINING WDT–AUDIOVOX CORP $3,974 4/15/09-8/21/09 2009

M. ARMA

CORP. TRAINING WDT−NANA‟S HOUSE, INC. TRAINING GRANT / UNY $4,752 10/07/08-8/21/09 2008-2009

D. GORDON

CORP. TRAINING

ENTREPRENEURIAL ASSISTANCE PROGRAM / EM-

PIRE STATE DEVELOPMENT CORPORATION $75,000 7/1/08-6/30/09 2008-2009

GRANTS−Vol. XV Page 3





(Continued)

DIRECTOR / LO-

CATION PROJECT TITLE / FUNDING AGENCY AMOUNT

AWARDED

BUDGET

PERIOD

PROJECT

PERIOD


MARILYN GREEN

CORP. TRAINING

WDT− BANK OF SMITHTOWN TRAINING GRANT /

SUNY $36,101 10/7/08-8/21/09 2008-2009

J. LOMBARDO

CORP. TRAINING

ETA-CBJTG−TECHNICAL EDUCATION IN ADVANCED

MANUFACTURING (TEAM) GRANT (2ND YR) / USDOL $518,559 4/01/09-3/31/10 2008-2011

SUBTOTAL: 17 DIRECT GRANTS $1,657,629 2008-10 2005-2011


J. IMPERIAL AM-

MERMAN

AUTOMOTIVE TECHNOLOGY PROGRAM SUPPORT /

L.I. STREET ROD ASSN. [TO SCCF] $1,000 2008-09 2008-2009

S. SCHRIER AM-

MERMAN

OCCUPATION OF POLAND EXHIBIT / AMER. SOCIETY

FOR JEWISH HERITAGE IN POLAND [TO SCHDHU] $2,000 2009 2009

D. GORDON

CORP. TRAINING

YOUTH ENTREPRENEURIAL SUMMER CAMP /

GREATER GORDON HEIGHTS CC [TO SCCF] $3,000 2009 2009

SUBTOTAL: 3 NON-PROFIT GRANTS $6,000 2008-09 2008-2009


R. GAMBIER AM-

MERMAN


EDUCATION) / NIH TO STONY BROOK UNIVERSITY $20,091 9/1/08–8/31/09 2008-2009

A. HOPKINS AM-

MERMAN

CHILDCARE DEV. BLOCK GRANT / US DEPT. HEALTH

& HUMAN SERVICES (DHHS) TO SUNY-RF [TO SCCA] $90,319 9/1/08-8/31/09 2008-2009

A. HOPKINS AM-

MERMAN

NYS MEDICATION ADMINISTRATION TRAINING

GRANT / SUNY-RF [TO SCCA] $500 9/1/08-8/31/09 2008-2009

HOPKINS / GLATZER

AMMERMAN/GRANT

SUFFOLK COUNTY CHILDCARE OPERATING GRANT

/ DHHS TO SUNY-RF [TO SCCA] $80,898 9/1/08-8/31/09 2008-2009

N. LEONHARDT

CENTRAL

ALE−ADULT LITERACY EDUCATION PROGRAM /

WIA (WORKFORCE INVESTMENT ACT) TO NYSED $96,394 7/1/08-6/30/09 2008-2009

N. LEONHARDT

CONT. EDUCATION

GED−GENERAL EDUCATIONAL DEVELOPMENT

TEST ADMINISTRATION PROGRAM / ACE (AMERI-

CAN COUNCIL ON EDUCATION) TO NYSED

$58,500 7/1/08-6/30/09 2008-2011

GRANTS−Vol. XV





(Continued)

DIRECTOR / LOCA-

TION PROJECT TITLE / FUNDING AGENCY AMOUNT

AWARDED

BUDGET

PERIOD

PROJECT

PERIOD


M. OLDFIELD CEN-

TRAL

1. ALAN BERNSTEIN 2. JOHN LOMBARDO

3. ALLEN KEENER

4. RICHARD FREILICH 5. S. ORLANDO/D. GERRIE

6. LORIANNE LUEDERS-Y.

7. JAMES LAGONEGRO 8. NINA LEONHARDT

9. DENNIS O‟DOHERTY


GRANT / U.S. DEPT. OF EDUCATION TO NYSED

DIGITAL TELEVISION AND RADIO EQUIPMENT NONCREDIT ADVANCED MANUFACTURING PROGRAM NEW DIGITAL PHOTOGRAPHIC IMAGING LAB

PROFESSIONAL ASST. FOR CULINARY ARTS PROGRAM CLINICAL SIMULATION HOSPITAL−SAYVILLE CENTER

START RIGHT PROGRAM FOR CTEA SINGLE PARENTS

ANIMAL ALTERNATIVES−VETERINARY SCIENCE TECH NONCREDIT PHARMACY TECHNICIAN ASST. PROGRAM

ENHANCING COMPLETION RATES IN BUSINESS EDUC

$365,851

$51,851

$35,000 $50,000

$45,000

$30,000 $59,000

$25,000

$50,000

$20,000

7/1/08-6/30/09 2008-2009

T. GLATZER

GRANT

CHILD CARE DEVELOPMENT BLOCK GRANT /


M. ELLINGER

SCC ASSOCIATION


AGRICULTURE TO NYSDOH [TO SCCA] $19,120 9/1/08-8/31/09 2008-2009

SUBTOTAL: 9 PASS-THROUGH GRANTS $807,273 2008-09 2008-2009


J. CHEN AMMER-

MAN

MATH ONLINE COMPETITION / ALLSTATE INSUR-

ANCE CO.− MY AGENT, MY HERO [TO SCCF] $1,000 2008-09 2008-2009

J. IMPERIAL AMMER-

MAN

GENERAL MOTORS TRAINING INITIATIVE / RAY-

THEON [TO SCCF] $99,310 1/1/08-3/31/09 2009

P. MARITATO AMMER-

MAN

NEXT STEP TRAINING−HUDSON VALLEY COM-

MUNITY COLLEGE / VERIZON $15,249 9/1/08-12/31/09 2009

C. CONZEN EAST-

ERN

EASTERN CAMPUS ACTIVITIES SPACE / BARNES &

NOBLE COLLEGE BOOKSELLERS [TO SCCA] $5,000 9/1/08-8/31/09 2008-2009

T. GLATZER

GRANT

NEW YORK STATE FOOD BANK ASSOCIATION

GRANT / WALMART CORP. [TO SCCF] $500 2008-09 2008-2009

S. MCKAY

GRANT



SUBTOTAL: 6 CORPORATE AWARDS $151,059 2008-09 2008-2009

GRAND TOTAL: 35 AWARDS $2,621,961 2008-09 2005-2011

GRANTS−Vol. XV Page 5





(Continued)







Suffolk Community College Foundation (SCCF) 134,810 6

Suffolk Community College Association (SCCA) 281,437 7

Suffolk Center on the Holocaust, Diversity and 5,500 2


Total Grants: $ 2,621,961 35

GRANTS−Vol. XIV

SU F F O L K C O UN T Y C O M M UNI T Y C O L L E G E 2007-2008 INST I T U T I O N A L G R A N TS A W A RDS R EPO R T

T H R O U G H A U G UST 31, 2008

PUB L ISH E D B Y T H E O F F I C E O F G R A N TS D E V E L OPM E N T

D IR E C T O R / L O C A T I O N

PR OJE C T T I T L E / F UNDIN G A G E N C Y A M O UN T A W A RD E D

BUD G E T PE RI O D

PR OJE C T PE RI O D

I . D IR E C T G R A N TS A. HOPKINS AMMERMAN

NAEYC ACCRREDITATION GRANT / STATE OF NEW YORK [TO SCCA]

$850 2008 2008

A. HOPKINS AMMERMAN

MAT GRANT / STATE UNIVERSITY OF NEW YORK-RESEARCH FOUNDATION (SUNY-RF) [TO SCCA]

$600 2008 2008

I. MIDDLETON AMMERMAN

COORDINATED COLLECTION DEVELOPMENT PROJECT / NYSED (NYS EDUCATION DEPARTMENT)

$19,907 7/01/07-6/30/08 2007-2008

C. WITTREICH AMMERMAN

L.I. SHAKESPEARE FESTIVAL / SUFFOLK COUNTY OMNIBUS GRANT [TO SCCA (SCC ASSOCIATION)] $10,000 9/1/07-8/31/08 2007-2008

C. FOLEY CENTRAL

NSF-STEM (SCIENCE, TECHNOLOGY, ENGINEERING & MATHEMATICS) GRANT (2ND YR) / NATIONAL SCIENCE FOUNDATION (NSF)

$122,950 10/1/07-9/30/08 2006-2011

A. FLACK CENTRAL

LGRMIF-STORAGE & RETRIEVAL OF INACTIVE RECORDS GRANT (2ND YR) / NYS ARCHIVES $28,470 8/1/07-7/31/08 2007-2008

MICHELE GREEN CENTRAL

EDUCATIONAL OPPORTUNITY PROGRAM (EOP) & EOP SUMMER PROGRAM / SUNY $154,596 9/1/07-8/31/08 2007-2008

A. JACOBS CENTRAL

STRENGTHENED CAMPUS-BASED RUBRICS ASSESS-MENT GRANT (2ND YR) / SUNY $10,400 9/1/078/31/08 2006-2008

F. LAFAUCI / GREEN CENTRAL

NILE−NURSE INFORMATICS & LEADERSHIP EDUCA-TION GRANT (2ND YR)/ NYS DEPT. HEALTH (NYSDOH) $115,933 4/01/08-3/31/09 2007-2010

L. LUEDERS-Y. CENTRAL

TRIO-SSS (STUDENT SUPPORT SERVICES) PROGRAM (3RD YEAR) / U.S. DEPARTMENT OF EDUCATION (USED) $267,986 9/1/07-8/31/08 2005-2009

K. ROWE CENTRAL

ESDH−EMPIRE STATE DIVERSITY HONORS SCHOLARSHIP PROGRAM / SUNY $18,300 9/1/07-8/31/08 2007-2008


CSTEP−COLLEGIATE SCIENCE & TECHNOLOGY ENTRY PROGRAM / NYSED (NYS EDUCATION DEPT.) $88,940 7/1/07-6/30/08 2007-2008


STEP−SCIENCE & TECHNOLOGY ENTRY PROGRAM / SUNY $190,465 7/1/07-6/30/08 2007-2008

N. LEONHARDT CONT. EDUCATION LPP−LIBERTY PARTNERSHIP PROGRAM / NYSED $116,674 7/1/07-6/30/08 2007-2008


WDT−WORKFORCE DEVELOPMENT TRAINING GRANT-ALLIANCE OF L.I. AGENCIES / SUNY $8,000 4/29/08-8/22/08 2008

L. CAVANAGH CORP. TRAINING

WDT−RETAIL SKILLS CENTER TRAINING GRANT / SUNY $42,565 9/1/07-8/22/08 2007-2008

M. .DAVID-ARMA CORP. TRAINING

WDT−BELCO DISTRIBUTORS TRAINING GRANT / SUNY $17,435 9/01/07-8/22/08 2007-2008

GRANTS−Vol. XIV Page 3

SU F F O L K C O UN T Y C O M M UNI T Y C O L L E G E 2007-2008 INST I T U T I O N A L G R A N TS A W A RDS R EPO R T



(Continued)



BUD G E T PE RI O D


I . D IR E C T G R A N TS (Continued) M. DAVID-ARMA CORP. TRAINING

WDT−J. KINGS FOOD SERVICE TRAINING GRANT / SUNY $20,000 9/1/07-8/22/08 2007-2008

M. DAVID-ARMA CORP. TRAINING

WDT−NANA’S HOUSE, INC. TRAINING GRANT / SUNY $4,800 4/29/08-8/22/08 2008

D. GORDON CORP. TRAINING

ENTREPRENEURIAL ASSISTANCE PROGRAM / EMPIRE STATE DEVELOPMENT CORPORATION $20,909 6/1/07-5/31/08 2007-2008

MARILYN GREEN CORP. TRAINING

WDT− BANK OF SMITHTOWN TRAINING GRANT / SUNY $20,000 9/1/07-8/22/08 2007-2008

LOMBARDO/MUELLER CORP. TRAINING

ETA-CBJTG−L.I. MECHATRONICS INITIATIVE (3RD YR) / USDOL (U.S. DEPARTMENT OF LABOR)

$717,111 11/1/07-10/31/08 2005-2008

J. LOMBARDO CORP. TRAINING

ETA-CBJTG−TECHNICAL EDUCATION IN ADVANCED MANUFACTURING (TEAM) GRANT (1ST YR) / USDOL

$614,650 4/01/08-3/31/11 2008-2011

SUB T O T A L : 23 DIR E C T G R A N TS $2,611,541 2007-08 2005-2011

I I . N O N-PR O F I T G R A N TS S. SCHRIER AMMERMAN

SCC GUILD OF ADMINISTRATIVE OFFICERS [TO SCHDHU]

$1,000 2007 2007-2008

S. SCHRIER AMMERMAN

DRS. S. & V. WACKSMAN [TO SCHDHU] $3,000 2007 2007-2008

S. SCHRIER AMMERMAN

WANG CENTER AT STONY BROOK UNIVERSITY [TO SCHDHU]

$1,000 2007 2007-2008

SUB T O T A L : 3 N O N-PR O F I T G R A N TS $ 5,000 2007 2007-2008

I I I . PASS-T H R O U G H G R A N TS J. BRAVO / J. DREYER AMMERMAN

TECH PREP MINI-GRANT / NYSED TO EASTERN SUFFOLK BOCES [TO SCCF] $ 12,500 2007-08 2007-2008

S. BRUNO AMMERMAN

PROFESSIONAL DEVELOPMENT FOR EDUCATIONAL INTERPRETERS (10TH YR) / VESID TO R.I.T. $86,250 7/1/07-6/30/08 1999-2008

R. GAMBIER AMMERMAN

BIOPREP (BIOLOGY PARTNERSHIP IN RESEARCH & EDUCATION) / NIH TO STONY BROOK UNIVERSITY

$19,652 9/01/07–8/31/08 2007-2008

A. HOPKINS AMMERMAN

CHILD CARE DEVELOPMENT BLOCK GRANT / DEPT. HEALTH & HUMAN SERVICES TO SUNY-RF [TO SCCA]

$91,012 9/1/07-8/31/08 2007-2008

HOPKINS / GLATZER AMMERMAN/GRANT

SUNY CHILD CARE OPERATING GRANT / DHHS (DEPT. HEALTH & HUMAN SERVICES) TO SUNY-RF $79,300 9/1/07-8/31/08 2007-2008

GRANTS−Vol. XIV

SU F F O L K C O UN T Y C O M M UNI T Y C O L L E G E

2007-2008 INST I T U T I O N A L G R A N TS A W A RDS R EPO R T



(Continued)



BUD G E T PE RI O D


I I I . PASS-T H R O U G H G R A N TS N. LEONHARDT CENTRAL

ALE−ADULT LITERACY EDUCATION PROGRAM / WIA (WORKFORCE INVESTMENT ACT) TO NYSED $49,199 7/1/07-6/30/08 2007-2008

M. OLDFIELD CENTRAL

1. ALAN BERNSTEIN 2. CHERYL GILLESPIE 3. LAFFIN/PAPADIMITRIOU 4. RICHARD FREILICH 5. E. GARGANO/ORLANDO 6. L. LUEDERS-YANOTTI 7. JAMES LAGONEGRO 8. NINA LEONHARDT

CTEA (CAREER & TECHNICAL EDUCATION ACT) GRANT / U.S. DEPT. OF EDUCATION TO NYSED

DIGITAL TELEVISION AND RADIO EQUIPMENT SUPPLIES FOR PHYSICAL THERAPIST ASST. PROGRAM INTEGRATING E-PORTFOLIOS IN BUSINESS EDUCATION PROFESSIONAL ASST. FOR CULINARY ARTS PROGRAM CLINICAL SIMULATION HOSPITAL FOR SAYVILLE CTR START RIGHT PROGRAM FOR CTEA SINGLE PARENTS INSTIT. EFFECTIVENESS; MAJOR EFFORT EVALUATIONS PHARMACY TECHNICIAN ASSISTANT PROGRAM

$448,300

$90,000 $42,000 $35,000 $91,000 $85,000 $41,000 $22,300 $42,000

7/1/07-6/30/08 2007-2008

T. GLATZER GRANT

CHILD CARE DEVELOPMENT BLOCK GRANT / DHHS TO SUNY-RF [TO SCCA] $73,874 9/1/07-8/31/08 2007-2008

M. ELLINGER SCC ASSOCIATION

CHILD & ADULT FOOD PROGRAM / US DEPT. OF AGRICULTURE TO NYSDOH [TO SCCA] $20,200 9/1/07-8/31/08 2007-2008

SUB T O T A L : 9 PASS-T H R O U G H G R A N TS $900,487 2007-08 1999-2008

I V . C O RPO R A T E G R A N TS & A W A RDS J. IMPERIAL AMMERMAN

GENERAL MOTORS TRAINING INITIATIVE / RAYTHEON [TO SCCF] $188,600 1/1/08-12/31/08 2008

J. OHRNBERGER GRANT

ESL SCHOLARSHIP GRANT / WASHINGTON MUTUAL BANK [TO SCCF] $4,500 2008 2008

P. MARITATO AMMERMAN

NEXT STEP TRAINING−HUDSON VALLEY COM-MUNITY COLLEGE / VERIZON $10,500 9/1/07-12/31/08 2008

S. SCHRIER AMMERMAN ARROW ELECTRONICS GRANT [TO SCHDHU] $7,450 2008 2007-2008

S. SCHRIER AMMERMAN

BETHPAGE FEDERAL CREDIT UNION GRANT [TO SCHDHU]

$1,000 2007 2007-2008

S. SCHRIER AMMERMAN

MICHAEL J. GRANT FUNERAL HOMES [TO SCHDHU]

$1,000 2007 2007-2008

S. SCHRIER AMMERMAN NEW YORK COMMUNITY BANK [TO SCHDHU] $3,000 2007 2007-2008

S. SCHRIER AMMERMAN

NORTHSHORE IMPLANT & ORAL SURGERY ASSOCIATION, P.C. [TO SCHDHU]

$500 2008 2007-2008

GRANTS−Vol. XIV Page 5

SU F F O L K C O UN T Y C O M M UNI T Y C O L L E G E 2007-2008 E X T R A M UR A L F UNDIN G R EPO R T



(Continued)

S. SCHRIER AMMERMAN

SUFFOLK FEDERAL CREDIT UNION GRANT [TO SCHDHU]

$500 2007 2007-2008

C. WITTREICH AMMERMAN

L.I. SHAKESPEARE FESTIVAL / SARMAR CORPORATION [TO SCCA]

$1,000 2007-08 2007-2008

S. MCKAY GRANT

HVAC PROGRAM GRANT / OIL HEAT COMFORT INSTITUTE [TO SCCF] $25,000 200708 20072008

SUB T O T A L : 11 C O RPO R A T E A W A RDS $243,050 2007-08 2007-2008

G R A N T T O T A L : 46 A W A RDS $3,760,078 2007-08 1999-2011

T O T A L NU M B E R O F INST I T U T I O N A L G R A N TS A W A RDS 46 T O T A L G R A N TS R E V E NU E $ 3,760,078 T O T A L SC C C IND IR E C T R E V E NU E $ 194,451 T O T A L NU M B E R O F E X T R A M UR A L APPR OPRI A T I O NS $ - 0 - T O T A L APPR OPRI A T I O NS R E V E NU E $ - 0 -

SU M M A R Y O F 2007-08 E X T R A M UR A L F UNDIN G SO UR C ES

ORGANIZATION RE VE NU E # AWARDS Suffolk County Community College (SCCC) $ 3,293,292 26 Suffolk Community College Foundation (SCCF) 230,600 4 Suffolk Community College Association (SCCA) 217,736 7 Suffolk Center on the Holocaust, Diversity and 18,450 9 Human Understanding (CHDHU)

Total Extramural Grants: $ 3,760,078 46 Suffolk County Community College (SCCC) $ - 0 - 0

Total Extramural Appropriations: $ - 0 - 0

ATTACHMENT 2

2 SCCCGrantSubmissionForm12

SCCC STRATEGIC PLAN − INSTITUTIONAL GOALS AND OBJECTIVES

Check off all of the institutional objectives that apply to the grant/contract proposal or award you are submitting:

Goal 1.0: Student Success: To foster the intellectual, physical, social and civic development of students through excellent

and rigorous academic programs and comprehensive student support services.

1.1 Increase the completion rate of first-time, full-time (FTFT) students in gateway courses through enhanced

engagement with faculty, academic support and student services. 1.2 Increase the fall-to-spring persistence rates of all credit bearing students to 75% and fall-to-fall retention rates for

FTFT students to 70% by supporting students through enhanced engagement with faculty, academic support, and

student services. 1.3 Increase the three-year graduation rate of FTFT students to 20% through enhanced engagement with faculty,

academic support, and student services.

Goal 2.0: Community Development/Societal Improvement: To promote social and economic development of the

community we serve.

2.1 Enhance the local workforce by increasing partnerships with key employment sectors and offering programs to

address the employment skills gap in Suffolk County. 2.2 Expand targeted outreach to non-traditional constituents to increase the number of non-traditional students

served through continuing education and traditional academic programs. 2.3 Enhance community enrichment through increased participation in social and cultural events, initiatives, and

activities conducted by the College or in partnership with external stakeholders. 2.4 Expand partnerships with local high schools, school districts, and other higher education institutions to ensure

successful and smooth transitions from high school to college.

Goal 3.0: Access and Affordability: To provide access to higher education by reducing economic, social, geographic and

time barriers.

3.1 Improve access by developing needed facilities and reducing geographic barriers associated with campus

structures and topography through the implementation of the Capital Program as evidenced by specific project

completion each year. 3.2 Reduce the economic barriers to higher education by maximizing institutional efficiencies in order to minimize

increases in College operating costs, as evidenced by the budget. 3.3 Reduce the economic barriers to higher education associated with limited financial aid by increasing the number

of applications for and awards of both merit- and need-based scholarships, as evidenced by Foundations update

reports. 3.4 Reduce social, geographic, and time barriers to academic success through the enhancement of online, web

and/or mobile academic and student support by increasing the availability, accuracy and currency of courses,

applications and content, as well as the ease and convenience of delivery.

Goal 4.0: Institutional Effectiveness: To monitor and assess the performance of the institution to ensure continuous

improvement in achieving the mission, vision and goals of the College.

4.1 All divisions, departments, programs, services and units of the College will, through the implementation of an

integrated planning system, monitor and assess outcomes and communicate evidence that assessments have been

used toward continuous improvement in achieving the College’s mission, vision, and goals.

Goal 5.0: Communication: To promote transparent and effective communication within the college community and

between the college community and external constituencies.

5.1 Through written, electronic and face-to-face communication, issue college-wide communication to

administrators, faculty, staff, and students in order to promote effective internal communication. In addition

each campus will develop methods to deliver and receive departmental and divisional input about their mission-

related activities. 5.2 Through written, electronic, and face-to-face communication, issue information to external constituents and

stakeholders about College and student initiatives and accomplishments, as well as community outreach

programs, in order to promote the value the college brings to Suffolk County and its citizens.

Goal 6.0: Diversity: To reflect the ethnic, demographic, and economic composition of Suffolk County.

6.1 Foster and demonstrate measureable improvement in decreasing ethnic disparities within its instructional and

non-instructional faculty and staff for pan-cultural groups. 6.2 Decrease achievement disparities among pan-cultural groups and across socioeconomic groups by developing

partnerships and approaches aimed at decreasing the need for developmental education, improving the rate of

persistence Fall-to-Spring for FTFT freshmen, and improving graduation and transfer rates for these

populations.

ATTACHMENT 3

Request edit access

This survey is designed to collect data to identify underrepresented or disadvantaged groups served by our extramurally-funded programs.

Enter the fund code.ie: GC03, GA09, GT56, etc.

Enter the grant funded program name.

Enter your first name.

Enter your last name.

Enter your email address.

Type of Underrepresented or Disadvantaged Group Served

Academically disadvantaged

Served - check if served

Economically disadvantaged


Disabled individuals


1st - generation college students


Ethnic minorities


Women in science/engineering


ESL/LEP individuals


Single parents


Displaced homemakers


Nontraditional career students


Adult learners


"Aged-out" individuals


Unemployed/underemployed


STEM students


Veterans


Orphans/foster children


Homeless individuals


Grant-funded Category

Need-based scholarships/aid

Provided - check if provided

Non need-based scholarships


1-on-1 mentoring by faculty


CPT/skills testing


Academic tutoring


Academic advising


Financial aid counseling


Special services counseling


Career counseling/advising


Group counseling


Diversity/gender equity program


Curriculum revision/development


Cultural/academic enrichment


E-portfolios/service learning


Life skills/leadership training


Internships/externships


Job/workforce training


Career/job placement services


Transfer assistance


Equipment or supplies


Faculty salaries/release time


Faculty professional development


Faculty travel funds


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ATTACHMENT 4

IG MIOs n % n %

1.1 The College will, during the period 2012-2017, increase the completion rate of first-time, full-time (FTFT) students in gateway courses through enhanced engagement with faculty, academic support and student services.

8 7%

1.2 The College will, during the period 2012-2017, increase the fall-to-spring persistence rates of all credit bearing students to 75% and fall-to-fall retention rates for FTFT students to 70% by supporting students through enhanced engagement with faculty, academic support, and student services.

9 8%

1.3 The College will, during the period 2012-2017, increase the three-year graduation rate of FTFT students to 20% through enhanced engagement with faculty, academic support, and student services.

10 9%

2.1 The College will enhance the local workforce by increasing partnerships with key employment sectors and offering programs to address the employment skills gap in Suffolk County.

10 9%

2.2 The College will expand targeted outreach to non-traditional constituents to increase the number of non-traditional students served through continuing education and traditional academic programs.

12 10%

2.3 The College will enhance community enrichment through increased participation in social and cultural events, initiatives, and activities conducted by the College or in partnership with external stakeholders.

9 8%

2.4 The College will expand partnerships with local high schools, school districts, and other higher education institutions to ensure successful and smooth transitions from high school to college.

7 6%

3.1 The College will improve access by developing needed facilities and reducing geographic barriers associated with campus structures and topography through the implementation of the Capital Program as evidenced by specific project completion each year.

4 3%

3.2 The College will reduce the economic barriers to higher education by maximizing institutional efficiencies in order to minimize increases in College operating costs, as evidenced by the budget.

3 3%

3.3 The College will reduce the economic barriers to higher education associated with limited financial aid by increasing the number of applications for and awards of both merit- and need-based scholarships, as evidenced by Foundations update reports, by Fall 2017.

4 3%

3.4 The College will reduce social, geographic, and time barriers to academic success through the enhancement of online, web and/or mobile academic and student support by increasing the availability, accuracy and currency of courses, applications and content, as well as the ease and convenience of delivery.

7 6%

44.1 All divisions, departments, programs, services and units of the College will, through the implementation of an integrated planning system, monitor and assess outcomes and communicate evidence that assessments have been used toward continuous improvement in achieving the College’s mission, vision, and goals during the period 2012-2017.

7 6% 7 18%

5.1 Each year during the period 2012-2017, the College will, through written, electronic and face-to-face communication, issue college-wide communication to administrators, faculty, staff, and students in order to promote effective internal communication. In addition each campus will develop methods to deliver and receive departmental and divisional input about their mission-related activities.

7 6%

5.2 Each year during the period 2012-2017, the College will, through written, electronic, and face-to-face communication, issue information to external constituents and stakeholders about College and student initiatives and accomplishments, as well as community outreach programs, in order to promote the value the college brings to Suffolk County and its citizens.

7 6%

6.1 Each year during the period 2012-2017, the College will foster and demonstrate measureable improvement in decreasing ethnic disparities within its instructional and non-instructional faculty and staff for pan-cultural groups.

4 3%

6.2 Each year during the period 2012-2017, the College will decrease achievement disparities among pan-cultural groups and across socioeconomic groups by developing partnerships and approaches aimed at decreasing the need for developmental education, improving the rate of persistence Fall-to-Spring for first-time, full-time freshmen, and improving graduation and transfer rates for these populations.

8 7%

Duplicated totals 116 100% 58 153%

Unduplicated totals 38 305% 38 100%

Percent of MIOs with at least one grant-funded project (16/16) 100%

21%6

10 26%

13 34%

11 29%

9 24%

8

Grant-funded projects addressing

each MIO

Grant-funded projects addressing

each IG

1

2

3

5

ATTACHMENT 5

2013-2014 ACADEMIC YEAR

BOARD OF TRUSTEES

PRESIDENTDr. Shaun L. McKay

EXEC. ASST.to the President

C. Adams

EXECUTIVEVICE PRESIDENT

Vacant

VICE PRESIDENTInstitutional

AdvancementM. Araneo

See ChartF

COLLEGEGENERAL COUNSEL L. Petrizzo

VICE PRESIDENTAcademic &

Student AffairsC. Mazzarelli

See ChartA

See ChartC

ASSISTANTto the President

S. O’Hara

VICE PRESIDENTBusiness &

Financial AffairsG. Vizzini

See ChartB

Suffolk Community College Foundation,

Inc.

EXECUTIVE DIRECTORInstitutional Effectiveness

F. Dearing

See ChartD

EXECUTIVE DIRECTOR

Suffolk Community College Foundation

R. Guarino

See ChartL

AFFIRMATIVEACTION

OFFICERC. Vargas

COLLEGE COMMUNICATIONS DIRECTOR

D. Biondo

As of December, 2013

VICE PRESIDENT Institutional Advancement

M. Araneo

DIRECTOR College Relations and Publications

M. Feder

COLLEGE ASST. DEAN

Grants DevelopmentM. Oldfield

ASSOC. DEAN Institutional

AdvancementD. Fawcett

SPECIALIST 2Grants Development

W. Tucker

EXEC. DIR.External AffairsL. Pipczynski

COLLEGE COMMUNICATIONS DIRECTOR

D. Biondo

As of December, 2013

ATTACHMENT 6

Professional Development Day Breakout Session

W. Troy Tucker, Ph.D. Office of Grants Development

Session Goals Orientation to grants at Suffolk Funders and solicitations Common proposal parts Tips Discussion

SCCC Departmental Grants Serve students in one or a few disciplines Typically range from $50K − $200K per year Preferably aligned with the College’s Strategic Plan Examples:

National Science Foundation − TUES − Digital Imaging for Collaborative Learning in Biology Labs

NYS Department of Health − Health Workforce Retraining Initiative: NILE I and NILE II

NYS Department of Education – CTEA grants

SCCC Institutional Grants Typically multi-year projects Aligned with the College’s Strategic Plan Examples:

National Science Foundation – S-STEM (Science, Technology, Engineering & Math) Scholarship Grants

US Department of Labor – TEAM, POWER grants US Department of Education – TRIO Student Support

Services & Title III-Strengthening Institutions Program

Funding Sources Federal State Community / private / non-profit

Legislative / community action Foundation Corporate foundation

Corporate giving

Places to Look for Grants Foundation Center Agency mailing lists: e.g. Grants.gov Chronicle of Philanthropy Professional organizations SUNY One-source Resource Network Faith-based and community initiatives Federal Register, FedBizOpps Office of Grants Development

http://department.sunysuffolk.edu/OfficeofGrantsDevelopment/index_4972.asp

http://department.sunysuffolk.edu/OfficeofGrantsDevelopment/index_4972.asp�

Solicitations Many names: RFP, RFA, SGA, FRA, FOA… All contain:

Rules of the competition Funding priorities Eligible responders Deadlines Size of requests, allowed expenses, project length Information sessions, FAQ’s, contacts, checklists Tracking requirements, reporting requirements

Common Proposal Parts Project Narrative Summary and Abstract Budget and Budget Justification Biographical Sketches Appendices – letters, examples

Narrative Main body of the proposal Contains

Goals and Objectives and Outcomes Rationale

Need Theory and Literature Review Preliminary Results

Activities, Deliverables, Timetable Management Plan and Roles & Responsibilities Evaluation Plan, Dissemination Plan, Sustainability Plan

Pedagogy Example Seven Principles of Learning 1. Learning with understanding is facilitated when new and existing knowledge is

structured around the major concepts and principles of the discipline. 2. Learners build on pre-existing understandings 3. Effective learning fosters the development of metacognitive skills 4. Students have different learning styles that are a function of culture and prior

experiences 5. Learners’ motivation and sense of self affects the learning process 6. The practices and activities in which people engage while learning shape what is

learned. 7. Learning is enhanced through social interactions Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools (2002)

Simple Timetable Example YEAR ONE ACTIVITIES PERSONNEL Aug. 2012 Hire project staff, meet with curriculum team PI, co-PI, staff Begin purchasing, begin curriculum design… Co-PI, design team… Dec. 2012 Begin… … Feb. 2013 Begin… … Spring 2013 Complete… Prepare first year report… … Summer 2013 Conduct sessions for… … YEAR TWO ACTIVITIES PERSONNEL Sept. 2013 Offer… … Oct. 2013 PI and a Co-PI attend conference… … Feb. 2014 Analyze review data… … Summer 2014 Prepare final report …

Title III Proposal Timetable

Summary and Abstract Often tightly proscribed by authorizing legislation

For example, three paragraphs with specific headings Intellectual Merit and Broader Impact Used by the agency to advertise their program

Summarize goals, rationale, methods, and evaluation and dissemination plans

Evaluation Plan Formative Evaluation:

Ongoing, informative assessment Monitors progress during the project Provides feedback in time for instructor/PI to adjust the program

Summative Evaluation Final assessment of program outcomes Evaluates how well project goals have been met

Describe how Students will be “surveyed”, faculty will be “asked”, grades will be “compared” Indicate who will do these tasks Indicate who will analyze and interpret the data

Try to measure deeper learning

Dissemination Plan Not just a web site and a meeting Target and involve those who teach similar courses at other locations

Ask them to visit your web site, read materials, comment Organize email exchanges and listserves Host informal meetings at conferences or on-campus

Faculty development workshops (on-campus and at conferences) Be specific about specific conferences and journals

Include conference travel in budget Include a tentative title & description of paper

Explore other venues State Academy of Science meetings Science news publication and lay press Professional society and specialty listserve

Budget Categories Direct

Personnel Fringe Travel Equipment Supplies Contractual

Indirect 38% of Personnel + Fringe 38% of all except participant support and equipment Often capped

Make Contact Impact of pre-submission contact:

Govt.: 300% increase chance of award Foundations/Corporations: 500% increased chance

Goals of pre-submission contact: Confirm that your concept matches their need Specifics to clarify the RFP Who will evaluate and how Availability of funded proposals, examples, other

materials you should review

What to ask Do you prefer early submission? What scoring system or rubric will reviewers use? Are awards weighted by geography, need, etc... Can I submit more than one proposal? Will you review a pre-proposal or draft? Is my project what you’re looking for? What items are not allowed in the budget? Is there a list of past awardees? Who else might fund my proposal? Are funded proposal examples available? Will you put me on a mailing list for updates?

Unwritten Rules of Grantwriting Deadlines and guidelines are inviolable Grants are not charity Error-free is the only way Write clearly and concisely People give to people

ATTACHMENT 7

1

Guidelines for External Reviewer’s Report Administrative and Educational Support Unit Review

Report to be Submitted 2 weeks after the Site Visit Institution: Suffolk County Community College Administrative and/or Educational Support Unit name: Office of Grants Development

Date of Evaluation: January 23, 2014 Evaluator(s): Susan M. Lombardi, Community Development Resources, LLC ______________________________________________________________________________

I. Mission, Goals and Strategic Plan

a. Describe how the unit’s mission and goals support SCCC’s missions and the strategic plan (institutional goals and measurable institutional objectives).

The unit’s mission and goals are directly aligned with SCCC’s mission and support institutional goals and objectives outlined in the College’s strategic plan.

II. Functions and Services

a. Assess the structure and coherence of the unit’s functions and services. To what extent do these functions meet the needs of the SCCC community? Is the unit poised to be flexible to meet emerging needs?

The structure of the unit is sound. Unit staff brings varying strengths and expertise to the table and roles of the team members are clear. The unit’s functions and services appear logical and responsive to the needs of the SCCC community, and in general, the unit is poised to meet changing/emerging needs. However, although the unit is described as a grants development/pre-award unit, the team has demonstrated significant flexibility in meeting the Colleges’s needs, especially in the area of post-award assistance. It is my opinion that the addition of post-award support and technical assistance responsibilities has reduced the amount of time and focused attention that can be spent in identifying and developing additional competitive proposals that could further support the objectives outlined in the strategic plan.

III. SWOT (Strengths, Weaknesses, Opportunities, and Threats) Analysis

a. Identify external trends or conditions that present opportunities for threats to the unit’s ability to achieve its vision, mission, goals and outcomes.

The SWOT analysis clearly identified strengths, weaknesses, opportunities, and threats and these were adequately described in the review document. Additional strengths include the level of experience and expertise and cohesive nature of the team.

Dwindling and shifting federal unding streams and the restructuring of New York State’s multi-agency grants system into a Consolidated Funding Application present a threat to the unit’s success if appropriate resources and time are not given to monitoring these

2

changes, and making appropriate changes to unit functions as needed. The team’s proactive approach of forecasting grant opportunities according to anticipated scheduled release dates provides opportunities to be more strategic in planning for and developing solid proposals prior to the tight timeframes given upon release.

Two weaknesses that stood out as hindering the progress of the unit: 1) the lack of involved faculty members in pursuing or implementing grant projects, and 2) the restrictive and time consuming review and submission processes that can jeopardize a timely submission. There is a lack of a formalized internal process that takes into account the changing mechanics of grant submissions, mainly from hard copy to electronic submissions. The logistics of the current process for review and approval of submission prior to entry into an electronic system appears to create inefficiencies, undue stress on the unit, and the potential for missing funding deadlines. During the site visit there was discussion regarding proposed alternative review/approval for submission methods.

IV. Staffing

a. Is there sufficient staff to achieve the unit mission? Explain your response.

If all positions cited in the team structure are filled and active, and the unit function is pre-award and focuses on grant research, development and submission, then the level of staffing is adequate to achieve the unit’s mission. If oversight of post-award functions continues or increases, it is my opinion that additional staffing would be appropriate to ensure the success of the pre-award/development unit.

The unit has recently added a Grants Analyst, and a new staff member has filled a financial unit position responsible for grants management. These additions appear appropriate and prudent. However, it is my opinion that these new staff will need additional time, support and training in the higher education “grants world”, for their roles to be fully effective.

V. Planning and Assessment

a. What are the plans and expectations for continuing unit development and self-assessment?

The unit engages in annual assessments and evaluation activities. The team members expect that this will continue. Recommendations for change will provide avenues for growth and continued improvement, and refinement of unit processes. The team is cognizant of issues found for improvement under the NSF assessment and actions are underway to address these issues. b. Are the assessment plan and assessment measures appropriate? AND d. What would

you recommend to improve the planning and assessment process?

The assessment plan and measures are appropriate. Additional measures might include an assessment of the amount of time spent on pre-award, post-award, and non-submission activities (i.e. committee work) as well as the tracking of faculty outreach and involvement in submission development.

3

c. Describe how the budget request and resource allocation support the unit’s ability to deliver on its mission and goals.

The budget request and resource allocation reflects funding to maintain the necessary staff, including the additional staff recently brought on to support the unit. It includes expense lines for professional development/training, software upgrades, and consultant support. The unit budget appears to be adequate.

Conclusion

a. Include any additional observations important to the evaluation of this unit.

The flexibility of the unit team and its ability to adapt to the changing funding trends, offer support to post award activities and manage multiple deadlines is impressive. However, it appears that internal (College Level) protocols may be creating undue stress and inefficiencies that detract from the unit’s success and potential growth.

b. Summarize the unit’s major strengths and weaknesses with particular attention to the degree to which the unit’s goals and outcomes are attained.

The units major strengths include: a cohesive team, strong leadership, varying yet complementary areas of expertise and experience, forward thinking, and flexibility. The team has the ability to effectively interface with leadership, faculty and outside stakeholders in order to coordinate functions and produce the materials needed for successful submissions.

The unit’s major weaknesses include: 1) unclear delineation between pre-award and post award responsibilities and (SCCC) desired time allocation, 2) internal review and authorization protocols that can create a “too close to deadline” scenario, and/or jeopardize successful development and submission of grant proposals 3) lack of grant-involved faculty. c. Summarize the recommendations for the unit to improve these weaknesses and

maintain the identified strengths.

Recommended actions to potentially improve weaknesses while helping to maintain the unit’s identified strengths include:

• Further analysis of review and signatory policies and procedures; potential creation of “in development" sign off process for faculty and authorized signatories.

• Increased “grants” outreach/education for faculty aimed at building the pool of potential PI/project directors needed to pursue expanded funding opportunities.

VI. Assessing the Assessment

a. Please briefly describe your recommendations for improving the AES unit review assessment process.

The AES unit review process was thorough and appropriate. Materials presented were helpful and College leadership and unit staff members were approachable and professional. I have no recommendations for improvement.

ATTACHMENT 8

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Guidelines for External Reviewer’s Report

Administrative and Educational Support Unit Review

Report to be Submitted 2 weeks after the Site Visit

Institution: Suffolk County Community College Administrative and/or Educational Support Unit name: Office of Grants Development

Date of Evaluation: January 23, 2014

Evaluator(s): Patricia R. Williams, Monroe Community College

Note: Sue Lombardi, Community Development Resources, LLC is the second external

evaluator. .Each Evaluator is filing a separate Report.

______________________________________________________________________________

I. Mission, Goals and Strategic Plan

a. Describe how the unit’s mission and goals support SCCC’s missions and the strategic

plan (institutional goals and measurable institutional objectives).

The mission and goals were effectively described by the documentation submitted to

reviewers prior to site visit. Both mission and goals of the unit align and support SCCC’s

mission and strategic plan.

II. Functions and Services

a. Assess the structure and coherence of the unit’s functions and services. To what

extent do these functions meet the needs of the SCCC community? Is the unit poised

to be flexible to meet emerging needs?

Functions and services were clear and addressed SCCC’s needs as described in the

mission and vision statements and documents. The determination of what is the intended

focus for the unit is somewhat muddled. In the review documents, the primary

responsibility of the unit is development and pre-award activities. However, in the

functional review, it appears that the unit engages heavily in post-award activities and

responsibilities. The unit is poised and flexible to meet and address emerging needs, as

evidenced by taking on the post-award responsibilities that are necessary to ensure that

the grants that they obtain are successfully operated. It is the opinion of this reviewer that

the support provided for post-award functions, as the unit is currently configured, detracts

from the unit’s ability to be fully engaged in the required forward movement.

III. SWOT (Strengths, Weaknesses, Opportunities, and Threats) Analysis

a. Identify external trends or conditions that present opportunities for threats to the

unit’s ability to achieve its vision, mission, goals and outcomes.

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The strengths, weaknesses, opportunities, and threats reported were clear and accurate.

However, each area should be expanded, especially the strengths and opportunities. It

was identified in the discussions that the internal infrastructure is very strong, but this

was not noted in the reports provided. The ability of the staff to look at future

opportunities was also not noted as strength although it should be. The creation of an

electronic monitoring tool was listed as an opportunity. As it has since been developed

and is being implemented, it should move to the strengths section. It should be noted that

this new capability will need full implementation and adoption by the unit and the

college.

Under the weaknesses, both reviewers agreed that the demonstrated shortage of facility

involvement in grants activities is a concern. A significant weakness that is also a very

real threat is the bureaucratic constraints described in both the written material and in the

site visit discussion. The actions needed as a result of the desk review from NSF should

be implemented immediately. Internal processes should be reviewed and streamlined to

allow for flexibility and accountability in the project development phase of SCCC

projects. Concerns of the approval process for submission were discussed and

recommendations are in the conclusion section.

IV. Staffing

a. Is there sufficient staff to achieve the unit mission? Explain your response.

If the unit function is pre-award, the current level of staffing is adequate, while all

positions remain filled. If oversight of post-award functions continues to be this unit’s

responsibility, there is some question if there is sufficient staffing to support the needs

and protection of the college. Minimally, there should be significant training provided to

the new unit staff as well as the new financial staff that are assigned to grants

management.

V. Planning and Assessment

a. What are the plans and expectations for continuing unit development and self-

assessment?

The unit reports their desire to continue this process for self-improvement and continual

alignment with the strategic growth of SCCC. The unit indicated that they have been

engaged in annual assessment and periodic strategic evaluation for more than ten years.

b. Are the assessment plan and assessment measures appropriate? AND d. What would

you recommend to improve the planning and assessment process?

The assessment plan and measures appear to be adequate. It is recommended that the

unit articulate and quantify the impact the OGD has on the college community as well as

their ability to forecast future goals. The unit should create a baseline for reporting

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separated from dollars generated to a process that will measure impact across the

community (both college and non-college). These measures could include an ability to

track funding streams, consortia building initiatives, faculty involvement, and generation

of in-direct dollars that are returned to the college for operating funds.

c. Describe how the budget request and resource allocation support the unit’s ability to

deliver on its mission and goals.

There was limited information regarding budget requests or resource allocation.

However, with the addition of a new position, and through the site visit, it appears the

unit budget is adequate to meet the mission and goals. The unit’s office suite, computer

equipment and software are adequate for a fully functional pre-award office and the

budget request maintains and upgrades these facilities. The budget request supports

limited travel for professional development, such as travel to regional and national

conferences, and for grant proposal writing support, such as attending workshops by

grant sponsors.

VI. Conclusion

a. Include any additional observations important to the evaluation of this unit.

The unit strives to engage in activities that will expand their impact on the college

community. Unit-members are active on college committees and initiatives not directly

related to grants development.

b. Summarize the unit’s major strengths and weaknesses with particular attention to the

degree to which the unit’s goals and outcomes are attained.

This unit has been meeting expectations and reaching set goals despite some areas that

need improvement. The strengths are:

Experienced and committed staff;

Record of success in obtaining grants;

Excellent rapport with faculty and administrators;

Reputation for quality product;

Responsive to needs of internal and external stakeholders;

Record of developing and leading large consortia;

Development and implementation of tracking system;

Ability to forecast future needs;

Engagement in continual professional development.

Weaknesses include two major areas already articulated in this report: engagement of

faculty and bureaucratic constraints. In addition, the development and availability of

policies and procedures for post award activities as noted in the action plan from the NSF

Desk Audit needs to be addressed.

c. Summarize the recommendations for the unit to improve these weaknesses and

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maintained the identified strengths.

Engagement of faculty was discussed at length. Some suggestions were provided that

included targeted workshops for different foci (e.g. one workshop for only faculty

interested in pursuing NSF grant opportunities, etc.), presenting at department meetings

to talk about Grantsmanship, increasing the number of targeted communications to

faculty, and other activities aimed at fostering a college-wide culture of grant-getting.

It is recommended that a process be investigated and implemented that allows some

flexibility in grant submission. One suggestion was an electronic process that

administration can sign off on at any time from any location; or a secondary

administrator to sign off should there be an absence of the primary signatory. Even

through it was continually stressed that there has never been a submission missed due to

inability to schedule a signatory, it does not mean there will not be a missed submission

in the future. Another suggestion was to review the college’s risks and obligations

associated with submission of a proposal vs. the acceptance of an awarded grant contract

and align the effort and care required to acquire the necessary permissions and signatures

accordingly.

VII. Assessing the Assessment

a. Please briefly describe your recommendations for improving the AES unit review

assessment process.

The process was easy to follow and allowed adequate time for review prior to the

visit, adequate time for the site visit and reporting.

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