Title III and Title V APR

Annual Performance Reports for Title III and Title V Grantees

Att_APR Components and Data-2010-06292010

Title III and Title V APR

OMB: 1840-0766

⚠️ Notice: This form may be outdated. More recent filings and information on OMB 1840-0766 can be found here:

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Section 1—Executive Summary

A. Use this section to summarize how your grant is enabling your institution to fulfill the legislative intent of the Title III or Title V Program

From the list below, select at least two questions that document your institution’s experience with the grant during this reporting period. Unless otherwise stipulated, please answer each question selected in 1,000 words or less [Section B does not apply to HBCU, HBGI, or MSEIP grant programs].

Section	Question	Description	Type and control of institution (2 year or 4 year)
Programs: SIP, TCCU, ANNH
Section 1 - A	Q1	Summarize, in 1,000 words or less, the impact your Title III grant has had this year on your institution’s capacity to contribute to fulfilling the goals of the legislation.	2 yr. and 4 yr.
	Q2	How has the grant helped to carry out the mission of the institution?	2 yr. and 4 yr.
	Q3	How did the cooperative arrangement aspect of the grant benefit the institutions involved?	2 yr. and 4 yr.
Section 1 – B (grantees answer at least two questions)	Q1	If your institution has received more than one Title III-A grant over time, discuss the long-range impact Title III-A has had on your institution’s capacity to fulfill the goals of the legislation.	2 yr. and 4 yr.
	Q2	If your institution has experienced any unexpected outcomes as a result of this grant, that affect for better or worse its capacity to fulfill the goals of the legislation, tell us about them here.	2 yr. and 4 yr.
	Q3	Tell us about any challenges that you have had during the reporting period or that you anticipate in the coming year which may affect your ability to meet the goals of your grant. Include, if applicable, your institution’s plans to meet these challenges.	2 yr. and 4 yr.
	Q4	Has the grant facilitated or contributed to bringing additional resources to your institution, for example, new Federal, State, or local dollars that can be attributed partly to your grant activities?	2 yr. and 4 yr.
	Q5	How would you improve or change the Program (e.g., customer service, allowable activities, regulations, statute)?	2 yr. and 4 yr.
Programs: NASNTI, AANAPISI (84.031L, 84.382B) [New Programs]
Section 1 - A	Q1	Summarize, in 1,000 words or less, the impact your Title III grant has had this year on your institution’s capacity to contribute to fulfilling the goals of the legislation.	2 yr. and 4 yr.
	Q2	How has the grant helped to carry out the mission of the institution?	2 yr. and 4 yr.
	Q3	How did the cooperative arrangement aspect of the grant benefit the institutions involved?	2 yr. and 4 yr.
Section 1 – B (grantees answer at least two questions)	Q1	If your institution has received more than one Title III-A grant over time, discuss the long-range impact Title III-A has had on your institution’s capacity to fulfill the goals of the legislation.	2 yr. and 4 yr.
	Q2	If your institution has experienced any unexpected outcomes as a result of this grant, that affect for better or worse its capacity to fulfill the goals of the legislation, tell us about them here.	2 yr. and 4 yr.
	Q3	Tell us about any challenges that you have had during the reporting period or that you anticipate in the coming year which may affect your ability to meet the goals of your grant. Include, if applicable, your institution’s plans to meet these challenges.	2 yr. and 4 yr.
	Q4	Has the grant facilitated or contributed to bringing additional resources to your institution, for example, new Federal, State, or local dollars that can be attributed partly to your grant activities?	2 yr. and 4 yr.
	Q5	How would you improve or change the Program (e.g., customer service, allowable activities, regulations, statute)?	2 yr. and 4 yr.
Programs: HBCU, HBGI, MSEIP [New Questions]
Section 1 - A	Q1	HBCU and MSEIP: Explain the impact the Title III-B, Sec. 323 grant had on your institution this fiscal year. [Dropdown menu with all 4 GPRA indicators. The institution selects what indicator(s) were impacted with T3B funds and its impact.] __ Enrollment __ Retention __ Graduation __ Fiscal Stability __ Other HBGI: Explain the impact the Title III-B, Sec. 326 grant had on your institution this fiscal year. [Dropdown menu with all 4 GPRA indicators. The institution selects what indicator(s) were impacted with T3B funds and its impact.] __ Enrollment __ Retention __ Graduation __ Fiscal Stability __ Other	2 yr. and 4 yr.
	Q2	If your institution has experienced any unexpected outcomes as a result of this grant, which affect for better or worse its capacity to fulfill the goals of the legislation, tell us about them here. [Goals of the legislation are displayed on the screen.]	2 yr. and 4 yr.
	Q3	Tell us about any challenges that you have had during the reporting period or that you anticipate in the coming year which may affect your ability to meet the goals of your grant. What Focus Area do/does the challenge(s) apply to? Include, if applicable, your institution’s plans to meet these challenges. [Dropdown menus with all 4 Focus Areas and all 4 GPRA indicators. The institution selects the applicable focus area(s) and indicator(s).] Focus Areas: __ Academic Quality __ Student Services and Outcomes __ Institutional Management __ Fiscal Stability __ Other GPRA Indicators: __ Enrollment __ Retention __ Graduation __ Fiscal Stability __ Other	2 yr. and 4 yr.
	Q4	Has the grant facilitated or contributed to bringing additional resources to your institution, for example, new Federal, State, or local dollars that can be attributed partly to your grant activities? (e.g. a particular grant activity that received state recognition or resulted in an award, etc.)	2 yr. and 4 yr.
	Q5	How would you improve or change the Program (e.g., customer service, allowable activities, regulations, statute)?	2 yr. and 4 yr.
	Q6	Has an audit that complies with OMB Circular A-133 been completed? Yes ___ No ___ Were there any findings in the audit? Yes ___ No ___ Year the most recent audit was conducted: _____ Please attach the report with the findings and explain how these findings are being addressed.	2 yr. and 4 yr.
	Q7	Have there been changes in institutional leadership (presidents, vice-presidents, provosts, etc.) or in the Title III leadership (project director, activity director, etc.)? Yes ___ No ___ If yes, how has this affected the Title III grant?	2 yr. and 4 yr.
	Q8	Do you have an Endowment Challenge Grant? Yes ___ No ___	2 yr. and 4 yr.
	Q9	Are grant funds being used for an Endowment activity? Yes ___ No ___	2 yr. and 4 yr.
Programs: HSI
Section 1 - A	Q1	Summarize, in 1,000 words or less, the impact your Title V grant has had this year in your institution’s capacity to contribute to fulfilling the goals of the Legislation.	2 yr. and 4 yr.
	Q2	How has the grant helped to carry out the mission of the institution?	2 yr. and 4 yr.
	Q3	How did the cooperative arrangement aspect of the grant benefit the institutions involved?	2 yr. and 4 yr.
Section 1 – B (grantees answer at least two questions)	Q1	If your institution has received more than one Title V grant over time, discuss the long-range impact Title V has had on your institution’s capacity to fulfill the goals of the legislation.	2 yr. and 4 yr.
	Q2	If your institution has experienced any unexpected outcomes as a result of this grant, that affect for better or worse its capacity to fulfill the goals of the legislation, tell us about them here.	2 yr. and 4 yr.
	Q3	Tell us about any challenges that you have had during the reporting period or that you anticipate in the coming year which may affect your ability to meet the goals of your grant. Include, if applicable, your institution’s plans to meet these challenges.	2 yr. and 4 yr.
	Q4	Has the grant facilitated or contributed to bringing additional resources to your institution, for example, new Federal, State, or local dollars that can be attributed partly to your grant activities?	2 yr. and 4 yr.
	Q5	How would you improve or change the Program (e.g., customer service, allowable activities, regulations, statute)?	2 yr. and 4 yr.
Programs: HSI STEM [New Program]
Section 1 - A	Q1	Summarize, in 1,000 words or less, the impact your Title III, Part F HSI STEM grant has had on your institution’s capacity to contribute to fulfilling the goals of the legislation, and some major highlights of the project goals.	2 yr. and 4 yr.
Section 1 – B (grantees answer at least two questions)	Q1	If your institution has received more than one HSI STEM grant over time, discuss, in 250 words or less, the long-range impact HSI STEM has had on your institution’s capacity to fulfill the goals of the legislation.	2 yr. and 4 yr.
Section 1 – B (grantees answer at least two questions)	Q2a	Has your institution experienced any substantial unexpected outcomes as a result of this grant? Yes__ No__ If your answer is no, please continue to question 3a.	2 yr. and 4 yr.
	Q2b	If your institution has experienced any unexpected outcomes as a result of this grant, that affect for better or worse its capacity to fulfill the goals of the legislation, describe the outcomes here.	2 yr. and 4 yr.
	Q3a	Have you encountered any significant challenges during the past reporting period? Yes__ No__ If your answer is no, please continue to question 4a.	2 yr. and 4 yr.
	Q3b	Tell us about any challenges that you have had during the reporting period or that you anticipate in the coming year which may affect your ability to meet the goals of your grant. Include, if applicable, your institution’s plans to meet these challenges. Follow-up question: Do you anticipate any significant challenges in the upcoming reporting period? Yes__ No__ If yes, please explain the challenges here.	2 yr. and 4 yr.
	Q4a	Has the grant facilitated or contributed to bringing additional resources to your institution? Yes__ No__ If your answer is no, please continue to question 5a.	2 yr. and 4 yr.
	Q4b	What is or are the source(s) of the additional resources being brought to your institution? __ Other federal dollars __ State dollars __ Local (county/municipality) dollars __ Private dollars __ Other (please specify) _____________________	2 yr. and 4 yr.
	Q4c	Explain how the other contributors described above have brought additional resources to your institution.	2 yr. and 4 yr.
	Q5a	In what general areas can you recognize opportunities for enhancement of the HSI STEM Program? __ Customer Service __ Allowable activities __ Regulations __ Statute __ Other (please specify) _____________________	2 yr. and 4 yr.
	Q5b	For any of the options you chose in question ‘5a’, please explain in more detail in 100 words or less?	2 yr. and 4 yr.
	Q6a	Is there anything specific that you would change about the HSI STEM Program? Yes__ No__	2 yr. and 4 yr.
	Q6b	If yes, what specifically would you change about the HSI STEM Program?	2 yr. and 4 yr.
Programs: PPOHA [New Program]
Section 1 – A	Q1	The project has made contributions to the following areas (check all that apply): __ Research __ Knowledge __ Practice __ Policy	4 yr.
	Q2	The population served by this project is/was (check all that apply and indicate what percentage of the total project’s effort was directed at that population): __ Students __ Staff __ Faculty __ Administration __ Other population from institution __ Community members __ Other (Specify)	4 yr.
	Q3	Summarize, in 250 words or less, the impact your Title V PPOHA grant has had on your institution’s capacity to contribute to fulfilling the goals of the legislation, and some major highlights of the project goals.	4 yr.
	Q4	In 250 words or less, describe contributions the project has made to research, knowledge, practice and/or policy.	4 yr.
	Q5	Do your approved grant activities include construction? Yes__ No__ If yes; ‘I certify that this construction activity complies with executive order 13202.’ Yes__ No__	4 yr.
	Q6	Choose the year of the most recent previous Title V PPOHA grant your institution has received: 2009 __ 2010 __ 2011 __ 2012 __ 2013 __ 2014 __ 2015 __	4 yr.
Section 1 – B (grantees answer at least two questions)	Q1	If your institution has received more than one Title V PPOHA grant over time, discuss, in 250 words or less, the long-range impact Title V PPOHA has had on your institution’s capacity to fulfill the goals of the legislation.	4 yr.
	Q2	a. Has your institution experienced any substantial unexpected outcomes as a result of this grant? Yes__ No__ If your answer is no, please continue to question 3a. b. If your institution has experienced any unexpected outcomes as a result of this grant, that affect for better or worse its capacity to fulfill the goals of the legislation, describe the outcomes here.	4 yr.
	Q3	a. Have you encountered any significant challenges during the past reporting period? Yes__ No__ If your answer is no, please continue to question 4a. b. Tell us about any challenges that you have had during the reporting period or that you anticipate in the coming year which may affect your ability to meet the goals of your grant. Include, if applicable, your institution’s plans to meet these challenges. Follow-up question: Do you anticipate any significant challenges in the upcoming reporting period? Yes__ No__ If yes, please explain the challenges here.	4 yr.
	Q4	a. Has the grant facilitated or contributed to bringing additional resources to your institution? Yes__ No__ If your answer is no, please continue to question 5a. b. What is or are the source(s) of the additional resources being brought to your institution? __ Other federal dollars __ State dollars __ Local (county/municipality) dollars __ Private dollars __ Other (please specify) _____________________ c. Explain how the other contributors described above have brought additional resources to your institution.	4 yr.
	Q5	a. In what general areas can you recognize opportunities for enhancement of the Title V PPOHA Program? __ Customer Service __ Allowable activities __ Regulations __ Statute __ Other (please specify) b. For any of the options you chose in question ‘5a’, please explain in more detail in 100 words or less.	4 yr.
	Q6	a. Is there anything specific that you would change about the Title V PPOHA Program? Yes__ No__ b. What specifically would you change about the Title V PPOHA Program?	4 yr.

Section 2—Institutional Profile

Institutional Profile Tables Completed by Program Type

Program Type	Institutional Profile Tables^¹^,^²
Program Type	Enrollment by Race/Ethnicity	Enrollment by Age/Gender	Retention of First-Year Students^³	Graduation of Full-Time Students^⁴	Awards/ Degrees Conferred	Degrees Awarded by Race/Ethnicity/ Discipline	Time to Degree^⁵	Transfer to 4 yr. Institution	Levels of Graduate/ Professional Degrees Awarded by Race/Ethnicity	Student Enrollment in Science Education Programs by Race/Ethnicity/ Gender/Discipline	Degrees Awarded in STEM Programs by Race/Ethnicity/ Discipline	Costs Per Successful Outcome
SIP, TCCU, ANNH (2 yr.)					
SIP, TCCU, ANNH (4 yr.)						
NASNTI, AANAPISI [New Programs] (2 yr.)					
NASNTI, AANAPISI (84.031L, 84.382B) [New Programs] (4 yr.)						
HBCU (2 yr.)					
HBCU (4 yr.)						
HBGI	^⁶								
MSEIP	^⁷									
HSI (2 yr.)					
HSI (4 yr.)						
HSI STEM [New Program] (2 yr.)				^⁸				^⁹				
HSI STEM [New Program] (4 yr.)				^¹⁰			^¹¹					
PPOHA [New Program] (4 yr.)												

Section 2—Institutional Profile

Accreditation Information

Program Type	Accreditation Information
Program Type	Accreditation	Accreditation Changes
SIP, TCCU, ANNH (2 yr.)	
SIP, TCCU, ANNH (4 yr.)	
NASNTI, AANAPISI [New Programs] (2 yr.)	
NASNTI, AANAPISI [New Programs] (4 yr.)	
HBCU (2 yr.)	
HBCU (4 yr.)	
HBGI	
MSEIP
HSI (2 yr.)	
HSI (4 yr.)	
HSI STEM [New Program] (2 yr.)		
HSI STEM [New Program] (4 yr.)		
PPOHA [New Program] (4 yr.)		

Which is your institution's primary accrediting agency? [Please check only one.]

Accrediting agencies: Southern Association of Colleges and Schools, The Higher Learning Commission of the North Central Association, New England Association of Schools and Colleges, Middle States Association of Colleges and Schools, Western Association of Schools and Colleges, Northwest Association of Schools and Colleges, Other (please specify).

Accreditation Changes (For PPOHA [New Program] and HSI STEM only):

Has the accreditation of your institution changed since you began the project (e.g., status changes or the addition of new programs)? (Include guidance around accreditation changes in user manual and FAQs).

Yes__ No__

If yes, please explain, in 500 words or less, in the space below.

Costs Per Successful Outcome (For PPOHA [New Program] and HSI STEM only):

Costs Per Successful Outcome will generate automatically. We will compute costs as follows:

Total Federal Grant Cost for FY 2009-2010 [Total listed in Line 1 of Section 3] divided by the total reported in the following Institutional Profile Tables: Total Number of Degrees Awarded [4 yr. institutions] or Awards/Degrees Conferred [2 yr. institutions]

Instructions will be posted on screen in the APR, in the user manual, and in the FAQs.

Section 3: Grant Activities and Focus Area

Question/Topic	Description	Type and control of institution (2 year or 4 year)
Programs: SIP, TCCU, ANNH
Activities and Focus Areas	Grantees describe their activities during the reporting period and amount spent on each activity. They also identify a focus area for each activity: Academic Quality, Fiscal Stability, Student Services and Outcomes, and Institutional Management.	2 yr. and 4 yr.
Legislative Allowable Activity (LAA)	Grantees complete the LAA table to create a profile of how program funds are distributed within the various categories for their institution. See tables below by program type.	2 yr. and 4 yr.
Process Measures	Grantees describe accomplishments during reporting period within the LAA categories relevant to their specific projects. They are required to enter process measures data for each LAA category for the total expenditures for each grant activity.	2 yr. and 4 yr.
Focus Area Outcomes	Grantees report on outcomes achieved during the grant period.	2 yr. and 4 yr.
Programs: NASNTI, AANAPISI (84.031L, 84.382B) [New Programs]
Activities and Focus Areas	Grantees describe their activities during the reporting period and amount spent on each activity. They also identify a focus area for each activity: Academic Quality, Fiscal Stability, Student Services and Outcomes, and Institutional Management.	2 yr. and 4 yr.
Legislative Allowable Activity (LAA)	Grantees complete the LAA table to create a profile of how program funds are distributed within the various LAA categories for their institution. See tables below by program type and/or funding stream.	2 yr. and 4 yr.
Process Measures	Grantees describe accomplishments during reporting period within the LAA categories relevant to their specific projects. They are required to enter process measures data for each LAA category for the total expenditures for each grant activity.	2 yr. and 4 yr.
Focus Area Outcomes	Grantees report on outcomes achieved during the grant period.	2 yr. and 4 yr.

Question/Topic	Description	Type and control of institution (2 year or 4 year)
Programs: HBCU [New Questions]
Activities and Focus Areas	Grantees describe their activities during the reporting period and amount spent on each activity. They also identify a focus area for each activity: Academic Quality, Fiscal Stability, Student Services and Outcomes, and Institutional Management.	2 yr. and 4 yr.
Legislative Allowable Activity (LAA)	Grantees complete the LAA table to create a profile of how program funds are distributed within the various LAA categories for their institution. See tables below by program type.	2 yr. and 4 yr.
Process Measures	Grantees describe accomplishments during reporting period within the Legislative Allowable Activity (LAA) categories relevant to their specific projects. They are required to enter process measures data for each LAA category for the total expenditures for each grant activity. Also, certain Process Measures include the opportunity to provide additional information regarding the activity (i.e., I would like to provide a brief supporting statement.). Even if a grantee’s response to some of these questions is “No,” they will still have the opportunity to provide a brief supporting statement (500 characters for all narrative sections). For those process measures where the response is “Yes,” grantees are required to identify proposed target numbers for the current Fiscal Year (FY). Please note that all Process Measures sections now include a mandatory question where grantees have the opportunity to let the Department know how each LAA impacted any of the four Focus Areas. Also, certain Process Measures include the opportunity to provide additional information regarding your activity (e.g., “I would like to provide a brief supporting statement”.). Even if your response to some of these questions is No, you will still have the opportunity to provide a brief supporting statement (500 characters for all narrative sections).	2 yr. and 4 yr.
Focus Area Outcomes	Grantees report on outcomes achieved during the grant period. Also, certain Focus Area Outcomes include the opportunity to provide additional information regarding your activity (i.e., I would like to provide a brief supporting statement.). Even if a grantee’s response to some of these questions is “No,” they will still have the opportunity to provide a brief supporting statement (500 characters for all narrative sections). For those focus area outcomes where the response is “Yes,” grantees also must provide information about the goal for the current FY.	2 yr. and 4 yr.
Programs: HBGI
Activities and Focus Areas	Grantees describe their activities during the reporting period and amount spent on each activity. They also identify a focus area for each activity: Academic Quality, Fiscal Stability, Student Services and Outcomes, and Institutional Management.	4 yr.
Legislative Allowable Activity (LAA)	Grantees complete the LAA table to create a profile of how program funds are distributed within the various Legislative Allowable Activities (LAA) categories for their institution. See tables below by program type.	4 yr.
Process Measures	Grantees describe accomplishments during reporting period within the Legislative Allowable Activity (LAA) categories relevant to their specific projects. They are required to enter process measures data for each LAA category for the total expenditures for each grant activity. Please note that all Process Measures sections now include a mandatory question where grantees have the opportunity to let the Department know how each LAA impacted any of the four Focus Areas. Also, certain Process Measures include the opportunity to provide additional information regarding your activity (e.g., “I would like to provide a brief supporting statement”.). Even if your response to some of these questions is No, you will still have the opportunity to provide a brief supporting statement (500 characters for all narrative sections).	4 yr.
Focus Area Outcomes	Grantees report on outcomes achieved during the grant period.	4 yr.
Programs: MSEIP
Activities and Focus Areas	Grantees describe their activities during the reporting period and amount spent on each activity. They also identify a focus area for each activity: Academic Quality, Fiscal Stability, Student Services and Outcomes, and Institutional Management.	4 yr.
Legislative Allowable Activity (LAA)	Grantees complete the LAA table to create a profile of how program funds are distributed within the various Legislative Allowable Activities (LAA) categories for their institution. See tables below by program type.	4 yr.
Programs: HSI
Activities and Focus Areas	Grantees describe their activities during the reporting period and amount spent on each activity. They also identify a focus area for each activity: Academic Quality, Fiscal Stability, Student Services and Outcomes, and Institutional Management.	2 yr. and 4 yr.
Legislative Allowable Activity (LAA)	Grantees complete the LAA table to create a profile of how program funds are distributed within the various Legislative Allowable Activities (LAA) categories for their institution. See tables below by program type.	2 yr. and 4 yr.
Process Measures	Grantees describe accomplishments during reporting period within the Legislative Allowable Activity (LAA) categories relevant to their specific projects. They are required to enter process measures data for each LAA category for the total expenditures for each grant activity.	2 yr. and 4 yr.
Focus Area Outcomes	Grantees report on outcomes achieved during the grant period.	2 yr. and 4 yr.
Programs: HSI STEM [New Program]
Activities and Focus Areas	Grantees describe their activities during the reporting period and amount spent on each activity. They also identify a focus area for each activity: Academic Quality, Fiscal Stability, Student Services and Outcomes, and Institutional Management.	2 yr. and 4 yr.
Legislative Allowable Activity (LAA)	Grantees complete the LAA table to create a profile of how program funds are distributed within the various Legislative Allowable Activities (LAA) categories for their institution. See tables below by program type.	2 yr. and 4 yr.
Process Measures	Grantees describe accomplishments during reporting period within the Legislative Allowable Activity (LAA) categories relevant to their specific projects. They are required to enter process measures data for each LAA category for the total expenditures for each grant activity.	2 yr. and 4 yr.
Programs: PPOHA [New Program]
Activities and Focus Areas	Grantees describe their activities during the reporting period and amount spent on each activity. They also identify a focus area for each activity: Academic Quality, Academic Attainment, Student Services and Outcomes, and Educational Opportunities.	4 yr.
Legislative Allowable Activity (LAA)	Grantees complete the LAA table to create a profile of how program funds are distributed within the various Legislative Allowable Activities (LAA) categories for their institution. See tables below by program type.	4 yr.
Process Measures	Grantees describe accomplishments during reporting period within the Legislative Allowable Activity (LAA) categories relevant to their specific projects. They are required to enter process measures data for each LAA category for the total expenditures for each grant activity.	4 yr.
Performance Measures – Programmatic	Grantees report on programmatic performance measures during the grant period.	4 yr.
Performance Measures – Student	Grantees report on student performance measures during the grant period.	4 yr.

Section 3: LAA Tables

Strengthening Institutions Program (SIP)

LAA Category [Note: All listed activities are directly from legislation.]	Dollars spent	% of Activity
Purchase, rental, or lease of scientific or laboratory equipment for educational purposes, including instructional and research purposes.
Construction, maintenance, renovation, and improvement in classrooms, libraries, laboratories, and other instructional facilities, including the integration of computer technology into institutional facilities to create smart buildings.
Support of faculty exchanges, faculty development, and faculty fellowships to assist in attaining advanced degrees in the field of instruction of the faculty.
Development and improvement of academic programs.
Purchase of library books, periodicals, and other educational materials, including telecommunications program material.
Tutoring, counseling, and student service programs designed to improve academic success.
Funds management, administrative management, and acquisition of equipment for use in strengthening funds management.
Joint use of facilities, such as laboratories and libraries.
Establishing or improving a development office to strengthen or improve contributions from alumni and the private sector.
Establishing or improving an endowment fund.
Creating or improving facilities for Internet or other distance learning academic instruction capabilities, including purchase or rental of telecommunications technology equipment or services.
OTHER ACTIVITIES--PLEASE DESCRIBE IN SIMILAR DETAIL
GRAND TOTAL

Tribally Controlled Colleges and Universities (TCCU)

LAA Category [Note: All listed activities are directly from legislation.]	Dollars spent	% of Activity
Purchase, rental, or lease of scientific or laboratory equipment for educational purposes, including instructional and research purposes.
Construction, maintenance, renovation, and improvement in classrooms, libraries, laboratories, and other instructional facilities, including purchase or rental of telecommunications and technology equipment or services.
Support of faculty exchanges, faculty development, and faculty fellowships to assist in attaining advanced degrees in the field of instruction of the faculty.
Academic instruction in disciplines in which Indians are underrepresented.
Purchase of library books, periodicals, and other educational materials, including telecommunications program material.
Tutoring, counseling, and student service programs designed to improve academic success.
Funds management, administrative management, and acquisition of equipment for use in strengthening funds management.
Joint use of facilities, such as laboratories and libraries.
Establishing or improving a development office to strengthen or improve contributions from alumni and the private sector.
Establishing or enhancing a program of teacher education designed to qualify students to teach in public elementary schools or secondary schools, with a particular emphasis on teaching Indian children and youth, that shall include, as part of such program, preparation for teacher certification.
Establishing community outreach programs that encourage Indian elementary school and secondary school students to develop the academic skills and the interest to pursue postsecondary education.
Establishing or improving an endowment fund.
OTHER ACTIVITIES--PLEASE DESCRIBE IN SIMILAR DETAIL
GRAND TOTAL

Alaska Native and Native Hawaiian Serving Institutions Program (ANNH)

LAA Category [Note: All listed activities are directly from legislation.]	Dollars spent	% of Activity
Purchase, rental, or lease of scientific or laboratory equipment for educational purposes, including instructional and research purposes.
Renovation and improvement in classrooms, libraries, laboratories, and other instructional facilities.
Support of faculty exchanges, faculty development, and faculty fellowships to assist in attaining advanced degrees in the field of instruction of the faculty.
Curriculum development and academic instruction.
Purchase of library books, periodicals, and other educational materials.
Funds management, administrative management, and acquisition of equipment for use in strengthening funds management.
Joint use of facilities, such as laboratories and libraries.
Academic tutoring and counseling programs and student support services.
OTHER ACTIVITIES--PLEASE DESCRIBE IN SIMILAR DETAIL
GRAND TOTAL

Native American-Serving Nontribal Institutions Program (NASNTI)

[New Program]

LAA Category [Note: All listed activities are directly from legislation.]	Dollars spent	% of Activity
Purchase, rental, or lease of scientific or laboratory equipment for educational purposes, including instructional and research purposes.
Renovation and improvement in classroom, library, laboratory, and other instructional facilities.
Support of faculty exchanges, faculty development, and faculty fellowships to assist in attaining advanced degrees in the degrees in the faculty’s field of instruction.
Curriculum development and academic instruction.
Purchase of library books, periodicals, microfilm and other educational materials.
Academic tutoring, counseling, and student service programs designed to improve academic success.
Funds and administrative management and acquisition of equipment for use in strengthening funds management.
Joint use of facilities, such as laboratories and libraries.
Education or counseling services designed to improve the financial and economic literacy of students or student’s families.
OTHER ACTIVITIES--PLEASE DESCRIBE IN SIMILAR DETAIL
GRAND TOTAL

Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI 84.031L)

[New Program]

LAA Category [Note: All listed activities are directly from legislation.]	Dollars spent	% of Activity
Purchase, rental, or lease of scientific or laboratory equipment for educational purposes, including instructional and research purposes.
Renovation and improvement in classrooms, libraries, laboratories, and other instructional facilities.
Support of faculty exchanges, and faculty development and faculty fellowships to assist in attaining advanced degrees in the faculty‘s field of instruction.
Curriculum development and academic instruction.
Purchase of library books, periodicals, microfilm, and other educational materials.
Funds and administrative management, and acquisition of equipment for use in strengthening funds management.
Joint use of facilities such as laboratories and libraries.
Academic tutoring and counseling programs and student support services.
Establishing community outreach programs that will encourage elementary school and secondary school students to develop the academic skills and the interest to pursue postsecondary education.
Establishing or improving an endowment fund.
Academic instruction in disciplines in which Asian Americans and Native American Pacific Islanders are underrepresented.
Conducting research and data collection for Asian American and Native American Pacific Islander populations and subpopulations.
Establishing partnerships with community-based organizations serving Asian Americans and Native American Pacific Islanders.
OTHER ACTIVITIES--PLEASE DESCRIBE IN SIMILAR DETAIL
GRAND TOTAL

Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI 84.382B)

[New Program]

LAA Category [Note: All listed activities are directly from legislation.]	Dollars spent	% of Activity
Purchase, rental, or lease of scientific or laboratory equipment for educational purposes, including instructional and research purposes.
Construction, maintenance, renovation, and improvement in classrooms, libraries, laboratories, and other instructional facilities, including the integration of computer technology into institutional facilities to create smart buildings.
Support of faculty exchanges, faculty development, and faculty fellowships to assist in attaining advanced degrees in the field of instruction of the faculty.
Development and improvement of academic programs.
Purchase of library books, periodicals, and other educational materials, including telecommunications program material.
Tutoring, counseling, and student service programs designed to improve academic success.
Funds management, administrative management, and acquisition of equipment for use in strengthening funds management.
Joint use of facilities, such as laboratories and libraries.
Establishing or improving a development office to strengthen or improve contributions from alumni and the private sector.
Establishing or improving an endowment fund.
Creating or improving facilities for Internet or other distance learning academic instruction capabilities, including purchase or rental of telecommunications technology equipment or services.
OTHER ACTIVITIES--PLEASE DESCRIBE IN SIMILAR DETAIL
GRAND TOTAL

Historically Black Colleges and Universities (HBCU)

[New Questions]

LAA Category [Note: All listed activities are directly from legislation.]	Dollars spent	% of Activity
Purchase, rental, or lease of scientific or laboratory equipment for educational purposes, including instructional and research purposes.
Construction, maintenance, renovation, and improvement in classrooms, libraries, laboratories, and other instructional facilities, including purchase or rental of telecommunications and technology equipment or services.
Support of faculty exchanges, faculty development, and faculty fellowships to assist in attaining advanced degrees in the field of instruction of the faculty.
Academic instruction in disciplines in which Black Americans are underrepresented.
Purchase of library books, periodicals, and other educational materials, including telecommunications program material.
Tutoring, counseling, and student service programs designed to improve academic success.
Funds management, administrative management, and acquisition of equipment for use in strengthening funds management.
Joint use of facilities, such as laboratories and libraries.
Establishing or improving a development office to strengthen or improve contributions from alumni and the private sector.
Establishing or enhancing a program of teacher education designed to qualify students to teach in a public elementary or secondary school in the State that shall include, as part of such program, preparation for teacher certification.
Establishing community outreach programs which will encourage elementary and secondary students to develop the academic skills and the interest to pursue postsecondary education.
Establishing or improving an endowment fund.
Acquisition of real property in connection with the construction, renovation, or addition to or improvement of campus facilities.
Education or financial information designed to improve the financial literacy and economic literacy of students or the students' families, especially with regard to student indebtedness and student assistance programs under subchapter IV of this chapter and part C of subchapter I of chapter 34 of title 42.
Services necessary for the implementation of projects or activities that are described in the grant application and that are approved, in advance, by the Secretary, except that not more than two percent of the grant amount may be used for this purpose.
OTHER ACTIVITIES--PLEASE DESCRIBE IN SIMILAR DETAIL
GRAND TOTAL

Historically Black Graduate Institutions (HBGI)

[New Questions]

LAA Category [Note: All listed activities are directly from legislation.]	Dollars spent	% of Activity
Purchase, rental, or lease of scientific or laboratory equipment for educational purposes, including instructional and research purposes.
Construction, maintenance, renovation, and improvement in classrooms, libraries, laboratories, and other instructional facilities, including purchase or rental of telecommunications and technology equipment or services.
Purchase of library books, periodicals, technical and other scientific journals, microfilm, microfiche, and other educational materials, including telecommunications program materials.
Scholarships, fellowships and other financial assistance for needy graduate and professional students to permit the enrollment of the students in and completion of the doctoral degree in medicine, dentistry, pharmacy, veterinary medicine, law, and the doctorate degree in the physical or natural sciences, engineering, mathematics, or other scientific disciplines in which African Americans are underrepresented.
Establishing or improving a development office to strengthen or improve contributions from alumni and the private sector.
Assisting in the establishment or maintenance of an institutional endowment fund.
Funds and administration management, and the acquisition of equipment, including software, for use in strengthening funds management and management information systems.
Acquisition of real property that is adjacent to the campus in connection with the construction, renovation, or addition to or improvement of campus facilities.
Education or financial information designed to improve the financial literacy and economic literacy of students or the students' families, especially with regard to student indebtedness and student assistance programs [under subchapter IV of this chapter and part C of subchapter I of chapter 34 of title 42].
Services necessary for the implementation of projects or activities that are described in the grant application and that are approved, in advance, by the Secretary, except that not more than two percent of the grant amount may be used for this purpose.
Tutoring, counseling, and student service programs designed to improve academic success.
OTHER ACTIVITIES--PLEASE DESCRIBE IN SIMILAR DETAIL
GRAND TOTAL

Minority Science and Engineering Improvement Programs (MSEIP)

LAA Category [Note: All listed activities are directly from legislation.]	Dollars spent	% of Activity
Institutional Grants
Faculty development programs
Development of curriculum materials
OTHER ACTIVITIES--PLEASE DESCRIBE IN SIMILAR DETAIL
GRAND TOTAL
Cooperative Grants
Assisting institutions in sharing facilities and personnel
Disseminating information about established programs in science and engineering
Supporting cooperative efforts to strengthen the institutions’ science and engineering programs
Carrying out a combination of any of the other cooperative grant activities
OTHER ACTIVITIES--PLEASE DESCRIBE IN SIMILAR DETAIL
GRAND TOTAL
Special Programs
Advanced science seminars
Science faculty workshops and conferences
Faculty training to develop specific science research or education skills
Research in science education
Programs for visiting scientists
Preparation of films or audio-visual materials in science
Development of learning experiences in science beyond those normally available to minority undergraduate students
Development of pre-college enrichment activities in science
OTHER ACTIVITIES--PLEASE DESCRIBE IN SIMILAR DETAIL
GRAND TOTAL

Hispanic Serving Institutions (HSI)

LAA Category [Note: All listed activities are directly from legislation.]	Dollars spent	% of Activity
Purchase, rental, or lease of scientific or laboratory equipment for educational purposes, including instructional and research purposes.
Construction, maintenance, renovation, and improvement in classrooms, libraries, laboratories, and other instructional facilities.
Support of faculty exchanges, faculty development, curriculum development, academic instruction, and faculty fellowships to assist in attaining advanced degrees in the fellow's field of instruction.
Purchase of library books, periodicals, and other educational materials, including telecommunications program materials.
Tutoring, counseling, and student service programs designed to improve academic success.
Funds management, administrative management, and acquisition of equipment for use in strengthening funds management.
Joint use of facilities, such as laboratories and libraries.
Establishing or improving a development office to strengthen or improve contributions from alumni and the private sector.
Establishment or improving an endowment fund.
Creating or improving facilities for Internet or other distance learning academic instruction capabilities, including purchase or rental of telecommunications technology equipment or services.
Establishing or enhancing a program or teacher education designed to qualify students to teach in public elementary schools and secondary schools.
Establishing community outreach programs that will encourage elementary school and secondary school students to develop the academic skills and the interest to pursue postsecondary education.
Expanding the number of Hispanic and other underrepresented graduate and professional students that can be served by the institution by expanding courses and institutional resources.
OTHER ACTIVITIES--PLEASE DESCRIBE IN SIMILAR DETAIL
GRAND TOTAL

Hispanic Serving Institutions (HSI) STEM

[New Program]

LAA Category [Note: All listed activities are directly from legislation.]	Dollars spent	% of Activity
Purchase, rental, or lease of scientific or laboratory equipment for educational purposes, including instructional and research purposes.
Construction, maintenance, renovation, and improvement in classrooms, libraries, laboratories, and other instructional facilities.
Support of faculty exchanges, faculty development, curriculum development, academic instruction, and faculty fellowships to assist in attaining advanced degrees in the fellow's field of instruction.
Purchase of library books, periodicals, and other educational materials, including telecommunications program materials.
Tutoring, counseling, and student service programs designed to improve academic success.
Funds management, administrative management, and acquisition of equipment for use in strengthening funds management.
Joint use of facilities, such as laboratories and libraries.
Establishing or improving a development office to strengthen or improve contributions from alumni and the private sector.
Establishment or improving an endowment fund.
Creating or improving facilities for Internet or other distance learning academic instruction capabilities, including purchase or rental of telecommunications technology equipment or services.
Establishing or enhancing a program or teacher education designed to qualify students to teach in public elementary schools and secondary schools.
Establishing community outreach programs that will encourage elementary school and secondary school students to develop the academic skills and the interest to pursue postsecondary education.
Expanding the number of Hispanic and other underrepresented graduate and professional students that can be served by the institution by expanding courses and institutional resources.
Support for low-income postbaccalaureate students including outreach, academic support services, mentoring, scholarships, fellowships, and other financial assistance to permit the enrollment of such students in postbaccalaureate certificate and postbaccalaureate degree granting programs.
OTHER ACTIVITIES--PLEASE DESCRIBE IN SIMILAR DETAIL
GRAND TOTAL

Promoting Postbaccalaureate Opportunities For Hispanic Americans (PPOHA) Program

[New Program]

LAA Category [Note: All listed activities are directly from legislation.]	Dollars spent	% of Activity
Purchase, rental, or lease of scientific or laboratory equipment for educational purposes, including instructional and research purposes.
Construction, maintenance, renovation, and improvement of classrooms, libraries, laboratories, and other instructional facilities, including purchase or rental of telecommunications technology equipment or services.
Purchase of library books, periodicals, technical and other scientific journals, microfilm, microfiche, and other educational materials, including telecommunications program materials.
Support for low-income postbaccalaureate students including outreach, academic support services, mentoring, scholarships, fellowships, and other financial assistance to permit the enrollment of such students in postbaccalaureate certificate and postbaccalaureate degree granting programs.
Support of faculty exchanges, faculty development, faculty research, curriculum development, and academic instruction.
Creating or improving facilities for Internet or other distance education technologies, including purchase or rental of telecommunications technology equipment or services.
Collaboration with other institutions of higher education to expand postbaccalaureate certificate and postbaccalaureate degree offerings.
Other activities proposed in the application submitted pursuant to section 14 that- (A) contribute to carrying out the purposes of this part; and (B) are approved by the Secretary as part of the review and acceptance of such application
OTHER ACTIVITIES--PLEASE DESCRIBE IN SIMILAR DETAIL
GRAND TOTAL

Section 3: Process Measures Outcomes

LAA Category

Process Measure for each LAA Category

Programs: SIP, TCCU, ANNH

Purchase, rental, or lease of scientific or laboratory equipment for educational purposes, including instructional and research purposes (SIP, TCCU, ANNH).

Did the amount of scientific or laboratory educational equipment rented or leased increase?

Did the quality of scientific or laboratory educational equipment rented or leased increase?

Did student access to scientific or laboratory educational equipment rented or leased increase?

Did the amount of scientific or laboratory educational equipment purchased increase?

Did the quality of scientific or laboratory educational equipment purchased increase?

Did student access to scientific or laboratory educational equipment purchased increase?

Did the amount of scientific or laboratory research equipment rented or leased increase?

Did the quality of scientific or laboratory research equipment rented or leased increase?

Did student access to scientific or laboratory research equipment rented or leased increase?

Did the amount of scientific or laboratory research equipment purchased increase?

Did the quality of scientific or laboratory research equipment purchased increase?

Did student access to scientific or laboratory research equipment purchase increase?

Other:

Construction, maintenance, renovation, and improvement in classrooms, libraries, laboratories, and other instructional facilities, including the integration of computer technology into institutional facilities to create smart buildings (SIP).

Construction, maintenance, renovation, and improvement in classrooms, libraries, laboratories, and other instructional facilities, including purchase or rental of telecommunications and technology equipment or services (TCCU).

Renovation and improvement in classrooms, libraries, laboratories, and other instructional facilities (ANNH).

Did the number of classrooms constructed increase?

Did the square feet of library space constructed increase?

Did the number of laboratories constructed increase?

Did the square feet of other institutional space constructed increase?

Did the number of classrooms maintained increase?

Did the square feet of library space maintained increase?

Did the number of laboratories maintained increase?

Did the square feet of other institutional space maintained increase?

Did the number of classrooms renovated or improved increase?

Did the square feet of library space renovated or improved increase?

Did the number of laboratories renovated or improved increase?

Did the square feet of other institutional space renovated or improved increase?

Did the number of classrooms wired for the internet increase?

Did the number of access terminals to library databases and records increase?

Did the amount of instructional facilities with deferred maintenance needs decrease?

Other:

Support of faculty exchanges, faculty development, and faculty fellowships to assist in attaining advanced degrees in the field of instruction of the faculty (SIP, TCCU, ANNH).

Did the number of faculty trained in educational technology increase?

Did the number of faculty trained in new or alternative teaching techniques increase?

Did the number of faculty developing new curriculum increase?

Did the number of faculty developing new teaching techniques increase?

Did the number of faculty receiving fellowships or other assistance to attain advanced degrees increase?

Did the number of faculty with advanced degrees increase?

Did the number of faculty participating in faculty exchanges increase?

Did the number of faculty participating in developmental activities (seminars, workshops, etc.) increase?

Other:

Development and improvement of academic programs (SIP).

Academic instruction in disciplines in which Indians are underrepresented (TCCU).

Curriculum development and academic instruction (ANNH).

Did the number of new academic programs increase?

Did the number of academic courses under development increase?

Did the number of academic courses undergoing revision increase?

Did the academic attainment of students in revised courses increase?

Did the course completion rate of students in revised courses increase?

Did the course satisfaction rate of students in revised courses increase?

Other:

Purchase of library books, periodicals, and other educational materials, including telecommunications program materials (SIP, TCCU).

Purchase of library books, periodicals, and other educational materials (ANNH).

Did the number of library books increase?

Did the number of periodical subscriptions increase?

Did the number of educational materials increase?

Did the number of telecommunications program materials increase?

Other:

Tutoring, counseling, and student service programs designed to improve academic success (SIP, TCCU).

Academic tutoring and counseling programs and student support services (ANNH).

Did the number of tutors increase?

Did the quality of tutors increase?

Did access to tutors increase?

Did the number of counselors increase?

Did the number of students using tutoring services increase?

Did the number of students using counseling services increase?

Did the number of students satisfied with tutoring services increase?

Did the number of students satisfied with counseling services increase?

Did the academic attainment of students using tutoring services increase?

Did the course completion rate of students using tutoring services increase?

Did the course completion rate of students using counseling services increase?

Other:

Funds management, administrative management, and acquisition of equipment for use in strengthening funds management (SIP, TCCU, ANNH).

Was the number of FTE hired for improvement of funds management increased?

Were relevant staff trained in how to use new funds management systems?

Were the number of FTE hired for improvement of administrative management systems increased?

Were relevant staff trained in how to use new administrative management systems?

Did you establish or enhance a funds management quality control system?

Did you establish or enhance a purchasing and inventory management system?

Did you establish or enhance a student financial aid system?

Did you establish or enhance an institutional research system?

Did you establish or enhance an admissions or registration system?

Did you establish or enhance a student tracking system?

Other:

Joint use of facilities, such as laboratories and libraries (SIP, TCCU, ANNH).

Was there an increase in the quality and utility of facilities available?

Was there an increase in available joint library services?

Was there an increase in access (increased hours, access to more educational materials) to joint facilities for students)?

Were the number of students using joint laboratories increased?

Was there an increase in access (increased hours, access to more education materials) to joint facilities for faculty?

Was there an increase in available joint library space?

Was there an increase in available joint library holdings?

Other:

Establishing or improving a development office to strengthen or improve contributions from alumni and the private sector (SIP, TCCU).

Were the number of FTE staff devoted to development office increased? (grant writing, fundraising, direct mail, public relations)

Was a development data base or information management system established?

Was the number of potential donors increased?

Was the number of donors increased?

Was the total number of dollars raised increased?

Was the average number of dollars per donor increased?

Were relevant staff trained in fund raising?

Were relevant staff trained in funds management?

Other:

Establishing or enhancing a program of teacher education designed to qualify students to teach in public elementary schools or secondary schools, with a particular emphasis on teaching Indian children and youth, that shall include, as part of such program, preparation for teacher certification (TCCU).

Was a teacher preparation program established?

Was an articulation agreement established with a school of education?

Was a teacher education program established?

Was a teacher certification program established?

Did the number of teacher education faculty increase?

Did the number of students enrolled in a teacher education program (or teacher preparation program) increase?

Did the number of students graduating from the teacher education program (or teacher preparation program) increase?

Was the number of teacher education courses increased?

Did the number of teacher education courses undergoing renovation increase?

Did the number of teacher education faculty participating in cultural training increase?

Did the number of teacher education faculty participating in technology training increase?

Did the number of teach education faculty participating in general training increase?

Did student support services for teacher education students improve?

Did the number of teacher education graduates entering teacher education certificate programs increase?

Other:

Establishing community outreach programs that encourage Indian elementary school and secondary school students to develop the academic skills and the interest to pursue postsecondary education (TCCU).

Was a community outreach program to elementary and secondary students established?

Did the number of schools reached increase?

Did the number of teachers reached increase?

Did the number of students reached increase?

Did the number of parents reached increase?

Did the number of faculty involved in the outreach increase?

Did the number of undergraduate students involved in the outreach increase?

Did the number of graduate students involved in the outreach increase?

Were students’ attitudes and interests in postsecondary education improved?

Were teachers’ attitudes and interests in postsecondary education improved?

Were parents’ attitudes and interests in postsecondary education improved?

Were teachers’ teaching skills improved?

Were students’ academic skills improved?

Other:

Establishing or improving an endowment fund (SIP, TCCU).

Was an institutional endowment established for the first time?

Was the endowment match raised?

Were the endowment funds invested?

Other:

Creating or improving facilities for Internet or other distance learning academic instruction capabilities, including purchase or rental of telecommunications technology equipment or services (SIP). (TCCUs are asked these process measures in Section 5: Technology)

Was student access to the internet increased?

Was faculty access to the internet increased?

Was the number of computers available to students outside of the classroom increased?

Was the number of computers available to faculty outside of the classroom increased?

Did the number of faculty trained in technology increase?

Did the number of students taking courses using technology increase?

Did the number of courses using technology increase?

Were distance learning facilities established?

Did the number of students using the distance learning facilities increase?

Did the number of faculty trained in teaching distance learning courses increase?

Did the number of faculty teaching distance learning courses increase?

Did the number of distance learning courses under development increase?

Did the number of distance learning courses increase?

Did the number of students taking distance learning courses increase?

Other:

Other: (SIP, TCCU, ANNH).

Other:

Program: NASNTI [New Program]

Purchase, rental, or lease of scientific or laboratory equipment for educational purposes, including instructional and research purposes.