Horticulture
Instructional Planning Report
Spring 2012
Table of Contents
Instructional Planning Narrative Report
I. Background, Evaluation and Analysis ................................... 1
A. Program Description ................................................... 1
B. Relationships .............................................................. 2
C. Cost ............................................................................ 2
D. Student Learning Outcomes ....................................... 5
E. Student Success ......................................................... 6
F. Results of Student Surveys ......................................... 8
G. Analysis of External Data Research ........................... 9
H. Curriculum Review.................................................... 15
II. New Directions ................................................................... 16
III. Program Goals and Recommendations ............................. 17
IV. Required Attachments
Appendix A: SLO Assessment Analysis Forms
Appendix B. Horticulture Catalog Pages of Program
and Course Lists
Appendix C. CTE Completer Leaver Data
Appendix D. Crop Production Track Course Schedule
Appendix E. Landscape Track Course Schedule
Appendix F. Organic Food Production Track Course Schedule
HORTICULTURE DEPARTMENT
INSTRUCTIONAL PLANNING REPORT
Spring 2012
I. Background, Evaluation and Analysis
A. Program Descriptions
The Horticulture Department (Hort) offers two A.S. degrees with specialized
training in four distinct areas.
A.S. degree in General Horticulture and Crop Production
General Horticulture and Crop Production is a CTE program focusing on preparing
students to work in the field of crop production. This field is very diverse and our
focus is on multiple areas including Ornamental Nursery and Greenhouse Crops,
Organic Food Production and Controlled Environment Agriculture. Courses include
information on basic plant growth, pest control, soil management, manipulating
plant growth using controlled environments, and best farm management practices.
This track provides the following:
An A.S. degree (including courses that transfer to CSU for those pursuing a
bachelor degree).
A Certificate of Achievement in Greenhouse and Nursery Management.
Three Skills certificates: Greenhouse and Nursery Management, General
Horticulture, and Alternative Crop Production.
A.S. degree in Landscape Horticulture
Landscape Horticulture is a CTE program focusing on preparing students to work in
the field of landscape design/build with an emphasis on sustainable practices.
Courses include information on design, installation, plant materials identification
and proper use, water management, pest management and tree care.
This track provides the following:
An A.S. degree (including courses that transfer to CSU for those pursuing a
bachelor degree).
A Certificate of Achievement in Landscape Horticulture.
Six Skills certificates: Landscape Horticulture, Landscape Design, Landscape
Construction, Landscape Gardener, Restoration Landscaping, and
Arboriculture.
The Horticulture department consists of 2 full time faculty, 6 adjunct faculty, 3 staff.
We also have about 900 hours of volunteer support over the course of a year.
1
B. Relationships
The Horticulture department works closely with Culinary Arts to provide local food
grown at the Horticulture facility to the Pino Alto restaurant. Culinary students are
encouraged to help harvest crops during the spring semester. We also donate
hundreds of plants left over from the plant sale to the grounds department of
Cabrillo College.
Two of our classes (HORT 1A, and HORT 1B) provide a lab science for General
Education Area B-2 (Scientific inquiry and Quantitative Reasoning) for the
completion of an AA degree. These courses provide a hands-on science lab class for
those completing an A.S. degree (though they are transferable to CSU they do not
meet GE requirements). HORT 1A is popular with non-horticulture students and
may account for 30-40% of those enrolled.
The Horticulture department provides a forum for all departments on campus
during our annual plant sale. We have featured interested students from the small
metal arts program, culinary arts, pottery, and music.
The Horticulture department has worked hard to establish a close relationship with
our local high schools. We have articulation agreements with the following local
high schools; Costanoa High School, Soquel High School and Watsonville High
School. These agreements allow students to use their high school courses for
Cabrillo College credit and are one way of encouraging students from the local high
school ROP programs to attend Cabrillo. Additionally, we have included the high
school faculty in our advisory committee meetings. Cabrillo faculty have also been
attending ROP advisory committee meetings as well as working with HS faculty on a
number of career ladder events, including participating in a number of collaborative
events with the local high schools during the summer. There has been the largest
number of new Future Farmers of America (FFA) students nation wide (17,000)
since 1928. This is something we need to tap into.
Community connections include our industry advisory committee and all of our
adjunct faculty members work in industry in addition to teaching. We offer
volunteer opportunities to life long learners. These volunteers help with crop
production under the guidance of our nursery manager and have donated an
average of 900 hrs per year.
Both full time faculty members participate on major college committees, participate
and make presentations during flex week, attend industry advisory committee
meetings, professional meetings and training seminars, and maintain memberships
in professional societies. We participate in Career Night.
C. Cost
There are several ways cost can be calculated. The first measure compares weekly
student contact hours to faculty teaching units spent, or perhaps more clearly
understood, as the amount of FTEF required to teach a number of FTES.
Horticultures costs using this measure are shown in Figure 1.
2
700
600
500
400
300
200
100
0
2005-06
2006-07
2007-08
2008-09
2009-10
Hort Load
527.9
530.45
577.75
606.4
618.1
College Load
532.03
505.03
524.08
609.81
615.5
Figure 1. Cost effectiveness of the Hort program compared to the college average
expressed as load (WSCH/FTEF). Fall and Spring data only.
Two of the five years our load was slightly lower than the college average, three
years it was higher. The last two years are encouraging; we are essentially the same
as the college load, which is good for a CTE program. Our program has quite a few
courses that have low enrollment caps. One course is only 25 and most are at 30 to
32 because of the classroom capacity, and many have a laboratory component
where enrollment is limited due to quality of instruction and safety. We do have
several courses that bring in larger numbers as they are either lecture only (Hort 52
and 160B) or have manageable labs (Hort 172) and can be in a larger room with
higher capacity. However, our students are kinetic learners and have greater
success with a combination of hands-on and lectures.
Another method of evaluating costs is to look at the program’s cost effectiveness
(Income based on FTES vs. Cost based on Base Expenditures) compared to the college.
This measure is shown in Figure 2.
2
1.75
1.5
1.25
1
0.75
0.5
0.25
0
2005-06
2006-07
2007-08
2008-09
2009-10
Hort Cost % Base
1.33
0.792
1.19
1.29
1.38
Hort Revenue % FTES
0.999
0.931
0.968
0.999
1.04
Figure 2. Horticulture cost base compared to Horticulture revenue as a percent of the
college cost and revenue. Fall and Spring data only.
3
The last 3 years our FTES have been increasing as a percentage of the college FTES
and more importantly to us is that our enrollment has drastically increased (see
Figure 5). However, our costs are increasing slightly faster than the increase in
FTES. There are costs we can control and others we cannot.
There are a number of reasons for these increases including increasing faculty
salaries (on steps), newer adjuncts coming in with higher degrees, the change from
a partial load to a full load of one faculty, and some sick leave expenses. But these
are things out of our control and are likely to increase yearly.
One cause for the increase we are in control of is the amount of TU’s we choose to
spend on lab courses. We have increased the number of laboratory requirements for
several courses to increase student success and to create better hands-on learning
opportunity for our students. “If I can do it I will understand it” seems to be a
common thread in our students. Courses with labs cost more than courses without
labs. One 3-unit lecture course costs 42% less to teach than a 3-unit lecture lab
combination (3 TU’s vs. 4.25TU’s).
Another part of the revenue/cost component is our ancillary account. The ancillary
account generates money from plant sales and act’s as a credit against expenses.
Income from these sales has ranged from $95,000 to $135,000 over the last 6 years.
Money spent from this account is charged to our base costs. If our revenue exceeds
this account’s expenses we effectively reduce our base costs. When our revenue
decreases our costs go up.
This past fiscal year, 2009-10, we saw a reduction in revenue of over $30,000. The
nursery industry has seen reductions in sales in the range of 30-50% due to the
slow down in our economy and a decrease in construction. Our decrease in sales has
been at the lower range seen in our local industry. Our base cost for the previous
year was $370K increasing only $4,000 compared last year of $374K. Our costs
would have been significantly lower if our sales had not dropped yet with the
decrease in our revenue (-23%) our cost base only went up $4,000 (1%). We hope
to continue reducing our costs or at least keeping them level.
The revenue from this account is used to purchase supplies to operate the nursery
and greenhouses, pay student assistants, make repairs to the facilities that the
college cannot afford (motors and repairs in the greenhouse, greenhouse coverings
as examples) and make improvements to the facilities. Examples of improvements
include a 9000-gallon water catchment system to reduce water consumption,
installing the landscape around 5000 building including hardscape paths and
irrigation as well as plants. We also maintain all the landscaped areas inside the gate
of the 5000 building with much-appreciated help from M & O on weed control for
the spring plant sale.
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D. Student Learning Outcomes
We feel very strongly about SLO’s benefiting our students. CTE programs are built
on industry standards and certifications and our SLO’s use many of the industrydesigned assessments.
Our faculty has had very informal discussions with several faculty in the Math
department concerning the skill set necessary for our students to be successful in
the horticulture area. The classes our students take include MATH 254, 154 and 152.
We are very interested in contextual learning in this field. While we are not math
instructors we cover much of the math required to be successful in our profession.
Perhaps its better to say that we teach them how to solve specific math situations
and we do not teach them the theory of the math needed. These skills are
represented in creating landscape construction estimates, business overhead
analysis, efficient use of space in greenhouses, area and volume calculations,
fertilizer applications, dilution ratios and application rates over specific areas. While
it would be great to have a math instructor teach this area, we do not think we could
guarantee a full class any given semester as many of our students are reluctant to
take math classes.
We have had little discussion with other areas that support our students and this is
on our list of improvements.
Horticulture and Cabrillo College Core Competencies
All of our classes within the horticulture program address the four college core
competencies:
1. Communication
2. Thinking Critically and Information Competency
3. Global Awareness
4. Personal Responsibility and Professional Development
Working with living systems requires significant skills in troubleshooting and
managerial decision making. Our program has critical thinking embedded in all
courses; we do not only focus on facts, but on problem solving. Our courses address
communication skills by assigned reading of scientific papers, writing reports,
making lab observations, taking notes, answering questions on exams with short
essay answers, listening skills and making oral presentations. While the current
focus on food seems to be local it is truly a global field. All agricultural crops are
global commodities, including food, cut flowers and labor. We focus on the local and
the global impacts of food production as well as the proper use of materials in
landscape and consider the “costs” of materials on the local and global environment.
Students complete projects in all courses that allow them to develop personal
responsibility and professional development including time management, seeking
assistance, and group work.
Each Horticulture course has SLO’s that have been developed using nationally
recognized industry skills (Certified Landscape Technician, Certified Arborist
Certification, California Nurseryman, Professional Crop Advisor, Commercial
Pesticide Applicator, and Association of Professional Landscape Designers (ALPD).
5
Each semester during our department meetings we discuss the results of our SLO’s
as a group. This group includes our staff. The staff work very closely with students
and often students seek clarification with staff members as well. We modify our
assignments to create better learning activities. Generally speaking, the most
common adjustment is not the context but from the student’s perspective it is the
clarity of the project and how the faculty assesses it. In response to this general
trend, most of the courses have detailed grading matrixes that are presented with
the assignment. When used, we have seen better performance by students. Several
of the SLO’s could be altered in the curriculum as material and focus of the class has
changed.
There was a misunderstanding about degree and certificate SLO’s being different
than course SLO’s so we have not tested any of the newly developed degree SLOs.
We have had significant discussions about degree SLO’s in meetings however, they
were not the official SLO’s. We have 20 classes with a total of 50 course SLO’s. We
have tested in class 100% of the SLO’s. We have held formal meetings to discuss
these assessments of 40% of these. The other SLO’s have been discussed
individually with the faculty and the PC, records of these one on one meetings were
not keep nor was a form filled out for these 10 minute discussions. However, the
discussions resulted the development of better matrices, or better instructions for
students.
We have now created degree/certificate SLOs and our six year wheel of assessment.
We will be assessing five degree/certificate SLO’s each year. Starting this fall we will
also be assessing 17 course SLO’s per year to finish in 3 years.
E. Student Success
The Horticulture Department has shown consistently higher success rates
compared to the college average (Figure 3).
80
75
70
65
60
2005-06
2006-07
2007-08
2008-09
2009-10
Hort Success
72.9
71.05
72.75
70.8
76
College Success
67.5
66.7
67.6
68.7
70.2
Figure 3. Horticulture student success rates compared to the college success rate.
Fall and Spring data only.
Students attending horticulture classes are generally interested in the field of study
and interest is one of the keys to success. Additionally, the faculty and staff are very
supportive of our students by having our learning materials online and being
available at most times of the day regardless of scheduled office hours. We maintain
6
a job board that also links our staff with students. We have created an environment
that supports learning while creating high expectations. The student survey shows a
very high regard for our faculty and staff. Courses with lower success and retention
rates tend to be those that can be used as a transfer A.A. general education
requirement.
Retention
We are consistently above the college average (Figure 4).
90
85
80
75
70
65
60
55
50
2005-06
2006-07
2007-08
2008-09
2009-10
Hort Retention
83.7
82.5
83.8
90.1
87.1
College Retention
80.9
80.5
81.3
85.1
85
Figure 4. Horticulture student retention rate compared to the college as a
percentage. Fall and Spring data only.
Our retention rate has been higher than the success rate over the last five years.
There are several possible explanations for this. We have students that are here only
for self-improvement and do not wish to complete all the work or assignments to
obtain a passing grade. Another reason seems to be that students may find staying
in school challenging financially or otherwise and do not withdraw officially from a
class, resulting in a completion with a non-passing grade. We feel it is very
important for students to take responsibility for their education and drop courses
themselves. Our retention rate has been consistently higher that the college’s
average retention rate.
7
Enrollment
Horticulture enrollment is climbing (see Figure 5). We are encouraged to see more
and more students attending our courses.
Horticulture Enrollment
900
850
800
750
700
650
600
550
500
Hort Enrollment
2005-06 2006-07 2007-08 2008-09 2009-10
701
651
761
825
863
Figure 5. Horticulture department enrollment over the past 5 years. Fall and Spring
data only.
Aside from 2006-07 we have seen dramatic increases. First and foremost is the
introduction of our organic food production program, and the
hydroponic/aquaponic systems. When informally surveyed over the years we have
seen a dramatic increase in students indicating an interest in being involved in food
related careers. Last year in our crop production courses (mostly focuses on
ornamental plants) 85% of the students were not interested in ornamentals but in
the nursery production of food related crops. This change in interests has resulted
in changes in some of the content of several of our classes to reflect student
interests. Our enrollment is increasing due to a higher fill rate and not because of
additional TU’s. In fact our TUs are decreasing and our enrollment is up.
F. Student Surveys
Student surveys were collected in the fall of 2010. A total of 37 students were
surveyed. Seventy five percent of the respondents claimed to be horticulture majors.
Seventy five percent are males. Age was 23% under 21, 25.7% 21-25. The over 40
group was 28%. Eighty one percent indicated having an interest in pursuing a
career in horticulture yet only 75% identified themselves as majors. This course
(from which the survey was taken) could be drawing in students as potential new
horticulture students.
The educational level was 75% with HS or less, 16% with a BS or higher. The
respondents were most likely to be taking 6-11 units, (57%), while 38.1% were
taking less than 6 units. Only 5% of the students were taking more than 11 units, all
of those with more than 16. This shows us that students are working while
attending school and having a hard time taking a full load.
8
The most popular reasons for taking courses in this department were job skills
(30%), other (21.4%) and Department reputation (15.7%).
When asked what they felt were the program’s major strengths, the most common
responses included the facility, the strength of the faculty and staff, and the
introduction of the organic food program. The most common thread in suggestions
for improvement revolves around increasing all aspects of sustainability in all
courses and especially more facility area with an emphasis on food production.
The results of this survey suggest that our average student age is decreasing from
prior surveys, they are here for skills leading to careers, particularly in food related
areas and that it will likely take longer than two years for them to complete an A.S.
degree due to the number of units taken per semester.
G. Analysis of External Data Research
The five core indicators for all CTE programs are
1. Technical Skill Attainment,
2. Completions (Certificates, Degrees),
3. Persistence and Transfer,
4. Employment,
5. (a) Nontraditional Participation and (b) Nontraditional Completions.
The Horticulture department exceeded the District Negotiated Level for all
indicators except number 4, Employment.
Analysis of External data
1. Core Indictor 1- Technical Skill Attainment
We feel very successful transferring skills to our students. Results from the state
showed that 98.8% of our students attained those skills. Technical skill attainment
is achieved using SLO’s in all courses that are designed around specific industry
designed certifications.
All landscape courses use SLO’s designed from the Certified Landscape Technician
program (www.clca.org/clca/education/certification.php) or other certifications
such as the Certified Arborist examination (www.isa-arbor.com), or the Association
of Professional Landscape Designers (www.apldca.org).
Crop production courses also use SLO’s to test skill attainment where available.
Certifications include Qualified Applicator Certificate or Qualified Applicator License
(www.cdpr.ca.gov/docs/license/liccert.htm), Certified Crop Advisor
(www.certifiedcropadvisor.org). The California Association of Nurserymen is old,
out-of-date so not used as a guide.
9
2. Core Indicator 2 for Completions, - Credentials, Certificate, Degree or Transfer
Ready
Results from the state showed that The Horticulture department had a success rate
of 91.30%, well above the district negotiated level of 82.05%.
The Horticulture department offers eight skill certifications, two certificates of
achievement and two A.S. degrees. The number of awards is shown in Figure 6. The
numbers jump around a bit but the number of A.S. degrees is pretty constant. With
an increase in enrollment we hope to see some increase is these and other awards in
the future.
Figure 6. Horticulture AS degrees, Certificates of Achievement and Skill certificates
awarded over the last 5 years.
35
30
25
20
15
10
5
0
2005-06
2006-07
2007-08
2008-09
2009-10
A.S.
12
8
7
7
8
Certificates of
Achievement
1
3
0
1
3
Skill Certificates
8
18
7
9
14
Total
21
29
14
17
25
The department has increased the focus on A.S. degrees and Certificates of
Achievement by developing schedule guides for all degree concentrations. We have
identified optimal class sequences for all tracks and put them in a semester-bysemester schedule. This is available to our students on the horticulture website.
Since many of our students and potential students do not realize we only offer each
course once a year, we have developed a guide showing which courses are offered
during each semester, which day of the week and approximately what time so the
students can plan their semesters in advance. We have shared this with the CTE
Collaborative and will send this to Counseling this spring. (See appendix D).
We have increased our efforts to reach out to our students, new and continuing, to
be sure they are on track. We held our first series of student orientations this fall
and will do so again in the spring semester. Additionally, we are encouraging
students to apply for these certificates. (A computerized system that automatically
awards certificates may be very easy to institute in admissions and records and
would benefit the college and the programs).
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3. Core indicator 3 – Persistence and Transfer
Results from the state indicate that the Horticulture department success rate was
87.78% compared to the district negotiated level of 85.96%.
Transfer is not a priority of our program, though that might change over the years.
Some of the careers with higher pay and growth are in areas that would benefit
from completing a B.S. degree. These include Certified Crop Advisors, Hydrology,
and Soil Conservation. Increasing this focus will require a lot of work with CSU’s.
4. Core indicator 4 – Employment
Results from the state indicate that the Horticulture department (42%) was below
the district-negotiated rate for employment (65%). There are several possible
reasons for this result including students taking three or more classes (becoming
concentrators) with no desire to switch professions or just for self-improvement.
According to the completer/leaver survey, over the last five years 25% (14/56) of
the leavers indicted that self-improvement was their educational goal. The same
survey shows 14% of the leavers are not seeking employment while only one
completer is not seeking employment.
During the years 2007-11 responders to the survey indicated we had 56 leavers and
30 completers. Both groups indicated 23 were working in the field, 41% for the
leavers, and 77% for the completers, for a total of 53% (46/86).
If we pull out the 17% (15) of all our completers/leavers were not seeking
employment, our success in placing students in horticulture positions would be 65%
(46/71), which meets the District negotiated level.
Five completers and six leavers indicated they were unemployed. This is 13% and is
close to the area unemployment numbers. The landscape and nursery industries
have been hit very hard by the lack of residential and commercial building industry.
Another reason could be that the employment data collected by the state is mined
from employment statistics through the office of social security which tracks
contributions from employers. We have a large number of students that leave school
and create their own careers through self-employment. A report produced by
Terrance Willett for the CEED office shows that 26% of our completers and 38% of
leavers are self-employed. Some are acting as contractors not yet licensed, others
are farming or producing a product as a self-employed entity (we encourage all
student to follow all legal requirements for contracting and having a legal business
entity).
Finally, the completer/leaver survey is great tool, but its only a snap shot in time
(each person is contacted only once) and in no way suggests that students
employment status changed for better or worse.
Wages
Results of the Completer Leaver data show students who complete our program and
work in the Horticulture field show the greatest wage increases (Figure 7).
11
21
20.5
20
19.5
19
18.5
18
17.5
17
16.5
16
15.5
15
14.5
14
Completer
Leaver
Hourly Wages Before
15.26
18.85
Hourly Wages After
20.42
20
Table 7. Wages prior to starting and wages when no longer attending Cabrillo
Horticulture either as a completer or a leaver.
Students who leave and are not working in the filed show the lowest wages.
Regardless, students working in the horticulture field upon leaving show higher
wages that those working in some other field (Figure 8).
21
20.5
20
19.5
19
18.5
18
17.5
17
16.5
16
15.5
Completer
Leaver
Wages Employed in Field
20.42
20
Wages Not Employed in
Field
18.48
17.42
Figure 8. Wages prior to starting and wages when no longer attending Cabrillo Hort
either as a completer or a leaver either working in the horticulture field or not.
5. Core indicator 5a and 5b, Nontraditional Participation and Completions.
The Horticulture department is well ahead of the state negotiated level for
Participation, 45% vs. 20.37% and Completions, 30.4% vs. 22.1%. These
nontraditional students include Displaced Homemaker, Economically
Disadvantaged, Limited English Proficiency and Students with Disabilities.
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Prospects for Future Growth in Jobs
External analysis of careers in the field is encouraging. Growth in many areas is
projected to increase while a few are expected to see reductions. Data for these
projections are available from various resources including Looking Glass and
Economic Modeling Specialists Inc (EMSI). Looking Glass admits that they do not
represent our field well as most jobs in our field are not listed on webpages. We are
reporting results from a recent study conducted by the Centers of Excellence
Economic and Workforce Development California Community Colleges
(http://coeccc.net) to look at careers in the food related industries as well as EMSI
for local area projections. Additionally we have had hundreds of jobs over this
period that come to us via the Cabrillo Career office.
Agriculture/Horticulture related industries
All areas of agriculture including horticulture are expected to see increases in
employment except production careers (Table 1). Average wages are estimated to
be $23.87 per hour and an annual salary of $58,607. However, there is antidotal
evidence that we will be seeing lots of growth in production careers in the small
organic farming sector. The largest area of growth will be in support area, which
includes pest control advisors, sales of consumables and equipment, and certified
crop advisors (Table 2). If wages are looked at regionally, the Bay Area shows
significantly higher wages than other areas of the state (Figure 9). Overall, the
projections for employment are excellent and wages are at a reasonable level.
Sector
2011
Jobs
5-Year
Growth
Ave. Hourly
Wage
Support
1,446,232
183,018
$24.59
Production
206,303
-36,364
$23.34
Processing/Packaging
226,216
5173
$23.49
Distribution
585,014
29,913
$24.04
Table 1. Ag Value Chain Occupation Projections by Sector, CA.
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Agricultural Occupation
Farm, ranch, and other agricultural managers
Farmers and ranchers
Management analysts
Landscaping and groundskeeping workers
Sales representatives, wholesale &
manufacturing, except technical/scientific
products
Bookkeeping, accounting, auditing clerks
Customer service representatives
Stock clerks and order fillers
Office clerks
Miscellaneous agricultural workers
Supervisors – farming, fishing, and forestry
workers
Food batchmakers
Packaging and filling machine operators
Driver/sales workers
Truck drivers, heavy and tractor-trailer
Industrial truck and tractor operators
Laborers and material movers
Packers and packagers
Totals
2011
Employment
(Ca)
37,420
64,951
164,645
147,419
143,732
Growth
Rate
10.70%
3.40%
22.90%
13.10%
17.90%
5 Yr
projected
Growth
4,008
2,189
37,695
19,376
25,671
Average
hourly
Wage
$33.04
$23.98
$33.70
$12.66
$32.02
247,840
197,298
202,221
360,406
246,165
10,774
11.20%
24.00%
18.90%
12.20%
16.90%
16.90%
27,761
47,398
38,359
44,202
41,828
1823
$18.99
$18.05
$12.22
$14.69
$9.94
$19.33
18,443
44,170
43,443
177,433
64,412
246,486
97,866
2,515,117
19.10%
12.40%
13.90%
15.10%
18.90%
18.20%
9.90%
15.90
%
3,521
5,471
6,055
26,788
12,175
44,845
9,740
399,122
$12.95
$12.28
$15.53
$22.48
$16.96
$13.06
$10.32
$17.60
Table 2. Agriculture Employment Projection.
Average Wage by Region in CA
$90,000
$80,000
$70,000
$60,000
$50,000
$40,000
$30,000
$20,000
$10,000
$0
Central
Inland
Empire
South
Central
Coast
North/
Far
North
LA/OC
SD/Imp
erial
Bay/Sili
con
Valley
Wage $34,876 $35,896 $43,424 $48,408 $55,736 $63,654 $76,767
Figure 9. Agriculture support cluster annual wages by region, 2011.
14
Job growth and pay data pulled from EMSI within the Santa Cruz Commute Region
are shown in Table 3. Jobs that are included in our curriculum showing growth and
wages are shown below, with job title, change in percentage of jobs, number of
openings and pay per hour. Changes are over the 2010 to 2015 period. Percent is
not necessarily the best indicator of jobs as a large turnover in a large field may
show lower increases as a percentage but higher numbers of actual jobs. The
number of Ag manager jobs is projected to be 658 while Ag inspectors only 34.
In summary, job growth in the agricultural and horticultural fields look strong.
Job Title
% Increase
# Openings
Wage
Agriculture Inspectors
10%
34
$24.03
Agricultural Managers
(0.23%)
658
$37.65
Purchasing Agents
1.11%
548
$31.91
Soil and Plant Scientists
13.8%
34
$31.54
Tree Trimmers
13.4%
386
$11.33
Supervisor and Mgr Landscaping
10.5%
170
$18.12
Landscaping/Groundkeeping
9.3%
1349
$13.09
Workers
Nursery Workers
5.4%
8260
$9.45
Nursery Greenhouse Management
(38%)
2451
$38.16
Table 3. Job growth, openings and average wage in the Santa Cruz Commute Region.
H. Curriculum Review
The horticulture department is constantly evaluating the relevance of our courses
and how they fit the needs of industry as well as student requests. Trends in student
interest are the same as other places in the US, a greater interest in sustainable
systems within food production and landscaping.
With shrinking budgets and reducing TU’s we have had to make some adjustments
to courses and units in those courses. Our students are more likely to be successful
gaining skills in courses with a strong laboratory component. We have added labs to
some classes that we felt could benefit from added hands-on learning. To shift TU’s
and resources to the added labs, we reduced the replication and overlap of
information in other courses. Some of these courses were not filling to capacity,
which indicated a lack of interest and perhaps a sense of duplication. We also
reduced the number of courses in the landscape field to finance the growth in the
food production courses. This was also done so students could graduate in two
years. Being more careful of our limited TU’s, we have been able to offer a new
course that we expect to fill with higher enrollments (Hort 199PC Introduction to
Permaculture with 35 students).
15
II. New Directions
We are putting more of our resources towards the increasingly popular food
production and food safety curriculum, as well as keeping a close eye on industry
developments.
We are going to increase sustainability topics and applications into all of our courses
where possible, while still providing a solid foundation of skills needed by the
industries we support.
As an example of these goals and curriculum evaluation:
We will be introducing a new class in Fall of 2012 entitled Introduction to
Permaculture with the intent on offering a Permaculture Certification upon
completion. This course and others will use the soon to be developed permaculture
site in the rear of the horticulture facility. The site will also be a possible fund
raising opportunity for us or CEED to offer expensive permaculture courses to the
public.
Our irrigation class has been updated to cover critical irrigation careers and
opportunities including water auditing, water runoff and containment plans as well
as efficient use of water in landscapes, nurseries and farms.
We would like to work with Hartnell College. Their Ag program is back and
we offer some courses that they do not while they have some in food safety and
handling that we would like our students to be able to take for credit. We will also
increase our involvement with local ROP programs and FFA.
16
III. Program Goals and Recommendations
We have several critical goals over the next 6 years.
To continue to increase student success using improved teaching techniques,
integrated hands on learning and career focused career student outcomes.
To increase our outreach and awareness to regional high schools to make the
transition to the Horticulture department a smooth transition.
To increase our economic efficiency while maintaining our excellent faculty, staff
and expanding our state of the art facilities and diversity of course offerings.
1. Continue to increase our student success rates and be more efficient with our
base funding.
a. Cost = $0
2. Increase our participation and interaction with local High Schools and local
FFA organizations. We are currently on the Advisory committees for
Watsonville HS and Soquel HS.
a. Cost = $0
3. Continue to evaluate our curriculum while maintaining our current TU’s.
a. Cost = $0
4. Maintain current level of staffing in face of retirements over the next 2 years.
We cannot operate as we are now with fewer staff and keep our students
working with live plants.
a. Cost = Lower than currently expended as new staff will start at a
much lower level on the salary scale.
5. Develop outdoor food production are for long cane crops. Raspberries and
Blackberries are going to replace strawberries in the future and we need a
commercial type growing area for teaching.
a. Cost = $15,000 (Existing Foundation Donations)
6. Development of permaculture site for classes and additional funding for
program or college.
a. Cost = $25,000 (Existing Foundation Donations)
7. Maintain our state of the art facilities. Maintenance and Operations does not
have the capital to repair equipment that operates our greenhouses. The
environment is very hard on mechanical equipment and needs maintenance
and replacement. This includes the replacement of greenhouse coverings on
5 greenhouses every 4 years.
a. Cost = $18,000 (from Fund 14 – Plant Sale Revenue)
8. Replace full time tenured faculty within 4 years due to retirement.
a. Cost = Neutral or lower as new hire would be lower on the salary
scale.
17
May 31, 2012
Horticulture Program Planning
Goals and Recommendations
1.
Description:
Continure to increase our student success rates and be more efficient with
our base funding.
Cost
$0
2.
Increase our participation and interaction with local high schools and local
FFA organizatoins.
$0
3.
Continue to evaluate our curriculum while maintiaing our current or reduced
TU's.
$0
4.
Maintain current level of staffing with impending retirements tof 2 staff.
5.
Develop Long Cane Crop (Blackberries and Raspberries) production area
with temporary poly coverings. (Funds fromExisting Foundation donations)
$15,000
6.
Construct Permaculture site for classes and extension classes.
(Funds from Foundation donations)
$25,000
7.
Maintain facilties and funds for future site development. ((Fund 14 - Plant
Sale Revenue)
$18,000
8.
Replace Contract Faculty in 5 years
Neutral or lower cost as these are
replacements and not a new hires
Neutral or lower cost as this is a
replacement and not a new hire
.
.
.
.
Cabrillo College
5/31/2012 10:56 AM
Horticulture Program Assessment Plan
Department
Horticulture
Program Outcomes
(List the student learning
outcomes of each degree
and certificate your
program offers. Attach
another sheet if necessary)
A.S. Degree in General Horticulture and Crop
Production
1. Critically assess a soil for it’s physical
characteristics and make recommendations.
(Communication, Critical Thinking)
2. Analyze an Integrated Pest Management program
for a chosen crop. (Communication, Global
Awareness)
3. Prepare a cost analysis of a crop being considered
for production. (Communication, Critical
Thinking)
Certificate of Achievement in General Horticulture
and Crop Production
1. Critically assess a soil for it’s physical
characteristics and make recommendations.
(Communication, Critical Thinking)
2. Analyze an Integrated Pest Management program
for a chosen crop. (Communication, Global
Awareness)
3. Prepare a cost analysis of a crop being considered
for production. (Communication, Critical
Thinking)
A.S. Degree in Landscape Horticulture
1. Conduct a test to determine the physical
characteristics of a landscape soil and make
recommendations on its suitability for planting.
(Communication, Critical Thinking)
2. Analyze a list of plants for their pest problems in a
landscape. (Communication, Global Awareness)
3. Design novel landscapes for the Central California
Coast. (Problem Solving, Global Awareness,
Professional Development)
Certificate of Achievement in Landscape Horticulture
1. Conduct a test to determine the physical
characteristics of a landscape soil and make
recommendations on its suitability for planting.
(Communication, Critical Thinking)
2. Analyze a list of plants for their pest problems in a
landscape. (Communication, Global Awareness)
3. Design novel landscapes for the Central California
Coast. (Problem Solving, Global Awareness,
Professional Development)
Skills Certificate Alternative Crop Production
Methods
1. Analyze current production techniques and justify
which system is recommended for specific crops
grown organically in the Monterey Bay area.
(Global Awareness, Critical Thinking,
Professional Development)
2. Develop the Best Management Practices for a list
of crops grown in the region. (Critical Thinking,
Professional Development)
Skills Certificate Arboriculture
1. Identify trees found on the ISA exam. (Critical
Thinking, Professional Development)
2. Analyze a list of trees for their pest problems in a
landscape. (Communication, Global Awareness)
Skills Certificate General Horticulture
1. Perform a ribbon test on a landscape soil.
(Communication, Critical Thinking)
2. Properly identify landscape plants using the
scientific name and common names. (Critical
Thinking, Professional Development)
Skills Certificate Greenhouse and Nursery
Management
1. Analyze the cost of production and overhead of
greenhouse production. (Communication, Critical
Thinking Problem Solving)
2. Evaluate the various media available for crop
production in containers. (Communication,
Problem Solving)
Skills Certificate Home Horticulture
1. Perform a ribbon test and pH test on an urban soil.
(Communication, Critical Thinking)
2. Evaluate fruit trees that perform best in our area.
(Communication, Global Awareness)
Skills Certificate Landscape Design
1. Assess components of a sustainable landscape.
(Global Awareness, Professional Development)
2. Construct a landscape plan using sustainable
hardscape materials. (Problem Solving, Global
Awareness, Professional Development)
Skills Certificate Landscape Gardener
1. Analyze a list of perennials for those best suited
for our coastal conditions. (Problem Solving).
2. Evaluate common low water use sprinkler systems
for efficiency. (Problem Solving, Global
Awareness, Professional Development)
Assessment of Program
SLOs
Describe the Assessment
Process your program will
use to evaluate the
outcomes. Include the
assessment tool used and
the rubric or criteria used
to evaluate success
The Horticulture Program SLO’s will be assessed through
an assessment process that is embedded in the different
courses. We will select or design certain assignments as
assessment tools for a specific program SLO.
EXAMPLE 1:
SLO #3 from A.S. Degree in Basic Horticulture and Crop
Production
Prepare a cost analysis of a crop being considered for
production.
Hort 1B.
Students prepare a cost analysis and production guide for
several crops using different greenhouse or nursery
structures as one variable of costs.
EXAMPLE 2.
SLO # 4 from A.S. Degree in Landscape Horticulture
Design novel landscapes for the Central California Coast.
(Problem Solving, Global Awareness, Professional
Development)
Hort 66. Final Project
Students are evaluated on their design skills and critical
thinking/Problem solving using a matrix developed by the
instructor and given to the students at the time of the
assignment.
Assessment Evaluation
Program SLO Assessment Schedule
The horticulture Department has 26 Degree/certificate of
achievement/skills certificates and 50 course SLO’s.
When?
Assessments of SLO’s for degrees and certificates will be
discussed during department meetings held two times a
year during flex week.
Who will be involved?
The program chair will work individually with faculty
during the semester to develop the SLO’s and assessment
techniques. Course faculty will take the lead on
development of matrix or rubric for assessment and
discuss with PC prior to implementation.
What will be discussed?
Faculty will report to the department during meetings on
outcomes of the assessments and how they might be
improved. Feedback from other faculty will be provided.
How we can better prepare our students to be successful
upon completion of the degrees or certificates. Our goal
will be to evaluate how well our teaching is preparing
them, and how we can improve both teaching and student
learning.
Schedule of Assessment of We will assess 5-6 degree/certificates/skills certificates
SLOs each year. We will also be assessing course SLO’s
Evaluation
over the first 3 years, 17 per year.
The following SLO’s will be assessed during the fall or
spring meeting in each of the following years.
Fall and Spring 2011-12
1. Critically assess a soil for it’s physical
characteristics and make recommendations.
(Communication, Critical Thinking)
2. Analyze an Integrated Pest Management program
for a chosen crop. (Communication, Global
Awareness)
3. Prepare a cost analysis of a crop being considered
for production. (Communication, Critical
Thinking)
4. Critically assess a soil for its physical
characteristics and make recommendations.
(Communication, Critical Thinking)
5. Analyze an Integrated Pest Management program
for a chosen crop. (Communication, Global
Awareness)
Fall and Spring 2012-13
1. Prepare a cost analysis of a crop being considered
for production. (Communication, Critical
Thinking)
2. Conduct a test to determine the physical
characteristics of a landscape soil and make
recommendations on its suitability for planting.
(Communication, Critical Thinking)
3. Analyze a list of plants for their pest problems in a
landscape. (Communication, Global Awareness)
4. Design novel landscapes for the Central California
Coast. (Problem Solving, Global Awareness,
Professional Development)
5. Conduct a test to determine the physical
characteristics of a landscape soil and make
recommendations on its suitability for planting.
(Communication, Critical Thinking)
Fall and Spring 2013-14
1. Analyze a list of plants for their pest problems in a
landscape. (Communication, Global Awareness)
2. Design novel landscapes for the Central California
Coast. (Problem Solving, Global Awareness,
Professional Development)
3. Analyze current production techniques and justify
which system is recommended for specific crops
grown organically in the Monterey Bay area.
(Global Awareness, Critical Thinking,
Professional Development)
4. Develop the Best Management Practices for a list
of crops grown in the region. (Critical Thinking,
Professional Development)
5. Identify trees found on the ISA exam. (Critical
Thinking, Professional Development)
Fall and Spring 2014-15
1. Analyze a list of trees for their pest problems in a
landscape. (Communication, Global Awareness)
2. Perform a ribbon test on a landscape soil.
(Communication, Critical Thinking)
3. Properly identify landscape plants using the
scientific name and common names. (Critical
Thinking, Professional Development)
4. Analyze the cost of production and overhead of
greenhouse production. (Communication, Critical
Thinking Problem Solving)
5. Evaluate the various media available for crop
production in containers. (Communication,
Problem Solving)
How will you record the
results?
Fall and Spring 2015-16
1. Perform a ribbon test and pH test on an urban soil.
(Communication, Critical Thinking)
2. Evaluate fruit trees that perform best in our area.
(Communication, Global Awareness)
3. Assess components of a sustainable landscape.
(Global Awareness, Professional Development)
4. Construct a landscape plan using sustainable
hardscape materials. (Problem Solving, Global
Awareness, Professional Development)
5. Analyze a list of perennials for those best suited
for our coastal conditions. (Problem Solving).
6. Evaluate common low water use sprinkler systems
for efficiency. (Problem Solving, Global
Awareness, Professional Development)
7.
Fall and Spring 2016-17
We will have evaluated all the SLO’s and will be
preparing for Instructional Planning and revising our
curriculum.
We will take notes and file an assessment of program slos.
Horticulture Program Assessment Analysis
Department
Horticulture
Meeting Date
8/30/10, 8/31/10,
Meet with faculty teaching this current fall semester
(2010) to discuss the outcomes tested last fall and see
how they might be adjusted. These are course SLO’s
only, not degree or certificate SLO’s.
Meet individually with each adjunct and full time
faculty
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
Number of Faculty sharing
Assessment Results – if
applicable (% of full time
and adjunct plus total)
SLO(s) Competency
Measured
Assessment Tool
(Briefly describe
assessment tool)
Assessment Results
(Summarize the overall
results of your department
All of them
Hort 1A: Critically assess the current botanical
taxonomic hierarchy.
Hort 2: Analyze the physical composition of a
landscape soil.
Hort 57: Construct a paver patio or walkway
Hort 62: Properly identify 80 plants using the
scientific name and common names.
Hort 65: Reproduce detailed color landscape plans for
clients.
Hort 70: Critically assess the economic influences of
conversion from conventional to organic agriculture,
using case studies.
Hort 100A: Demonstrate proper techniques for
preparing and sticking cuttings.
Hort 175: Critically assess the irrigation and on-site
water conservation needs for different sites within the
same landscape.
Hort 1A: Embedded in exam questions showing
understanding of how plants are placed into
taxonomic groups compared to non-taxonomic
groupings. Additionally, a homework assignment
using a cladogram showing the relationships between
all the plants they are learning to identify.
Hort 2: Practical lab quiz, hands-on determination of
soil characteristics.
Hort 57: Estimation project.
Hort 62: Final plant ID exam.
Hort 65: Weekly drawing assignments showing
properly drawn plans.
Hort 70: Embedded in exam questions.
Hort 100A: Lab exercises with instant feedback.
Hort 175: Weekly field trip evaluations.
Hort 1A: Students seem to have a pretty good
understanding of how plants are placed into modern
systems compared to old fashioned systems and they
including any students
needs and issues that
emerged)
seem to make the connection between the plant groups
studied during labs over the semester.
Hort 2: Students could use more hands on assessment
of soils without the use of lab equipment. Will make a
better attempt to give them more hands on “in the
field” practice.
Hort 57: Students need more help with Math. They
need more help understanding the overall inputs into
developing an estimate.
Hort 62: Students are identifying plants correctly. The
industry standard for this assessment needs to be more
closely applied however. Industry tests the
identification of 50 plants without using notes, only
thing provided is a list of scientific names. We will
continue to work towards an established industry
assessment.
Hort 65: Students are showing great progress with
drawings since the establishment of these short
assignments. They find it especially helpful having a
grading matrix presented with the assignment.
Hort 70: Students are doing a good job with this
portion of the class, more help on various crops would
be beneficial.
Hort 100A: Repeated assistance to those that need
help shows that this is working very well.
Hort 175: Students are applying these concepts well.
Next Step in the Classroom o Revise content of assignment/activities
o State goals or objectives of assignment/activity
to Improve Student
more explicitly
Learning
o Provide more frequent feedback on student
progress
(list all the items faculty
o Increase guidance for students on assignments
felt would help them
o State criteria for grading more explicitly
improve student learning)
o Ask a colleague to critique assignment
o Analyze course curriculum to determine that
Next Step in the
competency skills are taught, so that the
Department
department can build a progression of skills as
to Improve Student
students advance through courses
Learning
o Encourage faculty to share activities that foster
competency
(check all that the
department felt would help o Have binder available for rubrics and results
o Offer/encourage attendance at seminars,
them improve student
workshops or discussion groups about teaching
learning)
methods
o Emphasize the SLO’s at the beginning of the
Priorities to Improve
semester and remind students why they are
Student Learning
learning specific information.
o Go over the course SLO’s with the class at the end
(List the top 3-6 things
of the semester to see if covered them well and
faculty felt would most
seek input from students on how well they feel the
improve student learning)
SLO’s match the overall importance of the class.
o Provide clear assignments and expectations
Implementation
(List the departmental
plans to implement these
priorities)
Timeline for
Implementation
o Provide examples for faculty to use, put something
in the class outlines that take time to introduce
SLO’s and the value of them with the class.
o Have an open discussion with other faculty about
individual assessment tools at faculty meetings.
These happen every meeting. Our department
meetings during flex focuses on implementing these
goals.
Horticulture Program Assessment Analysis
Department
Horticulture
Meeting Date
2/03/11, 2/04/11
Meet with faculty teaching this current spring
semester (2011) to discuss the outcomes tested last
spring and see how they might be adjusted. These are
course SLO’s only, not degree or certificate SLO’s.
Meet individually with each adjunct and full time
faculty
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
Number of Faculty sharing
Assessment Results – if
applicable (% of full time
and adjunct plus total)
SLO(s) Competency
Measured
Assessment Tool
(Briefly describe
assessment tool)
All of them
Hort 1B: Analyze the cost of production of various
crops under different production techniques.
Hort 52: Justify the style of greenhouse, types of
coverings, heating systems and cooling systems used
for specific crop production.
Hort 54: Critically assess a horticultural business for
proper financial procedures and good management
techniques
Hort 58: Critically assess problems in irrigation
systems needing repair.
Hort 63: Properly identify 80 plants using the
scientific name and common names.
Hort 66: Synthesize information from the class to
design novel landscapes for the Central California
Coast.
Hort 71: Design a nutrient budget for an annual
vegetable crop.
Hort 125: Compare and contrast the various
hydroponic growing systems.
Hort 150: Construct an Integrated Pest Management
program for a chosen crop.
Hort 160B: Assess a local site for edible landscape
use.
Hort 164: Identify 80 common native plants by
scientific and common name.
Hort 172: Evaluate trees in the landscape for proper
care and maintenance.
Hort 1B: Develop a cost analysis of a greenhouse or
nursery crop using production times and costs from
our nursery or theoretical data.
Hort 52: Project; design your own greenhouse with
key requirements and specifications.
Hort 54: Develop parts of a business plan.
Hort 58: Hands-on project, problem solving
controller, valve and sprinkler station.
Hort 63: Final plant ID exam.
Hort 66: Final project, semester long design project.
Hort 71: Lab exercises nutrition and fertilization
problems.
Hort 125: Create a poster to help illustrate systems.
Hort 150: Semester project.
Hort 160B: Design project.
Hort 164: Final plant ID exam.
Hort 172: Lab assignments.
Hort 1B: Students seem to have a pretty good
Assessment Results
understanding of how costs are determined. They
(Summarize the overall
results of your department could use more help with Excel and Math.
Hort 52: Worked well, might be better to offer more
including any students
flexibility to fit students wild ideas. Need more Math.
needs and issues that
Hort 54: Works well, should be more focused.
emerged)
Hort 58: Station works great. Create more modules for
other SLO’s in class.
Hort 63: Students are identifying plants correctly. The
industry standard for this assessment needs to be more
closely applied however. Industry tests the
identification of 50 plants without using notes, only
thing provided is a list of scientific names. We will
continue to work towards an established industry
assessment.
Hort 66: Great project, presentations, well laid out.
Hort 71: Lab exercises in nutrition and fertilization
problems. Need more Math help. Could use some
hands on applications in other important crops in our
area.
Hort 125: Posters seem to work well. They need to be
more specific, rework the description and grading
matrix.
Hort 150: Could use presentation component.
Hort 160B: Needs clear matrix for grading.
Hort 164: Students are identifying plants correctly.
The industry standard for this assessment needs to be
more closely applied however. Industry tests the
identification of 50 plants without using notes, only
thing provided is a list of scientific names. We will
continue to work towards an established industry
assessment.
Hort 172: Little too vague, needs focus.
Next Step in the Classroom o Revise content of assignment/activities where
necessary
to Improve Student
o State goals or objectives of assignment/activity
Learning
more explicitly
o Provide more frequent feedback on student
(list all the items faculty
progress
felt would help them
o Increase guidance for students on assignments
improve student learning)
o State criteria for grading more explicitly
o Ask a colleague to critique assignment
Next Step in the
Department
to Improve Student
Learning
(check all that the
department felt would help
them improve student
learning)
Priorities to Improve
Student Learning
(List the top 3-6 things
faculty felt would most
improve student learning)
Implementation
(List the departmental
plans to implement these
priorities)
Timeline for
Implementation
o Analyze course curriculum to determine that
competency skills are taught, so that the
department can build a progression of skills as
students advance through courses
o Encourage faculty to share activities that foster
competency
o Have binder available for rubrics and results
o Offer/encourage attendance at seminars,
workshops or discussion groups about teaching
methods
o Emphasize the SLO’s at the beginning of the
semester and remind students why they are
learning specific information.
o Go over the course SLO’s with the class at the end
of the semester to see if covered them well and
seek input from students on how well they feel the
SLO’s match the overall importance of the class.
o Provide clear assignments and expectations
o Provide feedback during assignments.
o Provide examples for faculty to use, put something
in the class outlines that take time to introduce
SLO’s and the value of them with the class.
o Have an open discussion with other faculty about
individual assessment tools at faculty meetings.
These happen every meeting. Our department
meetings during flex focuses on implementing these
goals.
Horticulture Program Assessment Analysis
Department
Horticulture
Meeting Date
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
Number of Faculty sharing
Assessment Results – if
applicable (% of full time
and adjunct plus total)
Purpose of the Meeting
3/11/11
Full time- 100% (Peter Shaw, Lisa McAndrews)
Adjunct 3. Chris Elliott, Peter Quintinella, Josh Fodor
Staff 1 LIA Andrew Wall
All of them
Identify Careers
Certifications in this field:
Skills needed to be
successful – Are these
current SLO’s?
This meeting was held to discuss the Landscape Build
portion of the AS degree and assess the degree SLO’s.
1. Discuss the main SLO’s that any student
completing a degree or certificate in landscape build
and perhaps maintenance should be able to
demonstrate.
2. These competencies can then be placed into logical
and progressive classes.
3. We discussed the various certifications available
and the importance of having something other than a
degree when completing or at least being qualified to
pass an industry test.
Design Build Landscape Contractor
Certified Arborist, Consulting Arborist
Pesticide applicator
Irrigation Auditor
Professional Gardener
1. Certified Landscape Technician
2. Certified Arborist,
3. Qualified Applicator (QAL),
4. CDL and a Licensed contractor.
We also identified several in the irrigation field, which
has lots of Auditors, backflow auditors and some
storm water management QSP and QSD professions.
These are listed by Careers
Irrigation: CLT (some parts) Water Auditors
Parts ID
How to put pipes together as well as valves and
manifolds
Basic hydraulic comprehension and applications
Hands on experience
Construction (CLT/CLP for owners, Contractor
License)
Design layout
Material identification
Installation of permeable pavers, flagstone, retaining
walls (segmental and dry stack) cement
Wood techniques (basic skills)
Electrical 110V basics
Planting plants
Fertility
Safety
Grading and drainage (how to from a drawing)
Soil amending
Contactors Business (CLT, CLP, Arborist, QAL)
Personnel management
Laws and regulations
Work Place skills
Hiring and firing
Estimating
Customer service
Marketing and sales
Other areas of interest:
Water catchment, Gray water use, low voltage lighting
Professional gardeners
Generally need to know everything that is being
taught in most all of our classes. They do need the
business side and encouragement to become
contractors.
Priorities to Improve
Student Learning
Implementation
(List the departmental
plans to implement these
priorities)
Timeline for
Implementation
It was determined that some of the SLO’s for the
degrees that were tested and assessed are working
well and others are in need of slight tweaks.
1. Our irrigation class needs to focus more on water
auditing and conservation design techniques as well as
water use plans.
2. Construction class is preparing students well for
skills.
3. Our business class needs to be covering the
Business portions of the skills.
1. Hort 58 has been reconfigured for Spring 2013.
2. Construction class created skill based modules that
will be folded into Sustainable Landscaping for Fall
2012.
3. Some should be implemented Spring 2012.
See above.
Horticulture Program Assessment Analysis
Department
Horticulture
Meeting Date
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
Number of Faculty sharing
Assessment Results – if
applicable (% of full time
and adjunct plus total)
Purpose of the Meeting
2/22/11
Full time- 100% (Peter Shaw, Lisa McAndrews)
Adjunct 2. Mike Arnone, Josh Fodor,
Identify Careers
All of them
This meeting was held to discuss the Landscape
Design portion of the AS degree and the
effectiveness of our degree SLO’s.
1. What are the careers?
2. What are the skills a graduate with an AS degree
should be able to demonstrate.
3. To determine where such skills are taught and how
they are being assessed.
4. Then to decide if the current SLO’s are assessable
and if not how can they be changed.
5. These competencies can then be placed into logical
and progressive classes.
1. Landscape design either as a sole function or part of
a design build team
2. Career track on to becoming an LA
Certifications in this field:
APLD, Association of Professional Landscape
Designers
https://www.apld.org/?p=certification
Skills needed to be
successful – Are these
current SLO’s?
Measuring and Base Plan Construction
Drafting Skills - Hand
Drafting Skills – Computer Aided
Plant Knowledge
Design Theory
Design history
Material Use (selection)
Irrigation – water use calculations
Estimating
Math
Site modification (grading)
Site analysis
Presentation – oral presentations to clients
Computer skills in general but Excel, graphic
manipulation and CADD
It was determined that most of the SLO’s for the
degrees that were tested and assessed are working
well.
Degree SLO idea
Priorities to Improve
Student Learning
Implementation
(List the departmental
plans to implement these
priorities)
Timeline for
Implementation
(Make a timeline for
implementation of your top
priorities
Option for program wide analysis of SLO’s could
include a formal Portfolio
1. We do not currently offer enough CAD
2. Our irrigation class needs to focus more on water
auditing and conservation design techniques as well as
water use plans.
3. Our students need more practice with oral
presentations to prepare them for selling their designs
to clients.
4. Our sustainable landscape class should be a
capstone class with design and presentations as well
as current topics.
1. The CAD question is complicated, not a lot of
students are interested, and it has a steep learning
curve that would require an additional 3 units of lab as
well as using computers in other areas are our lap tops
are old and do not work with the software.
2. Hort 58 has been reconfigured for Spring 2013.
3. Oral presentations are in most classes as projects.
4. No progress on this.
1. With units hard to come by we are combining some
CAD in our graphics class.
4. Hopefully this will be implemented by fall of 2012.
Cabrillo College Catalog–2011-2012
HORTICULTURE
HORT 57
HORT 58
or
HORT 172
HORT 60A
or
HORT 160B
or
HORT 170
HORT 62
HORT 63
HORT 65
HORT 66
HORT 150
HORT 175
HORT 199C
Total Units
Natural and Applied Sciences Division
Wanda Garner, Division Dean
Division Office, Room 701
Peter Shaw, Program Chair, (831) 479-6241
Aptos Counselor: (831) 479-6274 for appointment
Watsonville Counselor: (831) 786-4734
Call (831) 479-6328 for more information
http://www.cabrillo.edu/programs
General Horticulture and Crop
Production
Program Description:
The horticulture program prepares students for entry level to management jobs and self-employment in diverse horticulture businesses. It
affords local horticulturists and working professionals the means to
upgrade their skills and knowledge. Opportunities to obtain valuable
experience are provided in the greenhouse/garden facility and by working to enhance campus landscapes.
Edible Landscaping . . . . . . . . . . . . . . . . . . . . . 3
Restoration Landscaping . . . . . . . . . . . . . . . . . 3
Fall Plant Materials and Design . . . . . . . . . . . . 3
Spring Plant Materials and Design. . . . . . . . . . 3
Landscape Design Graphics. . . . . . . . . . . . . . . 2
Landscape Design: Theory and Process . . . . . 3
Pest Management . . . . . . . . . . . . . . . . . . . . . . 4
Sustainable Landscaping . . . . . . . . . . . . . . . . . 4
Career Work Experience Education. . . . . . . 0 - 1
60
Core Courses (38-40 units)
HORT 1A
Basic Horticulture. . . . . . . . . . . . . . . . . . . . . . . 4
HORT 2
Soil Science and Management . . . . . . . . . . . . . 4
HORT 54
Business Aspects of Horticulture . . . . . . . . . . . 4
or
HORT 164
California Native Plants & Plant Communities . 2
HORT 57
Landscape Construction. . . . . . . . . . . . . . . . . . 3
HORT 58
Irrigation System Design and Installation . . . . 3
or
HORT 172
Arboriculture . . . . . . . . . . . . . . . . . . . . . . . . . . 3
HORT 60A
Landscape Gardening. . . . . . . . . . . . . . . . . . . . 3
or
HORT 160B
Edible Landscaping . . . . . . . . . . . . . . . . . . . . . 3
or
HORT 170
Restoration Landscaping . . . . . . . . . . . . . . . . . 3
HORT 62
Fall Plant Materials and Design . . . . . . . . . . . . 3
HORT 63
Spring Plant Materials and Design. . . . . . . . . . 3
HORT 65
Landscape Design Graphics. . . . . . . . . . . . . . . 2
HORT 66
Landscape Design: Theory and Process . . . . . 3
HORT 150
Pest Management . . . . . . . . . . . . . . . . . . . . . . 4
HORT 175
Sustainable Landscaping . . . . . . . . . . . . . . . . . 4
HORT 199C
Career Work Experience Education. . . . . . . 0 - 1
Other Required Courses
ENGL 100
Elements of Writing . . . . . . . . . . . . . . . . . . . . . 3
or
ENGL 1A/1AH/1AMC/1AMCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
CABT 157
Business and Technical Writing . . . . . . . . . . . . 3
Total Units
41 - 43
A.S. Degree: General Horticulture and Crop
Production
21 Units
Core Courses (37 units)
HORT 1A
Basic Horticulture. . . . . . . . . . . . . . . . . . . . . . . 4
HORT 1B
Basic Horticulture: Crop Production . . . . . . . . 4
HORT 2
Soil Science and Management . . . . . . . . . . . . . 4
HORT 52
Greenhouse Design and Operation. . . . . . . . . . 3
HORT 54
Business Aspects of Horticulture . . . . . . . . . . . 4
HORT 58
Irrigation System Design and Installation . . . . 3
HORT 62
Fall Plant Materials and Design . . . . . . . . . . . . 3
HORT 63
Spring Plant Materials and Design. . . . . . . . . . 3
HORT 100A
Plant Propagation. . . . . . . . . . . . . . . . . . . . . . . 1
HORT 125
Introduction to Hydroponic Food Production. . 2
HORT 150
Pest Management . . . . . . . . . . . . . . . . . . . . . . 4
HORT 199C
Career Work Experience Education . . . . . . . . . 2
Approved Electives:
Any Horticulture Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Total Units
60
A.S. Degree: Landscape Horticulture
A.S. General Education
Arboriculture . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Landscape Gardening. . . . . . . . . . . . . . . . . . . . 3
Certificate of Achievement: Landscape
Horticulture
DEGREES AND CERTIFICATES
The college offers two A.S. Degrees, two Certificates of Achievement
and nine Skills Certificates in Horticulture. Students may obtain an A.S.
Degree in General and Crop Production or Landscape Horticulture.
Students may earn only one A.S. Degree. Separate certificates may be
obtained in both areas of concentration.
A.S. General Education
Landscape Construction. . . . . . . . . . . . . . . . . . 3
Irrigation System Design and Installation . . . . 3
21 Units
Core Courses (38-40 units)
HORT 1A
Basic Horticulture. . . . . . . . . . . . . . . . . . . . . . . 4
HORT 2
Soil Science and Management . . . . . . . . . . . . . 4
HORT 54
Business Aspects of Horticulture . . . . . . . . . . . 4
or
HORT 164
California Native Plants & Plant Communities . 2
Certificate of Achievement: Greenhouse and
Nursery Management
General Horticulture and Crop Production Core Courses (37 units)
HORT 1A
Basic Horticulture. . . . . . . . . . . . . . . . . . . . . . . 4
HORT 1B
Basic Horticulture: Crop Production . . . . . . . . 4
1
Cabrillo College Catalog–2011-2012
HORT 2
Soil Science and Management . . . . . . . . . . . . . 4
HORT 52
Greenhouse Design and Operation. . . . . . . . . . 3
HORT 54
Business Aspects of Horticulture . . . . . . . . . . . 4
HORT 58
Irrigation System Design and Installation . . . . 3
HORT 62
Fall Plant Materials and Design . . . . . . . . . . . . 3
HORT 63
Spring Plant Materials and Design. . . . . . . . . . 3
HORT 100A
Plant Propagation. . . . . . . . . . . . . . . . . . . . . . . 1
HORT 125
Introduction to Hydroponic Food Production. . 2
HORT 150
Pest Management . . . . . . . . . . . . . . . . . . . . . . 4
HORT 199C
Career Work Experience Education . . . . . . . . . 2
Other Required Courses
ENGL 100
Elements of Writing . . . . . . . . . . . . . . . . . . . . . 3
or
ENGL 1A/1AH/1AMC/1AMCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
CABT 157
Business and Technical Writing . . . . . . . . . . . . 3
Total Units
40
HORT 150
Total Units
Skills Certificate: Home Horticulture
Required
HORT 1A
HORT 60A
HORT 100A
HORT 150
HORT 160B
Total Units
Required
HORT 2
HORT 57
HORT 58
HORT 62
or
HORT 63
HORT 65
Total Units
Basic Horticulture. . . . . . . . . . . . . . . . . . . . . . . 4
Soil Science and Management . . . . . . . . . . . . . 4
Organic Agriculture . . . . . . . . . . . . . . . . . . . . . 3
Introduction to Hydroponic Food Production. . 2
Pest Management . . . . . . . . . . . . . . . . . . . . . . 4
17
Required
HORT 62
HORT 63
HORT 65
HORT 66
HORT 175
Total Units
Fall Plant Materials and Design . . . . . . . . . . . . 3
Spring Plant Materials and Design. . . . . . . . . . 3
Pest Management . . . . . . . . . . . . . . . . . . . . . . 4
Landscape Pruning . . . . . . . . . . . . . . . . . . . . 0.5
Arboriculture . . . . . . . . . . . . . . . . . . . . . . . . . . 3
13.5
Skills Certificate: General Horticulture
Required
HORT 1A
HORT 1B
HORT 2
HORT 150
Total Units
Basic Horticulture. . . . . . . . . . . . . . . . . . . . . . . 4
Basic Horticulture: Crop Production . . . . . . . . 4
Soil Science and Management . . . . . . . . . . . . . 4
Pest Management . . . . . . . . . . . . . . . . . . . . . . 4
16
Skills Certificate: Greenhouse and Nursery
Management
Required
HORT 1A
HORT 1B
HORT 52
HORT 100A
Basic Horticulture. . . . . . . . . . . . . . . . . . . . . . . 4
Basic Horticulture: Crop Production . . . . . . . . 4
Greenhouse Design and Operation. . . . . . . . . . 3
Plant Propagation. . . . . . . . . . . . . . . . . . . . . . . 1
Soil Science and Management . . . . . . . . . . . . . 4
Landscape Construction. . . . . . . . . . . . . . . . . . 3
Irrigation System Design and Installation . . . . 3
Fall Plant Materials and Design . . . . . . . . . . . . 3
Spring Plant Materials and Design. . . . . . . . . . 3
Landscape Design Graphics. . . . . . . . . . . . . . . 2
15
Skills Certificate: Landscape Design
Skills Certificate: Arboriculture
Required
HORT 62
HORT 63
HORT 150
HORT 162PR
HORT 172
Total Units
Basic Horticulture. . . . . . . . . . . . . . . . . . . . . . . 4
Landscape Gardening. . . . . . . . . . . . . . . . . . . . 3
Plant Propagation. . . . . . . . . . . . . . . . . . . . . . . 1
Pest Management . . . . . . . . . . . . . . . . . . . . . . 4
Edible Landscaping . . . . . . . . . . . . . . . . . . . . . 3
15
Skills Certificate: Landscape Construction
Horticulture Skills Certificates:
Skills Certificate: Alternative Crop Production
Methods
Required
HORT 1A
HORT 2
HORT 70
HORT 125
HORT 150
Total Units
Pest Management . . . . . . . . . . . . . . . . . . . . . . 4
16
2
Fall Plant Materials and Design . . . . . . . . . . . . 3
Spring Plant Materials and Design. . . . . . . . . . 3
Landscape Design Graphics. . . . . . . . . . . . . . . 2
Landscape Design: Theory and Process . . . . . 3
Sustainable Landscaping . . . . . . . . . . . . . . . . . 4
15
Cabrillo College Catalog–2011-2012
Skills Certificate: Landscape Gardner
Required
HORT 58
HORT 60A
HORT 62
or
HORT 63
HORT 150
HORT 162PR
HORT 199C
Total Units
HORT 2
Soil Science and Management
Irrigation System Design and Installation . . . . 3
Landscape Gardening. . . . . . . . . . . . . . . . . . . . 3
Fall Plant Materials and Design . . . . . . . . . . . . 3
4 units; 3 hours Lecture, 3 hours Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibility
for MATH 154.
Examines physical, chemical and biological composition of soils, local
soil formations, methods of soil sampling and testing, fertilizer and liming techniques, production and use of organic and chemical fertilizers,
green manures and relationship between soils and human culture. Also
includes the use and testing of soils for production plus septic and gray
water systems.
Transfer Credit: Transfers to CSU.
Spring Plant Materials and Design. . . . . . . . . . 3
Pest Management . . . . . . . . . . . . . . . . . . . . . . 4
Landscape Pruning . . . . . . . . . . . . . . . . . . . . 0.5
Career Work Experience Education . . . . . . . . . 1
14.5
HORT 52
Greenhouse Design and Operation
Skills Certificate: Restoration Landscaping
Required
HORT 2
HORT 57
HORT 62
or
HORT 63
HORT 164
HORT 170
Total Units
3 units; 3 hours Lecture
Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibility
for MATH 154.
Presents the design and management of commercial and residental
greenhouses including site analysis, greenhouse styles, glazing, circulation, cooling, venting, heating systems, and control systems. This class
also covers general growing conditions of plants in a controlled environment. The business of nurseries and greenhouses is also covered briefly.
Transfer Credit: Transfers to CSU.
Soil Science and Management . . . . . . . . . . . . . 4
Landscape Construction. . . . . . . . . . . . . . . . . . 3
Fall Plant Materials and Design . . . . . . . . . . . . 3
Spring Plant Materials and Design. . . . . . . . . . 3
California Native Plants & Plant Communities . 2
Restoration Landscaping . . . . . . . . . . . . . . . . . 3
15
HORT 54
Business Aspects of Horticulture
Horticulture Courses
4 units; 3 hours Lecture, 3 hours Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibility
for MATH 154.
Focuses on starting and managing horticultural businesses, including
licenses required, developing a business plan, sales, marketing, computer invoicing, and record keeping and legal requirements of employers.
Discusses myriad of employment opportunities, especially niche markets. Labs include field trips and retail/inventory training for departmental plant sales.
Transfer Credit: Transfers to CSU.
HORT 1A
Basic Horticulture
4 units; 3 hours Lecture, 3 hours Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibility
for MATH 154.
Surveys careers and the history of horticulture as well as horticultural
plant science including plant growth and development, plant taxonomy,
nomenclature and plant adaptations for survival in a Mediterranean climate.
Transfer Credit: Transfers to CSU.
HORT 57
Landscape Construction
HORT 1B
Basic Horticulture: Crop Production
3 units; 2 hours Lecture, 3 hours Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibility
for MATH 154.
Presents an overview of the landscape contracting industry and provides hands-on experience with landscape construction techniques
including site layout and preparation, planting, interlocking pavers,
retaining walls, wood construction and water features as well as bidding
and estimating projects.
Transfer Credit: Transfers to CSU.
4 units; 3 hours Lecture, 5 hours Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibility
for MATH 154.
Surveys the production of ornamental and landscape plants to gain a
working knowledge of how light, temperature, water, fertilizers, and soilless media interact in a controlled environment. Also covers pest management and propagation of selected ornamentals.
Transfer Credit: Transfers to CSU.
3
Cabrillo College Catalog–2011-2012
HORT 58
Irrigation System Design and Installation
HORT 66
Landscape Design: Theory and Process
3 units; 2 hours Lecture, 3 hours Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibility
for MATH 154.
Introduces the fundamentals of residential and commercial irrigation
system design and installation using PVC, poly pipe and drip systems,
programming irrigation clocks, mainline connection, valve installation
and diagnosing system problems.
Transfer Credit: Transfers to CSU.
3 units; 2 hours Lecture, 3 hours Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibility
for MATH 154.
Presents principles of landscape design theory and process including
graphics, problem solving, and presentation skills through residential
site analysis, program development, case studies, client interaction and
site measurement.
Transfer Credit: Transfers to CSU.
HORT 60A
Landscape Gardening
HORT 70
Organic Agriculture
3 units; 3 hours Lecture
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Introduces principles and applications of residential landscape design,
installation and maintenance including pruning, construction, plant
selection, use of new and recycled materials, and water conserving concepts.
Transfer Credit: Transfers to CSU.
3 units; 3 hours Lecture, 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibility
for MATH 154.
Introduces organic agriculture with an emphasis on organic food production and a practical understanding of the philosophy, principles and
practices of organic crops.
Transfer Credit: Transfers to CSU.
HORT 62
Fall Plant Materials and Design
HORT 71
Organic Food Production 1
3 units; 2 hours Lecture, 3 hours Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibility
for MATH 154.
Covers the identification of the common plants used in local landscapes including native and introduced trees, shrubs, groundcovers, and
vines. Also covers the uses of plants in the landscape, California natives,
firescaping, history of gardens, selecting groundcovers, plant selection
software and planting design.
Transfer Credit: Transfers to CSU.
4 units; 3 hours Lecture, 3 hours Laboratory
Prerequisite: HORT 70 or equivalent experience.
Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibility
for MATH 154.
Continues the theory and practices of good management begun in
HORT 70 emphasizing springtime, commercial scale, local area, organic
vegetable, fruit and flower crops. Emphasizes the scientific, economic
and social basis for good management practices. Designed primarily for
students planning a management career in organic horticulture.
Transfer Credit: Transfers to CSU.
HORT 63
Spring Plant Materials and Design
HORT 72
Organic Food Production 2
3 units; 2 hours Lecture, 3 hours Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibility
for MATH 154.
Covers the identification of the plants used in local landscapes including ornamental grasses, perennials, trees and shrubs. Also covers
selecting proper plants for landscape needs including flowering trees and
plants for hedges, screens and espaliers. Field trips to local landscapes
included.
Transfer Credit: Transfers to CSU.
1 unit; 0.5 hour Lecture, 1.5 hours Laboratory
Prerequisite: HORT 71 or equivalent experience.
Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibility
for MATH 154.
Continues the theory and practices of good management agriculture
begun in HORT 71 emphasizing summertime, commercial scale, local
area, organic vegetable, fruit and flower crops. Emphasizes the scientific, economic and social basis for good management practices. Explores
organic farming and farm business, and is designed primarily for students planning a management career in organic horticulture.
Transfer Credit: Transfers to CSU.
HORT 65
Landscape Design Graphics
2 units; 1 hour Lecture, 3 hours Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibility
for MATH 154.
Introduces graphic techniques of landscape design using various
media to create base plans, plan views, and elevation drawings.
Transfer Credit: Transfers to CSU.
4
Cabrillo College Catalog–2011-2012
HORT 100A
Plant Propagation
HORT 161
Soil Conservation
1 unit; 3 hours Laboratory
Repeatability: May be taken a total of 3 times.
Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibility
for MATH 154.
Presents techniques in plant propagation including seed collection,
handling and sowing as well as producing plants from cuttings, layering,
leaf pieces, division, and grafting. Topics include equipment and facilities
commonly used in nursery and greenhouse production, appropriate
chemicals and hormones, growing mediums and fertilizers appropriate
for propagation, sanitation procedures, propagation scheduling, lining
out and potting up.
3 units; 3 hours Lecture
Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibility
for MATH 154.
Presents soil erosion control and soil quality problems within urban
and native land soils affected by human activities by assessing soil conditions, using soil surveys and preparing an erosion control plan.
Evaluation of watershed restoration techniques is also covered.
HORT 162A-Z
Current Topics in Horticulture
0.5 - 4 units; 0.5 hour Lecture or 1.5 hours Laboratory
Repeatability: May be taken a total of 4 times.
Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibility
for MATH 154.
Presents selected topics in horticulture not covered by regular Catalog
offerings. Each special topic course will be announced, described and
given its own title and letter designation in the Schedule of Classes. The
structure and format of each class will vary depending on the subject
matter and may consist of lecture, lab, or both.
HORT 125
Introduction to Hydroponic Food Production
2 units; 1 hour Lecture, 3 hours Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibility
for MATH 154.
Introduces concepts and practices of growing food crops hydroponically, including set up, nutrient solution preparation, lighting needs and
pest control.
HORT 164
California Native Plants & Plant Communities
HORT 150
Pest Management
2 units; 1 hour Lecture, 3 hours Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibility
for MATH 154.
Covers the identification of native plants and their best uses in the
developed landscape, and includes discussion of the diverse native plant
communities of California.
4 units; 3 hours Lecture, 3 hours Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibility
for MATH 154.
Introduces the concepts and practices of integrated pest management
emphasizing identification of insects, vertebrates, diseases and weeds in
managed landscapes, crops, nurseries and greenhouses on the Central
Coast. Covers pesticide use and safety and the techniques of integrated
pest management including: biological control, resistant varieties, cultural controls and mixed cropping.
HORT 165
The Therapeutic Garden
4 units; 3 hours Lecture, 3 hours Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibility
for MATH 154.
Introduces the use of plants, landscapes, and plant-related activities in
improving the health and well being of people by focusing on the therapeutic and rehabilitative treatment of people with special needs. Also
covers the design of accessible landscapes, the vocational potentials of
horticultural therapy working in service programs within hospitals, nursing homes, correctional facilities, alcohol rehabilitation centers, and
vocational training centers.
HORT 156A
Landscape Equipment Operation
1 unit; 0.5 hour Lecture, 1.5 hours Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibility
for MATH 154.
Introduces the proper use and selection of the equipment used in the
landscape maintenance business including mowers, string trimmers,
blowers, and aerators. Safety, basic repairs and maintenance will also be
covered.
HORT 170
Restoration Landscaping
HORT 160B
Edible Landscaping
3 units; 2 hours Lecture, 3 hours Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibility
for MATH 154.
Explores the theory and practice of restoring native landscapes with
the goal of promoting biodiversity, mimicking natural habitats, solving
erosion problems and assessing compromised soil situations.
Techniques such as grazing and burning to control invasive exotic plants,
will be covered as well as the preservation of fragile plant communities,
and propagation and seed collection methods. Field trips to local restoration sites included.
3 units; 3 hours Lecture
Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibility
for MATH 154.
Emphasizes the basic principles of home food production; including
fruit, nut, herb and vegetable crops best suited to Santa Cruz County, soil
preparation and propagation mixes, fertilizer use, care and use of garden
tools and pest control techniques.
5
Cabrillo College Catalog–2011-2012
HORT 172
Arboriculture
3 units; 2 hours Lecture, 3 hours Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibility
for MATH 154.
Introduces the care and management of trees in the landscape providing preparation for the International Society of Arboriculture (ISA) certification exam and covers the selection, training, protecting, fertilizing
and the basics of pruning. Soil, water and nutrient management and
plant biology will be discussed as well as the operation of a tree maintenance business. Trees common to the ISA exam will be covered.
HORT 175
Sustainable Landscaping
4 units; 3 hours Lecture, 3 hours Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibility
for MATH 154.
Encompasses sustainable landscaping theories and practices including designing, installing and maintaining ecologically sound landscapes
through renovating existing gardens with living walls, green roofs, permeable hardscapes and rain water catchment systems, appropriate plant
selection, and water conservation and irrigation.
6
CTE- Completers and Leavers Survey
HORT-2003-2011- Report
Career Technical Education (CTE)
I. Employment Status
Leavers
Completers
Employed Self-employed Unemployed Not seeking employment
0
2
Employed
4
5
1 0
1
1
2
3
3
4
4
6
1
1
2
0
2
3
3
6
5
3
4
3
5
1
2
2
1
1
7
3
7
1
3
4
4
5
16
14
12
10
8
6
4
2
0
Self-employed
Survey Yr: 2003
Working in field 2003
Survey Yr: 2004
Working in Field 2004
Survey Yr: 2005
Working in Field 2005
Survey Yr: 2006
Working in Field 2006
Survey Yr: 2007
Working in Field 2007
Survey Yr: 2008
Working in Field 2008
Survey Yr: 2009
Working in Field 2009
Survey Yr: 2010
Working in Field 2010
Survey Yr: 2011
Working in Field 2011
Unemployed
6
2
Not seeking employment
1
7
4
3
1
6
7
6
2
1
9
5
3
2
1
7
5
5
3
1
10
2
1
4
5
5
1
2
10
2
3
3
2
1
5
0
2
4
6
8
10
12
14
16
18
Planning and Research Office – Cabrillo College –
The survey for 2011 is based on responses from students who either completed their CTE program in AY 2009-10 or left the program (no program enrollments since the start of calendar year
2010) after prior completion of 10 program units. Prior years follow the same sampling and surveying pattern.
Page 1
CTE- Completers and Leavers Survey
HORT-2003-2011- Report
II. Earnings Analysis
Completers
Leavers
Earnings Before Cabrillo
$15,158
$23,965
$12,065
$22,500
$46,733
Earnings Before Cabrillo
Earnings After Cabrillo
$22,870
$10,000
$12,500
$15,467
$35,079
$20,800
$41,600
$30,000
$22,638
$30,776
$45,250
$36,288
$33,700
$50,000 $45,000 $40,000 $35,000 $30,000 $25,000 $20,000 $15,000 $10,000 $5,000
Number of cases
Earnings Before Cabrillo
Earnings After Cabrillo
2003
2003
2004
2004
2005
2005
2006
2006
2007
2007
2008
2008
2009
2009
2010
2010
2011
2011
$0
2005
2006
2007
2008
2009
2010
2011
5
4
3
1
3
2
2
5
6
6
4
2
2
4
$26,218
$22,583
$24,725
$28,171
2
2
4
$38,521
$47,152
$29,514
$30,233
$51,168
$27,216
$29,050
$46,920
$58,327
$41,440
$47,680
$22,640
$19,240
$10,000
$20,000
$30,000
$40,000
$50,000
$60,000
$70,000
Completers
Number of cases
Leavers
2004
5
$17,907
$0
2003
Earnings After Cabrillo
2003
2004
2005
2006
2007
2008
2009
2010
2011
Earnings Before Cabrillo
6
6
8
7
5
5
4
2
2
Earnings After Cabrillo
6
4
6
7
5
6
5
2
4
Planning and Research Office – Cabrillo College –
The survey for 2011 is based on responses from students who either completed their CTE program in AY 2009-10 or left the program (no program enrollments since the start of calendar year
2010) after prior completion of 10 program units. Prior years follow the same sampling and surveying pattern.
Page 2
CTE- Completers and Leavers Survey
HORT-2003-2011- Report
III. Educational Goal
Educational Goal - COMPLETERS - (Number of Cases)
Update job skills
Obtain CTE degree, not transfer
0
2
2003 0
4
2004
1
2005
2
2
2009 0
6
2
2
1
14
16
0
1
0
0
1
0
1
2
1
1
5
1
12
Self-enrichment
0
3
3
2
10
5
2
1
8
Transfer units with/without Associate
1
4
2008
2011 0
6
3
2006
2010
4
2
2007
Obtain CTE degree & transfer
2
0
2
1
Planning and Research Office – Cabrillo College –
The survey for 2011 is based on responses from students who either completed their CTE program in AY 2009-10 or left the program (no program enrollments since the start of calendar year
2010) after prior completion of 10 program units. Prior years follow the same sampling and surveying pattern.
Page 3
CTE- Completers and Leavers Survey
HORT-2003-2011- Report
III. Educational Goal
Educational Goal - LEAVERS (Number of cases)
Update job skills
Obtain CTE degree, not transfer
0
2
2003
2004
2
1
2005
3
2006 0
2007
3
2011
1
1
1
3
2
0
4
1
3
1
8
10
12
Self-enrichment
14
16
1
2
2
2010
6
Transfer units with/without Associate
3
3
2008
2009
4
1
1
Obtain CTE degree & transfer
0
1
2
1
5
3
2
4
3
2
3
3
1
1
0
1
3
Planning and Research Office – Cabrillo College –
The survey for 2011 is based on responses from students who either completed their CTE program in AY 2009-10 or left the program (no program enrollments since the start of calendar year
2010) after prior completion of 10 program units. Prior years follow the same sampling and surveying pattern.
Page 4
CTE- Completers and Leavers Survey
HORT-2003-2011- Report
IV. Response Rate –
HORTICULTURE- COMPLETERS/LEAVERS SURVEYYear reporting:
2003
Program Leavers
2004
2005
2006
2007
2008
2009
2010
2011
13
7
54%
13
6
46%
28
11
39%
20
4
20%
27
14
52%
19
10
53%
12
6
50%
22
11
50%
30
12
40%
Completer Respondents
Response Rate
12
9
75%
12
8
67%
20
16
80%
19
11
58%
13
6
46%
11
8
73%
11
7
64%
11
7
64%
9
6
67%
Total Response Rate
64%
56%
56%
38%
50%
60%
57%
55%
46%
Leaver Respondents
Response Rate
Program Completers
Planning and Research Office – Cabrillo College –
The survey for 2011 is based on responses from students who either completed their CTE program in AY 2009-10 or left the program (no program enrollments since the start of calendar year
2010) after prior completion of 10 program units. Prior years follow the same sampling and surveying pattern.
Page 5
Crop Production
Fall 1
Monday
8:30
9:00
9:30
10:00
10:30
11:00
11:30
12:00
12:30
1:00
1:30
2:00
2:30
3:00
3:30
4:00
4:30
5:00
5:30
6:00
6:30
7:00
7:30
8:00
8:30
9:00
Tuesday
Wednesday
Hort 2
Soils
Thursday
Friday
Saturday
Hort 2
Hort 62
Fall Plants
Hort 2
Lab
Hort 1A
Lab
Hort 1A
Lab
option 1
option 2
Hort 62 Lab
Hort 1A
Basic Hort
Crop Production
Spring 1
Monday
Hort 125
Lab
Tuesday
8:30
9:00
9:30
10:00
10:30 Hydropoinics
11:00
Hort 63
11:30
Spring Plants
12:00
Hort 125
12:30
1:00
1:30
2:00
2:30
Hort 63 Lab
3:00
3:30
4:00
4:30
5:00
5:30
6:00
Hort 1B
6:30
Crop Prod
7:00
7:30
8:00
8:30
9:00
Wednesday
Thursday
Friday
Hort 58
Irrigation
Hort 58 Lab
Hort 1B Lab
Saturday
Crop Production
Summer 1
Monday
8:30
9:00
9:30
10:00
10:30
11:00
11:30
12:00
12:30
1:00
1:30
2:00
2:30
3:00
3:30
4:00
4:30
5:00
5:30
6:00
Tuesday
Wednesday
Thursday
Friday
Saturday
Crop Production
Fall 2
Monday
8:30
9:00
9:30
10:00
10:30
11:00
11:30
12:00
12:30
1:00 Hort 100A
1:30 Propagation
2:00
2:30
3:00
3:30
4:00
4:30
5:00
5:30
6:00
Hort 52
6:30 GH Design
7:00
7:30
8:00
8:30
9:00
Tuesday
Wednesday
Thursday
Hort 64
CA Natives
Hort 64
CA Natives
Lab
Friday
Saturday
Crop Production
Spring 2
Monday
8:30
9:00
9:30
10:00
10:30
11:00
11:30
12:00
12:30
1:00
1:30
2:00
2:30
3:00
3:30
4:00
4:30
5:00
5:30
6:00
Tuesday
Hort 150
Pest Mgt
Wednesday
Thursday
Hort 54
Business
Hort 150
Hort 150 Lab
Hort 54
Lab
Friday
Saturday
Landscape
Fall 1
8:30
9:00
9:30
10:00
10:30
11:00
11:30
12:00
12:30
1:00
1:30
2:00
2:30
3:00
3:30
4:00
4:30
5:00
5:30
6:00
6:30
7:00
7:30
8:00
8:30
9:00
Monday
Hort 65
Tuesday
Wednesday
Thursday
Hort 164
Natives
Friday
Saturday
Hort 1A
Lab
Hort 65
Lab
option 2
Hort 1A
Lab
option 1
Hort 1A
Basic Hort
Landscape
Spring 1
8:30
9:00
9:30
10:00
10:30
11:00
11:30
12:00
12:30
1:00
1:30
2:00
2:30
3:00
3:30
4:00
4:30
5:00
5:30
6:00
6:30
7:00
7:30
8:00
8:30
9:00
Monday
Hort 66
Land Design
Tuesday
Wednesday
Thursday
Hort 172
Arbor
Hort 66
Lab
Friday
Hort 58
Irrigation
Hort 63
Spring Plants
Hort 172
Lab
Hort 63 Lab
Hort 58
Lab
Saturday
Landscape
Summer 1
Monday
8:30
9:00
9:30
10:00
10:30
11:00
11:30
12:00
12:30
1:00
1:30
2:00
2:30
3:00
3:30
4:00
4:30
5:00
5:30
6:00
Tuesday
Wednesday
Thursday
Friday
Saturday
Landscape
Fall 2
Monday
8:30
9:00
9:30
10:00
10:30
11:00
11:30
12:00
12:30
1:00
1:30
2:00
2:30
3:00
3:30
4:00
4:30
5:00
5:30
6:00
6:30
7:00
7:30
8:00
8:30
9:00
Tuesday
Wednesday
Thursday
Hort 2
Soils
Hort 175
Sustainable
Hort 2
Hort 62
Fall Plants
Hort 2
Lab
Hort 62 Lab
Hort 175
Sustainable
Lab
Friday
Saturday
Landscape
Spring 2
Monday
8:30
9:00
9:30
10:00
10:30
11:00
11:30
12:00
12:30
1:00
1:30
2:00
2:30
3:00
3:30
4:00
4:30
5:00
5:30
6:00
6:30
7:00
7:30
8:00
8:30
9:00
Tuesday
Hort 150
Pest Mgt
Wednesday
Thursday
Hort 54
Business
Hort 150
Hort 160B
Edibles
Saturday
Hort 162PR
Hort 150
Lab
Hort 54
Lab
Friday
Hort 162PR
Lab
Organic Food Production Systems
Fall 1
Monday
8:30
9:00
9:30
10:00
10:30
11:00
11:30
12:00
12:30
1:00
1:30
2:00
2:30
3:00
3:30
4:00
4:30
5:00
5:30
6:00
6:30
7:00
7:30
8:00
8:30
9:00
Tuesday
Wednesday
Hort 2
Soils
Thursday
Hort 2
Soils
Friday
Saturday
Hort 70
Organic 1
Hort 2
Lab
Hort 1A
Lab
option 1
Hort 1A
Basic Hort
Hort 70
Lab
Hort 1A
Lab
option 2
Organic Food Production Systems
Spring 1
Monday
8:30
9:00
9:30
10:00
10:30
11:00
11:30
12:00
12:30
1:00
1:30
2:00
2:30
3:00
3:30
4:00
4:30
5:00
5:30
6:00
6:30
7:00
7:30
8:00
8:30
9:00
Tuesday
Wednesday
Hort 54
Business
Thursday
Friday
Saturday
Hort 58
Irrigation
Hort 71
Lab
Hort 58
Lab
Hort 54
Lab
Hort 71
Organic 2
Organic Food Production Systems
Summer 1
Monday
8:30
9:00
9:30
10:00
10:30
11:00
11:30
12:00
12:30
1:00
1:30
2:00
2:30
3:00
3:30
4:00
4:30
5:00
5:30
6:00
Tuesday
Wednesday
Thursday
Hort 72
Organic 3
Hort 72
Lab
Friday
Saturday
Organic Food Production Systems
Fall 2
Monday
8:30
9:00
9:30
10:00
10:30
11:00
11:30
12:00
12:30
1:00
1:30
2:00
2:30
3:00
3:30
4:00
4:30
5:00
5:30
6:00
6:30
7:00
7:30
8:00
8:30
9:00
Hort 100A
Propagation
Hort 52
GH Design
Tuesday
Wednesday
Thursday
Friday
Saturday
Organic Food Production Systems
Spring 2
8:30
9:00
9:30
10:00
10:30
11:00
11:30
12:00
12:30
1:00
1:30
2:00
2:30
3:00
3:30
4:00
4:30
5:00
5:30
6:00
6:30
7:00
7:30
8:00
8:30
9:00
Monday
Hort 125
Lab
Hydroponics
Tuesday
Wednesday
Hort 150
Pest Mgt
Thursday
Hort 150
Hort 150
Lab
Hort 125
Hort 160B
Edible Lnds
Friday
Saturday