The purpose of Program Planning and Assessment at Hartnell College is to obtain an honest and authentic view of a program and to assess its strengths, opportunities, needs, and connection to the mission and goals of the college. The process is based on the premise that each academic program reviews assessment data and uses these data to plan for improvement. The results of these annual cycles
provide data for a periodic comprehensive review that shows evidence of improvement and outlines long-range goals.
The Program Planning and Assessment process improves and increases the flow of information about student learning, student success
and student behavior at Hartnell College. The result of the process also improves institutional effectiveness.
Program/Discipline Date Completed (must be in final
form by 3/27/15)*
Date Submitted to Dean
Astronomy 3/27/15 3/27/15, revised 4/16
*Please note that you should work with your colleagues and dean to ensure that this report is completed, revised as needed, in its
final form and submitted no later than the end of March.
List of Contributors, including Title/Position
Name
Pimol Moth
Title/Position
Astronomy Instructor

Dean’s Comments (required):
Astronomy is a growing/rebounding discipline, with a new degree and up to date curriculum/learning assessment. Astronomy and the planetarium are working toward a higher level of coordination; both will benefit.
Typed Name of Area Dean Shannon Bliss Date 5/27/15
VPAA Comments (required for comprehensive reviews):
_______________________ _________
Typed Name of VPAA Date
This PPA report is organized in 3 sections and 11 subsections as follows:
I.
II.
Comprehensive Review – a. Overall Program Effectiveness, b. Instructional Staffing, c. CTE Programs – Labor Market &
Achievement, and d. Program Goals.
Annual Review – a. Course Data & Trends, b. Teaching Modality, c. Curriculum, d. Outcomes, and e. Previously Scheduled Activities.
III. Annual Action Plan – a. New Activities and b. Resource Requests.

1.
Describe your program in terms of its overall effectiveness over the past several years.
Please consider the questions below in describing your program/discipline/area.
· How are students/employees served by the program?
· What are the unique aspects of the program?
· How does the program relate to the needs of the community?
· How does the program interface/collaborate with other programs on campus?
· What is working well in the program/discipline?
· If there is a sequence of courses in your program, what process or framework is used to ensure alignment?
· How is consistency maintained between/among multiple sections of a single course?
· Has the program explored alternative scheduling approaches?
· Do prerequisites, co-requisites and strongly recommended skills continue to meet program needs? Are there special
considerations regarding capabilities of incoming students?
· What professional activities have faculty recently (last three years) participated in?
[Begin response here]

NSTRUCTIONAL
TAFFING
1. In the table below enter the number of sections offered and the number of full time and adjunct faculty in your
program/discipline by term over the past several years.
Term No. of Active Sections Full-time Faculty Adjunct Faculty
2. What staffing factors/challenges have influenced the effectiveness of the program?
[Begin response here]
ROGRAMS
ABOR
ARKET
CHIEVEMENT
1. Describe the demonstrated effectiveness on the program over the past several years with levels and trends of
achievement data, including degree/certificate completions (awards) and employment statistics.
[Begin response here]

2. Describe the number of, activities of, and recommendations resulting from advisory committee meetings that
have occurred over the past two years. What information and/or data were presented that required or currently
require changes to be made to your program? Please attach copies of meeting minutes over the past two years
and a list of committee members and their respective industries/areas.
[Begin response here]
3. Does labor market data and/or the need for additional education indicate that changes should be made to your program? Does the program (continue to) meet a labor market demand and/or fulfill an important step
toward higher/additional education?
[Begin response here]
ROGRAM
OALS
1. List and describe program/disciplinary goals for the next comprehensive review cycle. Be sure to
highlight innovative, unique, or other especially noteworthy aspects.
In considering your program’s future goals, please review Hartnell’s vision and mission statements.
V ISION S TATEMENT
Hartnell College will be nationally recognized for the success of our students by developing leaders who will contribute to
the social, cultural, and economic vitality of our region and the global community.
M ISSION S TATEMENT
Focusing on the needs of the Salinas Valley, Hartnell College provides educational opportunities for students to reach
academic goals in an environment committed to student learning, achievement and success.
[List and describe program goals here]
1)
2)
3)

A.
1. Please evaluate the 3-year trend of enrollment and success of courses in your program/discipline. Identify the courses you are choosing to examine this current year in the list below. You do NOT need to evaluate
trends for each course every year.
Course Number
AST 1
AST1L
Course Name
Introduction to Astronomy
Introduction to Astronomy Laboratory
Does the course have any DE (online or hybrid) sections? yes no
Please use the data that have been provided. Analyze trends that you observe with respect to the data for the identified courses
and answer the following questions.
E NROLLMENT
2. Review the enrollment data. Describe and analyze any patterns or anomalies that you notice. What do you make of these patterns or anomalies? What actions should be taken to ensure continuous improvement?
Course
AST 1
AST 1L
Total
Fall 2011
295
127
422
Spring 2012 Fall 2012
331 335
124
455
84
419
Spring 2013 Fall 2013
305 293
118
423
108
401
Spring 2014
252
117
369

During Spring 2012 and Fall 2012 enrollment in Astronomy lecture has increased (compared to Fall 2011) because of the addition of an extra section offered at King City. During Fall 2012 there was a drop of enrollment in the laboratory sections because one laboratory section had to be canceled. During Spring 2014, there has been a decline in the enrollment in Astronomy due to lower enrollment in the night section, in particular. The instructors in the astronomy program will be meeting to discuss the night section enrollment to determine what may be the cause of the decline.
S UCCESS
3. Review the success data. Describe and analyze any patterns or anomalies that you notice. What do you make
of these patterns or anomalies? What actions should be taken to ensure continuous improvement?
Course
AST-1
AST-1L
Total
College
Fall 2011
68%
90%
75%
70%
Spring 2012 Fall 2012
71% 70%
85%
75%
68%
87%
74%
71%
Spring 2013 Fall 2013
74% 69%
86%
77%
69%
92%
75%
71%
Spring 2014
71%
84%
75%
69%

In general, there is a higher student success rate in the AST-1L (upper 80%-low 90%) than in AST-1 lecture (upper 60%- low 70%).
This is because the majority of the student grade in the lecture is based on exams whereas as the majority of the student’s grade in the labs is based upon the laboratory write-ups. Students are in general more successful with their laboratory write-ups because they can work in groups, are given feedback from the instructor, and can revise them in class, whereas the exams must be taken on their own with no revision allowed. If you just look at the success rate of the students in the lecture class (without including the lab class), it is fairly consistent during the years and matches very closely to the success rates at the college (around 70%).

D EGREES A ND CERTIFICATES
4. Describe the demonstrated effectiveness of the program over the past several years with levels and trends of
achievement data, such as degree and certificate completions/awards.
Since Astronomy is a new program (established officially in Spring 2013), students have not yet completed a degree in this program.
However, the full time instructor has met with and mentored several (at least 4) students who expressed interest in majoring in
Astronomy. It is anticipated that these students will complete their degrees in Spring 2016 with a declared major in Astronomy.
B.
1. Enter the number of Distance Education Courses, both fully online and hybrid sections, along with the
number of full-time and adjunct faculty.
Term No. of DE/Online
Sections
No of Hybrid
Sections
Full-time
Faculty
Adjunct Faculty
Fall
Spring
1
1
0
0
1
1
0
0
2. Compare student success in the DE teaching environment with success in the face-to-face teaching environment in
the same course. Are there differences? To what do you ascribe the differences in your program?
Course
AST-1
Fall 2011
67%
Spring 2012
72%
Fall 2012
73%
Spring 2013
77%
Fall 2013
73%
Spring 2014
73%
AST-Online 68% 63% 57% 60% 48% 65%
Astronomy was first offered as a DE modality during Fall 2011. The data shows that the success rate in the online class is about 9-17% less than the face to face modality (except for Fall 2011 where it was about the same and Fall 2013 where it was lower by 25%). The main difference is that in the face to face lectures, students do much of their learning by listening to the instructor, whereas in the DE modality, the learning is done mostly through reading on their own. In the DE modality students are expected to spend the same amount of time on the class as in the face 2 face sections. However, because students who typically take DE classes have many external obligations, they may not have as much time to devote to the class compared to face 2 face students.

3. Describe the process to change and improve student success in DE courses/sections in your program.
In an effort to increase the success rate of online students, the instructor will encourage online students to come to campus and meet with the instructor in person, if possible. This will help the student clarify concepts that are difficult to visualize in the lecture and to discuss study tips. Also, the distance education committee will be creating a video for online students that they can watch to learn how to be an effective online student. This orientation video will help students to understand what they need to do to be successful. Also, the instructor will include more activities in the modules for students to review material that is in the reading. The instructor has also created a new activity that requires students to watch a video “Worried about my grade” and ask the students to summarize the video and also offer other students study tips that they have. In addition, the instructor has included another assignment, which requires students, every four weeks, to comment on the topics that they did not fully understand.
4. Compare student retention in the DE teaching environment with retention in the face-to-face teaching
environment in the same course. Are there differences? To what do you ascribe the differences in your program?
Course
AST-1
Fall 2011
88%
Spring 2012 Fall 2012
86% 89%
Spring 2013 Fall 2013
89% 92%
Spring 2014
88%
AST-Online 85% 78% 80% 70% 66% 71%
In general, the retention rate for students in the online class has been less than for the face to face class. From Spring 2013 to Spring
2014 the retention rate has dropped to 66-71% which is about 19% lower than in the face to face class. Retention was higher (78-85%) when the course was first offered from 2011-2012. The reason may be that during that time the instructor was new to online teaching and there was more academic dishonesty (during the exams since they are not proctored), which occurred in the online courses that was not discovered. During later years there was a better effort to notify students of academic dishonesty and failure to access
PowerPoints, which could have caused students to drop the course.
5. Describe the process to change and improve student retention in DE courses/sections in your program.
The instructor has created new activities that allow students to evaluate their learning and study habits during the semester. During the first week of classes, students were required to watch a Powtoons video that lists the 5 tips to becoming a successful online student. Students were asked to summarize the 5 tips. During the second week of classes there was an assignment that asked students to comment on the video “Worried about my grade” and give out useful study tips to other students.
Also every 4 weeks asking the students to discuss what they understood or did not understand.
6. Describe any other relevant factors regarding diverse teaching modalities and environments, such as specific
locations.
The astronomy program has many diverse teaching modalities and environments to accommodate students. We have a section in
King City to serve the population there. We also have the online section to serve students who cannot come to the main campus.
And we have two evening sections for lecture and lab to accommodate students who work during the day as well as day sections to accommodate students who work during the evenings.

C.
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for review during AY 2014-15 as previously specified
Faculty member(s) responsible for coordinating
(a) Was the course reviewed and (b) taken through the curriculum process?
AST 1 (revision)
AST 1L (revision)
AST45 (inactivation)
Pimol Moth
Pimol Moth
Pimol Moth
Courses scheduled for review during AY
2014-15 yes yes yes
Faculty member(s) responsible for coordinating
Date of approval (or anticipated approval) by Curriculum
Committee
11/20/14
11/20/14
11/20/14
Target semester and year—Fa 2015 or Sp
2016 none
D.
N/A N/A
Use your Program Outcome Maps to assist you in this subsection. As you plan your course assessments, keep the higher level program outcome in mind. While course level assessment serves the purpose of examining the teaching and learning for that particular course, it also provides the data that will be viewed collectively for assessment of the associated program level
outcomes.
P ROGRAM LEVEL O UTCOMES
1. Please complete the following tables.

List Program level outcome(s) scheduled for assessment as previously specified
What changes have occurred in the program/discipline as a result of dialogue?
Was the Program Outcome
Assessment Summary completed?
·
Explain and discuss basic astronomical phenomena including, but not limited to: o Gravitation o The seasons o The phases of the moon o Eclipses
The course level outcomes for this program level outcome will be assessed at the end of Spring
2015. Thus, discussion of these outcomes will not occur until then.
·
Explain and discuss the impact and history This was assessed Fall 2013, but will be of scientific theories and their importance in reassesses at the end of Spring 2015. Thus, the advancement of astronomy. discussion of the reassessment of these outcomes will not occur until then.
Not yet
Yes, but this outcome will be reassessed this semester.
List Program level outcome(s) scheduled for assessment in AY 15-16 Have your course level SLOs needed for this program level outcome been assessed or scheduled for assessment?
·
Apply the laws of physics to explain the properties of planets, stars, galaxies, and the Universe.
·
Demonstrate proficiency in applying scientific procedures for making observations and measurements typical of modern astronomical research. yes yes

2. Describe how program level outcomes were specifically addressed by the program/discipline during the past year.
For example, were data gathered at the course level? Was there review and analysis of the data? How did the discipline faculty engage in discussion? Were any interventions conducted? Are there any plans to make changes to certificate/degree programs or
improvements in teaching and student learning?
Data was gathered from student learning outcomes that related to the 1 st program learning outcome for all sections and from all instructors (including adjuncts) teaching the course during Fall 2013. This also included data from the online class. The faculty in the discipline met to review and analyze the data. In general, they found that students had a difficult time with this outcome. Students were able to name the theory, but were unable to identify the major concepts of the theory. They were able to describe bits and pieces of the theory, but were unable to synthesize it as a whole. The average score for all classes on this assessment standard was 49% in the face to face lecture sections and even lower (23%) in the online section. Instructors agreed that more group activities will be developed to help students understand the important theories that involve the formation of the solar system and Universe. Also, there will be more practice questions for students to review using assessment tools such as Top Hat Monocle. For the online section, more videos and discussion questions will be included. We will are re-assessing this outcome in Spring 2015 for all sections to determine if the interventions were successful in increasing student understanding. There are no plans to make changes in the degree program.
We will also be assessing the 2 nd program learning outcome for all sections from all instructors during Spring 2015 and will discuss the results in the subsequent report.
C ORE C OMPETENCIES
3. Describe how Core Competencies (Communication Skills, Information Skills, Critical Thinking/Problem
Solving, Global Awareness, Aesthetic Appreciation, Personal Growth and Responsibility) were specifically addressed by the program/discipline during the past year. For example, were data gathered at the course level?
Was there review and analysis of the data? How did the discipline faculty engage in discussion? Were any interventions conducted? Are there any plans to make changes to courses or improvements in teaching and student learning?
Data was gathered from student learning outcomes that related to the core competencies for all sections and from all instructors
(including adjuncts) teaching the course. Student learning outcomes were mapped to core competencies. It was found that the astronomy class student learning outcomes map mostly to two major core competencies: Critical Thinking/Problem Solving and
Communication Skills (mainly in the form of written communication). The faculty in the discipline met to review and analyze the data and found that students need to improve their critical thinking and problem solving skills. The interventions that will be conducted are discussed in detail in the course level assessment reports. But to summarize, instructors will review some of these concepts more by using Top Hat Monocle, group activities, and demonstrations to helps students better visualize the concepts. Instructors are also going to investigate using Learn Smart technology that is a service offered to students through the book. In the Learn Smart environment, students answer questions that adapt to how much they know. This has been proven to increase test scores and retention of information.

C OURSE L EVEL S TUDENT L EARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for SLO assessment as previously specified
In what term was the course assessed?
Was the Course Assessment
Summary Report completed?
AST1
AST1L
AST Online
List courses scheduled for SLO assessment in
AY 2015-16
Will be assessed Spring 2015 Not yet
Will be assessed Spring 2015 Not yet
Will be assessed Spring 2015 Not yet
Faculty member(s) responsible for coordinating
Target semester and year—Fa
2015 or Sp 2016
AST1
AST1L
AST Online
Pimol Moth, Philip Deutschle
Pimol Moth, Philip Deutschle
Pimol Moth, Philip Deutschle
Spring 2016
Spring 2016
Spring 2016
5. Describe course level assessments results and how they will influence your plans moving forward.
6. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving these improvements?
In previous discussions, it was discovered during the dialogue between the different instructors that there were inconsistencies in how the questions were administered to the students. In order to more clearly and fairly assess the student learning outcomes in the different classes a standardized process needs to be developed for all classes. To facilitate this, the full time instructor will meet with part time instructors to discuss the format of the questions.
E.
This subsection focuses on activities that were previously scheduled. An activity can address many different aspects of your program/discipline, and ultimately is undertaken to improve or enhance your program/discipline, and keep it current.

Activity scheduled What success has been achieved to date on this activity?
What challenges existed or continue to exist?
Will activity continue into AY
15-16?
Will activity continue into AY
16-17?*
1.
. The offering of Observational
Astronomy Course as a Special Projects course or as an Experimental
Astronomy course
This course was not offered because AST45 has been inactivated.
We needed to purchase Mira
Pro software to execute this course as an experimental astronomy course, but this
Instead of a special project, we can incorporate the same type of activity as part
If successful, it may continue during this period software was unable to be purchased. of an internship
* For each activity that will continue into AY 2016-17 and that requires resources, submit a separate resource request in Section III.
1. Evaluate the success of each activity scheduled, including activities completed and those in progress. What measurable outcomes were achieved? Did the activities and subsequent dialogue lead to significant change in
student learning or program success?
One is that this activity relied on being able to acquire Mira Pro, an astronomical data reduction software. This was requested in the last PPA cycle but has yet to be purchased.
Second is that we need a committed faculty member to teach the course. If there is no faculty member ready to teach the course, it cannot be offered. The idea was to have P. Deutschle who currently teaches part-time at Hartnell College be the instructor for the course, but he is not available this summer to teach it for us.
We will however attempt to incorporate a similar type of activity, where a student works on a research project as part of an
Observational Astronomy Internship for Summer 2016.

This subsection addresses new activities for, and continuing new activities into, AY 2015-16. An activity can address many different aspects of your program/discipline, and ultimately is undertaken to improve, enhance, and or keep your program/discipline area current. A new activity may or may not require additional resources. Activities can include but are not limited to: a.
NEW CURRICULUM b.
FURTHER DEVELOPMENT OF THE PROGRAM OR SERVICE c.
GRANT DEVELOPMENT AND PROPOSALS d.
FACULTY AND STAFF TRAINING e.
MARKETING/OUTREACH f.
ENROLLMENT MANAGEMENT g.
STUDENT SERVICES h.
ADMINISTRATIVE SERVICES i.
SUPPORT OPERATIONS j.
FACILITIES

1. List information concerning new projects or activities planned. The first activity listed should be the most important; the second activity listed the second most important, etc. Please keep in mind that resources needed, if funded, would not be approved until spring 2016 and provided until FY 2016-17. Ongoing activities involving resources that will no longer be available
from grant funds starting FY 2016-17 must be planned for appropriately.
Activity
1. Incorporation of more
Planetarium demonstrations/shows in the classroom and
Astronomy Outreach
Strategic
Plan
Goal(s)
No. &
Letter
(e.g., 5A)*
Related
Courses, SLOs,
PLOs, or goals
2A, 2B, and 4A Goal: Increase interest in STEM fields and
Astronomy in particular
Desired
Outcome(s)
Resources
Needed
Person
Responsible
Estimated
Date of
Completion
(can be more than one year in length)
Comments
Increased number of students who desire
Funds to transition to major in STEM from a Part fields and Astronomy Time in particular Planetarium
Director to a
Full time
Planetarium
Director
Pimol Moth Spring 2016 This has been an ongoing activity ffered at Hartnell
2. Observational
Astronomy Internship
1A, 2A, 2B, 5A, PLO: Demonstrate
6A proficiency in applying scientific procedures for
Increase the number of students pursuing the degree and increase the making observations completion rates of and measurements typical of modern current students pursuing the degree astronomical research.
Funds from the Title V grant to pay for Mira Pro
Pimol Moth,
Philip
Deutschle, software,
Fremont Peak student
Observatory stipends, and mentor salary.
Association
Summer
2016
This is based upon the previous idea of offering an AST45 course (which has since been inactivated)

3.Implementing Top Hat
Monocle in the classroom(student response system)
2A,2B,4C,5A Increase retention and success in
Astronomy lecture courses
4.Establishing an
Astronomy Club
1A, 2A Increase retention and success of students who are interested in majoring in
Astronomy
Will increase student Funds from engagement in the the Title V classroom, will allow instructors to monitor student learning, will allow students to better retain the
Students will have a support network for those majoring in
Astronomy and will improve the completion rates for grant to pay for student licenses
Room and advisor those pursuing the degree.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
Pimol Moth Fall 2015 Continuing Activity
(has been implemented in the classroom since
2013)
Pimol Moth Spring 2016 New Activity

2. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
Consider:
· Faculty
· Other staffing
· Facilities
· Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000)
· Software
· Hardware
· Outside services
· Training
· Travel
· Library materials
· Science laboratory materials a) Describe the new activity or follow-on activity that this resource will support.
The new Science building will be completed Spring 2016, and will have a new (and enviable) state of the art Planetarium. In the first activity
(Incorporation of more Planetarium demonstrations/shows in the classroom and Astronomy Outreach), we plan to expand the use of the new state of the art Planetarium in the new Science building. Since the current plan is to schedule the Astronomy classes in the new
Planetarium, we will want to include more planetarium demonstrations and shows into the lecture. In addition, because the new
Planetarium will be able to accommodate (30-40) more people, we would like to expand the outreach and public programs to include more school shows. In order to fully maximize the use of the Planetarium as a classroom and as a service to the community, we need support for it that includes an investment in a Full Time Planetarium Director who can be there full time to effectively oversee these important activities
. for the College b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)

This activity will help to fulfill the Astronomy program goal to increase awareness and interest in STEM fields, and in particular in
Astronomy for the underrepresented population. Including more planetarium shows into the classroom will help students to become more fascinated with the beauty of the night sky and celestial objects in the sky, which directly relates to the Core
Competancy, Aesthetic Appreciation. This activity also fulfills Strategic plan goals 2A, 2B (Student Success) because it will help students be more successful in their Astronomy course. This activity also fulfills 4A (Effective Utilization of Resources) because it will bring about a big “Bang for the Buck” because for just a small increase in salary, there will be a large gain in benefits/positive exposure to the College when the Planetarium is used to its maximum capabilities. The Planetarium, if marketed properly, can increase Hartnell’s reputation as a cutting edge science institution. c) Does this activity span multiple academic years? NO
If yes, describe the action plan for completion of this activity.
[Begin response here]
d) What measureable outcomes are expected from this activity? List indicators of success.
Measurable outcomes and indicators will be based on how many students who declare themselves as STEM majors at Hartnell College, and in particular, Astronomy majors. If there is an increase in STEM majors, and in Astronomy majors in particular, then the activity will be considered a success. Also, a measureable outcome will be in an increase in the public’s awareness of Hartnell’s Planetarium and an increase in the number of school shows and attendance at the public planetarium shows. e) What are the barriers to achieving success in this activity?
The main barrier to achieving success in this activity is The College’s ability and willingness to fund a Full Time Planetarium Director.
Currently, the position for Planetarium Director is only part time. The College has to have the vision to foresee long term benefits in maximizing the use and capabilities of our soon to be amazing new Planetarium and invest in a Full Time Planetarium Director.

2. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
Consider:
· Faculty
· Other staffing
· Facilities
· Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000)
· Software
· Hardware
· Outside services
· Training
· Travel
·
·
Library materials
Science laboratory materials a) Describe the new activity or follow-on activity that this resource will support.
The second activity (establishing an Observational Astronomy Internship) will allow students who are interested in majoring in
Astronomy to receive practical, hands on experience with astronomy research. Students will learn how to obtain images of astronomical objects using a telescope either at Salinas High Observatory or Fremont Peak Observatory. Then they will analyze the images using Mira
Pro Imaging Software. b) Describe how this activity supports all of the following that apply:
2) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
This internship will satisfy the program outcome:
Demonstrate proficiency in applying scientific procedures for making observations and measurements typical of modern astronomical research).

This internship will satisfy this program outcome by allowing students to experience what it would be like to be a research astronomer.
They will receive hands on training and practical experience typical of astronomy research by learning how to take their own observations and subsequently analyzing the images to understand the properties of astronomical objects. This course will address strategic priority 1, 2, 4, 5, and 6. Strategic Priority #1- Student success is addressed because after taking this course, students will be more prepared and successful when they transfer in STEM majors. Strategic Priority #2, #4, #5, #6- Student access, effective utilization of resources, innovation and relevance for educational programs, and partnerships with industry, business, agencies, and education are addressed because this course gives students access to the latest software and technology used in observational astronomy while partnering with Fremont Peak Observatory and Salinas High Observatory. c) Does this activity span multiple academic years? NO
If yes, describe the action plan for completion of this activity.
[Begin response here]
d) What measureable outcomes are expected from this activity? List indicators of success.
Measurable outcome and indicator will be based on how many students who take the course will continue on to declare themselves as
Astronomy majors. That is it will be measured by student retention and persistence in the majors. The success of this requested resource will be assessed two years from now when these declared majors are set to graduate (determined by whether they have remained in the program or not) and the number of new declared majors in Astronomy that have been inspired by this course. e) What are the barriers to achieving success in this activity?
There are two barriers to achieving success in this activity:
One is that this activity relies on being able to acquire Mira Pro, an astronomical data reduction software. If we do not have the resources to purchase this software for the instructor teaching the course and for the students to use, we cannot offer the course.
Second is that we need a committed faculty member to teach the course. If there is no faculty member ready to teach the course, it cannot be offered. The idea would be to have P. Deutschle who currently teaches part-time at Hartnell College be the instructor for the course. If there is no funding to pay the faculty member, then we cannot offer the course.

2. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
Consider:
· Faculty
· Other staffing
· Facilities
· Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000)
· Software
· Hardware
· Outside services
· Training
· Travel
·
·
Library materials
Science laboratory materials a) Describe the new activity or follow-on activity that this resource will support.
The third activity (implementing Top Hat Monocle in the classroom) has been an ongoing activity that has been supported by the Title V
Grant. Top Hat Monocle is a student response system that allows students to use their own devices (e.g. laptops, cell phones, tablets) to answer questions posed by the instructor. b) Describe how this activity supports all of the following that apply:
3) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
This activity supports the program goals by increasing engagement and retention of the students in the program. This activity increases student engagement in the class room and also allows students to retain the information better. This activity also allows for Critical
Thinking/Problem Solving skills. The instructor uses Top Hat mainly as a review of content. This system also allows the instructor to monitor which concepts are most difficult for students to understand, which allows the instructor to spend more time on the more difficult concepts. Students find it fun and a good change of pace from the normal lecture. c) Does this activity span multiple academic years? NO

If yes, describe the action plan for completion of this activity.
[Begin response here]
d) What measureable outcomes are expected from this activity? List indicators of success.
With this activity, it is hoped that the student success and retention rate would increase. Also another indicator of success would be that students are enjoying using Top Hat, which they seem to be. One student made the comment, “All instructors at the College should be using this.” Another indicator of success would be that the rate for student success and retention increase after using
Top Hat.
e) What are the barriers to achieving success in this activity?
The main barrier to achieving success in this activity is funding. Currently this activity is supported but Title V funds. But if the funding no longer exists, students will have to pay for their own Top Hat licenses. If that is the case, it would be difficult to require students to purchase the software because some students do not have the finances for it.
Another barrier is that some students do not have cell phones or tablets. In these cases, the instructor allows the student to submit their answers on paper, but those students then are not included in the statistics.

2. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
Consider:
·
·
Faculty
·
Other staffing
Facilities
· Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000)
· Software
· Hardware
· Outside services
· Training
· Travel
· Library materials
· Science laboratory materials a) Describe the new activity or follow-on activity that this resource will support.
The fourth activity is to create new Astronomy Club at Hartnell College.
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
This activity supports the program goals by increasing engagement and retention of the students in the program. Increase retention and success of students who are interested in majoring in Astronomy. Students will have a support network for those majoring in Astronomy and will improve the completion rates for those pursuing the degree. It will also allow students with this major an opportunity to participate in outreach activity and leadership experience as well as develop effective team work skills. c) Does this activity span multiple academic years? NO
If yes, describe the action plan for completion of this activity.

[Begin response here]
d) What measureable outcomes are expected from this activity? List indicators of success.
With this activity, it is hoped that the student success and retention rate would increase. Because the club will allow students to participate in activities outside of the classroom that are related to the field, it may help to maintain and even increase their interest in the subject. Students in the club will share a common interest and can be a support network for each other. This will allow them to form study groups and help each other succeed in the difficult classes. Also, because the mentor will be able to get to know the students better in a more personal environment, she will be better able to gauge the progress of the students and inform them of opportunities that arise in the field.
e) What are the barriers to achieving success in this activity?
The main barrier to achieving success in this activity is to recruit enough students who are interested in joining the club and also finding students who are responsible enough and are able to have enough time in their schedule to be the officers in the club. Another barrier is that the instructor who will be the advisor for the club will have to be able to have enough time to devote to the club outside of the classroom.

If new/additional resources are needed for your program/discipline, it is important that you identify them and project their cost, and that these resources and costs be considered through the College’s integrated planning (governance, budget development, funding decision making, and resource allocation) processes. A resource is likely to be something needed to support an activity that you have identified in IIIA above, in which case you must link the resource with a specific activity number (first column below). All resource requests completed in the various columns of a specific row must be linked to the new or continuing
activity numbered on the first column of that same row. The first activity listed should be the most important; the second activity listed the second most important, etc. A resource could also be something necessary for your program/discipline to function properly to improve student learning, such as updated equipment in a classroom; in such case be sure to note that the resource is NOT tied to a specific activity.
Activity
No.
Personnel
Classified
Staff/
Faculty
(C/F/M)*
Supplie s/
Equip ment
(S
/E
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training Travel Library
Materials
Facilities
/Space e.g.,
Science
Labs
Projected
Costs
1. Incorporation of more Planetarium demonstrations/shows in the classroom and
Astronomy Outreach
Full Time
Planetarium
Director
2. Observational
Astronomy
Internship
Faculty to mentor interns
Mira Pro
Software
Room for lecturing
Increase
$24,000C from current salary
$3000E, $4000F
3.
Implementing Top
Hat Monocle in the classroom(student response system)
4.See Physics
Program Review
For Activity
Description and see below for justification for +
Full Time
Physics/Astron omy Instructor
Top Hat
Monocle
Licenses
$2000S
$100,000F

5. Not tied to any activity
2 Small laboratory carts
$600.00E
* Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager.
** S for Supplies, E for Equipment. If additional supplies, for example, are needed for ongoing activities, this should be requested through the budget rollover process.
*** H for Hardware, S for Software.
+ Justification for a Full Time Physics/Astronomy Instructor: Every semester, the Astronomy program has to actively recruit an adjunct instructor to teach classes at the main campus and at King City. There are very few qualified candidates for this position. If we hired a dedicated full time
Physics/Astronomy Instructor, then it will make staffing for the Astronomy classes much easier.

Priority 1:
Hartnell College will provide higher education, workforce development, and lifelong learning opportunities—with seamless pathways—to all of the college’s present and prospective constituent individuals and groups.
Priority 2:
Hartnell College will provide a supportive, innovative, and collaborative learning environment to help students pursue and achieve educational success.
Hartnell College will provide a supportive, innovative, and collaborative learning environment that addresses and meets the diverse learning needs of students.
Priority 3:
Hartnell College is committed to 1) increasing diversity among its employees; 2) providing an environment that is safe for and inviting to diverse persons, groups, and communities; and 3) becoming a model institution of higher education whose respect for diversity is easily seen and is fully integrated throughout its policies, practices, facilities, signage, curricula, and other reflections of life at the college.
: To attract and retain highly qualified employees, Hartnell College is committed to providing and supporting relevant, substantial professional development opportunities.
Priority 4:
To support its mission, Hartnell College is committed to the effective utilization of its human resources.
Hartnell College is committed to having its physical plant, furnishings, and grounds maintained and replaced in a planned and scheduled way to support learning, safety, security, and access.
Hartnell College will maintain a current, user-friendly technological infrastructure that serves the needs of students and employees.
Hartnell College is committed to maximizing the use and value of capital assets, managing financial resources, minimizing costs, and engaging in fiscally sound planning for future maintenance, space, and technology needs.
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Priority 5:
Hartnell College will provide programs and services that are relevant to the real- world needs of its diverse student population, while also developing and employing a culture of innovation that will lead to improved institutional effectiveness and student learning.
Priority 6:
Hartnell College is committed to strengthening and furthering its current partnerships, in order to secure lasting, mutually beneficial relationships between the college and the community that the college serves.
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