Program Planning and Assessment (PPA)
for Academic Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2015
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)*
March 19, 2015
Counseling-Instruction
Date Submitted to Dean
First Draft 2/25/2015
*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
LaVerne Cook
Dr. Mark Sanchez
Title/Position
Counselor/Articulation
Officer/Instructor
Dean of Student Affairs, Student Success
Dean’s Comments (required):
Dr. Mark Sanchez
Typed Name of Area Dean
3/19/2015
Date
VPAA Comments (required for comprehensive reviews):
I have read this program planning and assessment document concerning Counseling Instruction. I concur with the recommendation to
activate some of the previously inactivated COU courses. This will require an update to each course outline to insure all the necessary
elements are present. Further, I have a question regarding the request to hire 3 new full-time counselors. First, I believe the cost is
understated. Second, would the three new counselors be disbursed to all three Hartnell College sites to support COU instruction at each site?
Third, is there an expectation to require the new counselors to be instructors (only) or can all counselors be considered for a teaching
assignment?
Romero Jalomo
___________________
Typed Name of VPAA
August 7, 2015
_________
Date
This PPA report is organized in 3 sections and 11 subsections as follows:
I.
II.
III.
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.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
 For programs/disciplines scheduled for comprehensive review in spring
2015, please complete Sections I, II, and III.
 For programs/disciplines scheduled for annual review, please complete
Sections II and III.
I.
COMPREHENSIVE REVIEW
Please complete this section for programs/disciplines scheduled for comprehensive review in spring 2015.
Go to Section II for programs/disciplines scheduled for annual review in spring 2015.
A. OVERALL PROGRAM EFFECTIVENESS
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?
(N/A - an Annual Review and not the Comprehensive Review this year.)
B. INSTRUCTIONAL STAFFING
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
(N/A as we are completing an Annual Review and not the Comprehensive Review this year.)
2. What staffing factors/challenges have influenced the effectiveness of the program?
(N/A as we are completing an Annual Review and not the Comprehensive Review this year.)
C. CTE PROGRAMS – LABOR MARKET & ACHIEVEMENT
Please complete this section if the program is Career Technical Education
(CTE). Go to subsection D if the program is not CTE.
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.
(Not a CTE program)
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.
(Not a CTE program)
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?
(Not a CTE program)
D. PROGRAM GOALS
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.
VISION STATEMENT
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.
MISSION STATEMENT
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.
(N/A as we are completing an Annual Review and not the Comprehensive Review this year.)
1)
2)
3)
4)
5)
II.
ANNUAL REVIEW
This section must be completed for ALL academic programs, including those scheduled for a
comprehensive review in spring 2015.
A. COURSE DATA & TRENDS
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
COU 1
COU 23
Course Name
Student Success Seminar
Career Development
Does the course have any DE (online or
hybrid) sections?
No
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.
ENROLLMENT
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?
Enrollment data for COU 1 Student Success Seminar for the past 3 years (New course 2012-2013):
Semester
# Sections offered
# Students Enrolled
Fall 2010
Spring 2011
Fall 2011
Spring 2012
Fall 2012
Spring 2013
COU-1 New course developed
1
2
29
60
NOTE: Although not part of this data range, please note the following year COU 1 increased in Fall 2013- 362 students; Spring 2014
140 students enrolled.
Enrollment data for COU 23 Career Development for the past 3 years (2010-2011; 2011-2012; 2012-2013):
Semester
Fall 2010
Spring 2011
Fall 2011
Spring 2012
Fall 2012
Spring 2013
# Sections offered
2
3
4
3
3
1
# Students Enrolled
55
76
111
95
89
43
SUCCESS
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?
In reviewing the success data for the past 3 years (new course developed 2012-2013) for COU 1 Student Success Seminar the following
was found:
Semester
Fall 2010
Spring 2011
Fall 2011
Spring 2012
Fall 2012
Spring 2013
# Sections offered
COU 1 Retention
COU 1 New course developed
1
2
83%
72%
COU 1 Success Rate
83%
62%
Overall College Retention Rate
83%
72%
Overall College Success Rate
71%
69%
COU 1 Student Success Seminar was offered for the first time, Fall 2012. One section was offered as a pilot with 3 counselors teaching
modules of 6 weeks broken into psycho-social, learning strategies, and career and educational planning. Because of the seat limitations of
the SmartRoom the course sections were limited to 30 students.
One noticeable difference between the Fall and Spring semesters is the drop in the success rate. The drop somewhat mirrors the college
overall success rate for spring, but indicates something to observe and be responsive. Discussion continues on ways to increase the success
rate for the course, but also looking at ways to assist all students transitioning into college in the spring (a lot of emphasis is given to high
school to college students in the fall in programs like Panther Prep etc.) One year’s data for this course is not enough to reach any definitive
conclusions. Further research and analysis recommended.
This course was approved as an Associate Degree General Education course for Fall 2012 and submitted and approved for California State
University- General Education (CSU-GE), Area E and for Transfer Course for University of California (UC) for Fall 2013.
In reviewing the success data for the past 3 years (2010-2011; 2011-2012; 2012-2013) for COU 23 Career Development the following
was found:
Semester
Fall 2010
Spring 2011
Fall 2011
Spring 2012
Fall 2012
Spring 2013
# Sections offered
2
3
4
3
3
1
COU 23 Retention Rate
89%
92%
96%
83%
97%
98%
COU 23 Success Rate
80%
84%
85%
68%
82%
88%
Overall College Retention Rate
84
82
82
81
84
81
Overall College Success Rate
72%
70%
70%
68%
71%
69%
The overall conclusion is the retention and success rate for COU 23 is strong. The success rate is almost 10% higher than the overall college
success rate. This course was revised and a new textbook was adopted by counseling teaching faculty that will be used Fall 2016. In
addition, after review, counseling faculty revised the Student Learning Outcomes and will assess the new Outcomes in Fall 2015. No further
recommendations at this time.
This course is part of the Associate Degree General Education list and has been approved for CSU-GE, Area E for 10 years.
DEGREES AND 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.
Counseling is not a degree or certificate program. Counseling instruction courses are included as part of General
Education areas for an associate degree and/or for transfer degrees, as electives for UC and is used as an overall
program/service strategy to assist students’ success.
B. TEACHING MODALITY
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
Not Applicable (N/A). COU 1 and COU 23 are only offered as face to face classes.
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?
Not Applicable (N/A). COU 1 and COU 23 are only offered as face to face classes.
.
3. Describe the process to change and improve student success in DE courses/sections in your program.
Not Applicable (N/A). COU 1 and COU 23 are only offered as face to face classes.
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?
Not Applicable (N/A). COU 1 and COU 23 are only offered as face to face classes.
5. Describe the process to change and improve student retention in DE courses/sections in your program.
Not Applicable (N/A). COU 1 and COU 23 are only offered as face to face classes.
6. Describe any other relevant factors regarding diverse teaching modalities and environments, such as specific
locations.
Discussions regarding counseling courses being offered in a hybrid or distance education format are ongoing. The counseling
instruction faculty pedagogically feels counseling courses are best served face to face because of the inherent objectives and
content of the courses is to have students feel connected to the campus and be successful in their educational pursuits.
In addition, research has shown first-semester, first-time students do not do well in online courses and many students are taking
COU courses during their first semester. The conversation will continue as the trend to offer courses in all modalities continue.
COU 23 would be considered the course most appropriate to be designed as a hybrid or distance education course, since a larger
percentage of students in this course are reentry and some already have degrees, but are looking for a career change; whereas,
COU-1 students are primarily first-semester, first-time college students and would benefit the most from face to face.
Although data shows lower enrollment pattern in both South County and East Campus locations; however, counseling faculty feel
strongly these courses need to continue to be offered at all locations and discussion on improving enrollment is ongoing.
C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for review
during AY 2014-15 as previously
specified
COU-23
COU-123
Faculty member(s) responsible for (a) Was the course reviewed
coordinating
and (b) taken through the
curriculum process?
Aron Szamos, Gabriel Bravo
LaVerne Cook
Courses scheduled for review during AY
2015-2016
None
Yes- revised
Yes-Inactivated
Faculty member(s) responsible for
coordinating
Date of approval (or anticipated
approval) by Curriculum
Committee
February 5, 2015
February 5, 2015
Target semester and year—Fa 2015 or Sp
2016
In addition to the tables required above, counseling includes the table below showing the last 3 years of curriculum activity.
The table indicates a number of counseling courses inactivated. The cause was the lack of funding to continue to offer the
courses with the limited number of full-time or part-time counseling faculty available. In addition, with the retirement of a
large number of counseling instructors that were not replaced, several of these courses had not been offered in several years.
To best serve our student population, as both counselors and instructors, the decision was made to focus on both individual and
group advising and offer the courses that met the needs of the majority number of students. Therefore, COU 23, 27 and 30
were retained and offered and COU-1 Student Success Seminar was developed to address primarily the needs of first-time
college student’s needs. However, with additional funding for full-time, counselors would choose to reactivate and develop
courses and offer the additional courses in the near future.
Course
Number
COU 1
COU 23
COU 27
COU 30
Course Name
Status
Scheduled Revision Year
Active
Active
Active
Active
Revision/Developed
Year
2012
2015
2014
2014
Student Success Seminar
Career Development
Life Planning
Career Interest and Ability
Assessment
COU 80, 81, 83 American Sign Language I, II, III
Active
2011
Courses moved to Humanities area changed
to ASL 1, 2, and 3
Inactive
Inactive
Inactive
Inactive
Inactive
Inactive
Inactive
2012
2012
2012
2013
2012
2012
2012
N/A
N/A
N/A
N/A
N/A
N/A
N/A
2016-17
2019-20
2018-19
2018-19
Inactive courses
COU 21
COU 24
COU 25
COU 26
COU 28
COU 29
COU 38
Orientation
Group Dynamics
Assertiveness
Learning Strategies
Peer Advising
Job Hunting Skills
Student Leadership in Higher
Education
COU 45
COU 90
COU 105
COU 123
COU 129
Special Projects
Memory Skills
Emotional Management Skills
Career/Internship Preparation
Job Hunting Techniques
Inactive
Inactive
Inactive
Inactive
Inactive
2013
2012
2013
2015
2013
N/A
N/A
N/A
N/A
N/A
D. OUTCOMES
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.
PROGRAM LEVEL OUTCOMES
1. Please complete the following tables.
List Program level outcome(s) scheduled
for assessment as previously specified
Students will demonstrate increased ability to
identify an educational goal
Students will identify an educational major.
What changes have occurred in the
Was the Program Outcome
program/discipline as a result of
Assessment Summary
dialogue?
completed?
COU 1, 23, 27 and 30 includes this as an
Yes
objective in the course and SLO assessments and
outcomes indicate students were successfully
identifying goals.
COU 1, 23, 27 and 30 includes this as an
Yes
objective in the course. Discussion as part of the
analyses of course outcomes and as part of
program/services review focused on ‘when’
students are expected to ‘declare’ a major.
Often students are declaring as part of the
application process, but many are not ready.
Others identify a major in their first semester
and by the following semester changing majors.
To help students make informed decisions
students are being asked to attend Career/Major
Workshops, take career assessments, enroll in
career and student success seminar courses.
Students taking these courses and workshops
are being better informed and can be tracked.
Also the recommendation is to have an
abbreviated plan the first semester and a more
comprehensive educational plan during second
semester after some informed decision class or
activity.
Students will learn the significance of their
academic progress.
COU 1, 23, 27 and 30 includes this as an
objective in the course.
Yes
Discussion with students in in courses and most
all program/service activities teaches students
the importance of academic progress to length
of time in attaining goal, financial aid
qualifications, etc. Follow up surveys as
questionnaires and SLO analyze indicates
student perceive an understanding, but data
shows differences. However, qualitative data
was also discussed that indicated students who
had not taken a COU course or seen a counselor
were more often disqualified from financial aid
because of lack of academic progress than those
who did. Further research on this is needed.
With Orientation now mandated prior to
registration a broader number of students will
receive information upfront on academic
progress and it can be reinforced in courses.
List Program level outcome(s) scheduled for assessment in
AY 15-16
Student will identify an educational goal by the start of the second
semester.
Have your course level SLOs needed for this
program level outcome been assessed or
scheduled for assessment?
This is an ongoing outcome and will continue to be
assessed, both in the courses and program/services, such as,
workshops being offered to comply with Student Success
Initiatives.
Students will identify process of researching how educational requirements This is an ongoing outcome and will continue to be
are linked to specific career goals
assessed, both in the courses and program/services, such as,
the Career Center.
Students will identify college services, programs and academic strategies This is an ongoing outcome and will continue to be
used by successful college students
assessed, both in the courses and program/services, such as,
in counseling success workshops and counseling individual
appointments.
Please Note: Counseling program level outcomes are not within a specific degree or certificate, but measured by both qualitative and
quantitative data within our course offerings and program/services.
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?
Ongoing review of data from Student Learning Outcomes assessment is reviewed each semester by counseling faculty.
From this information COU-23 counseling instructors revised both their course and their Student Learning Outcomes to
better reflect their expectations and what they wanted the students to take away from their course. Also, as part of this
discussion, a new textbook was adopted for use Fall 2016. The revisions were vetted by all counselors, since others may
want to teach this course in the future.
During the larger counseling group discussion there is always sharing of teaching methods and materials, which
strengthen the counseling faculty teaching as a whole and ultimately better engages students. This is one of the positive
findings when faculty is given the opportunity to meet as a group—both adjunct and full time.
As discussed earlier, the goal is to increase students’ success rate in the COU courses; but also to increase success in their
other courses as well. To quantify this will take more research and time. COU-1 is a new course that has only been offered
for two years, so the results of those first students could be compared to students who did not complete the course to see
if their retention and persistence were higher next year.
CORE COMPETENCIES
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?
All counseling courses include Personal Growth and Responsibility and Information Skills as core competencies. The
primary result is to have students understand themselves as college students and relate that to the outside world of work/career
and then to develop that relationship to now and into the future. In counseling courses and counseling program/service this
process is referred to as informed decision-making. Learning how to attain information and using those skills are great transfer
skills. Students attain research through reading text, online research and assessments and then with that information students are
responsible for the final decision.
Again, in Counseling Student Learning Outcome discussions and in Counseling discipline meetings, data is reviewed both from
SLO assessments and Student Questionnaire/Surveys to monitor students perceptions of their progress. This process is ongoing
and circular.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for SLO assessment as
previously specified
COU 23 Career Development
COU 1 Student Success Seminar
List courses scheduled for SLO assessment in
AY 2015-16
In what term was the course
assessed?
Fall 2014
Spring 2012, Fall 2013
Was the Course Assessment
Summary Report completed?
Yes
Yes
Faculty member(s) responsible
for coordinating
Target semester and year—Fa
2015 or Sp 2016
COU 27 Life Planning
COU 30 Career Ability and Assessment
Tony Anderson
Liz Estrella
Spring 2016
Fall 2015
5. Describe course level assessments results and how they will influence your plans moving forward.
Counseling faculty agreed on a Pre and Post assessment for COU-1 and continues to use in all sections of the course.
Currently, faculty agrees that the assessment is meeting their expectation in assessing students’ learning.
Counseling faculty agreed that new Student Learning Outcomes for COU-23 needed discussion and development. Three
full-time instructors and one adjunct currently teach the course. They developed and submitted to all counselors for
review. All agreed with the new SLO’s and these will be implemented Fall 2015.
6. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving
these improvements?
Challenge primarily is getting all counseling instructors in the same place at the same time. Dr. Mark Sanchez has given
time during Counseling discipline meetings and Counseling exclusive Flex time for these discussions. The goal is to have
this precious time continue. Some of the best discussions come from the sharing of ideas, of what is working and what
isn’t working well the benefits are stronger instruction and student engagement.
E. PREVIOUSLY SCHEDULED ACTIVITIES
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
1. Student Learning
Outcomes Meeting
What success has been
achieved to date on this
activity?
Scheduled time with both part
time and full time counseling
instruction
What challenges existed or Will activity
continues to exist?
continue into AY
15-16?
Finding a time all can meet,
since some part time faculty
also work at other colleges.
Yes
Will activity
continue into AY
16-17?*
Yes
2. Recruiting and developing Great success in recruiting
Funding for offering additional Yes
new counseling teaching counseling faculty that teach at sections
faculty
our neighbor community colleges
Yes
3. Advertising counseling
courses
Continual growth in COU courses Funding for offering additional Yes
Yes
sections
* 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?
For the courses studied, as part of this annual review, enrollments and success rates were strong. Primary focus
continues to be offering sections of these ―student success courses‖ at times and locations students need. Courses are
being offered in morning, afternoon, evening and as late-start classes to meet students need.
Although not included in the three-year data table, growth in COU-1 has increased at a successful rate. This course was
approved as meeting a CSU-GE, Area E requirement for transfer to CSU and was reviewed and approved for UC transfer
course in Spring 2013. Fall 2013- 362 students enrolled mostly students transitioning from high school to college. The
successful promotion for this course is evident in the continuing growing numbers.
Although success in recruiting and developing adjunct counseling faculty to teach some of these course sections, the best
practice at Hartnell College and is reflected in the counseling discipline is to have full-time faculty responsible for:
1)revising course outlines and presenting at Curriculum (adjunct faculty cannot have access to work in CurricUNET)
2)developing and presenting new courses through the curriculum process and preparing paperwork for Chancellor’s
office approval; and 3) responsible for course level and program level student learning outcomes and assessment.
Therefore, a need for more full-time faculty for both instruction and program/services is needed.
Discussion on offering more summer sections of COU 1 Student Success Seminar for students transitioning from high
school to Hartnell College (or any other higher education institution) is being explored.
III.
ANNUAL ACTION PLAN
This section must be completed for ALL academic programs, whether scheduled for annual or
comprehensive review in spring 2015.
A. NEW ACTIVITIES
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.
b.
c.
d.
e.
f.
g.
h.
i.
j.
NEW CURRICULUM
FURTHER DEVELOPMENT OF THE PROGRAM OR SERVICE
GRANT DEVELOPMENT AND PROPOSALS
FACULTY AND STAFF TRAINING
MARKETING/OUTREACH
ENROLLMENT MANAGEMENT
STUDENT SERVICES
ADMINISTRATIVE SERVICES
SUPPORT OPERATIONS
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
Strategic
Plan
Goal(s)
No. &
Letter
(e.g., 5A)*
Related
Courses, SLOs,
PLOs,
or goals
Desired
Outcome(s)
Resources
Needed
Person
Responsible
Estimated
Date of
Completion
(can be more than
one year in length)
Comments
1. Recruit and hire Fulltime COU faculty
1A, 2A, 4A
2. Offer additional course1A; 2A; 2B
sections relevant to
student needs
All
Enough counselors @ 75,000 ea
to teach and
counsel a better
percentage of
6000+ student
needs
College Planning
Council
Request for this
year
Although steps and
processes have been
put into place,
including group
advising and course
offerings, the Student
Success Initiative is
requiring studentcounselor contact
COU 1
Enough courses to COU-Faculty
meet all
transitioning first SmartRooms
time college
students (as part of
Panther Prep)
Dr. Mark Sanchez
Each semester
COU 1 course grew
from one section of 29
in Fall 2012 to 10
sections of 362
students in Fall 2013
Dr. Mark Sanchez
Each semester
Funding would need to
increase if adjuncts
were also attending
COU 23
COU 27
COU 30
3. Attend conferences
3B
and professional
workshops to stay
current in instructional
methodologies, student
success and technology
All
Relevant and
Travel funding
current knowledge
$10,000
to better serve
students
4. Schedule 3 meetings 3B
for SLO analysis and
curriculum
SLO, PLO, Goals
Consistent and
relevant
development and
analysis of
outcomes
5. Market benefits of
counseling courses
PLO, Goals
2A; 2B; 6A
As part of Flex or Dr. Mark Sanchez
discipline meeting
time
Marketing
material funding
$3500
5.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
3- Annually
Ongoing
Continuing to partner
with area high schools
in promoting value of
COU 1
*** Please complete this page for each 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.
This incorporates Activity 1 and 2 because of the reasoning described:
1. Recruit and hire Full-time COU faculty
2. Offer additional course sections relevant to student needs
Hire a full-time faculty member to provide instruction and assist in the revision, development of counseling curriculum.
Currently there is not a full counseling staff at Hartnell College to teach, offer individualized and group counseling to 6000+
students, attend shared governance meetings, develop and revise curriculum, etc. As discussed earlier, in 2012 a large number of
COU courses were inactivated because of the large reduction in counselors. This was primarily due to retirements that were never
rehired. At this time with the mandates of student-counselor contact being required by the Student Success Initiative, it is
imperative that new full time counselors be hired.
Recognizing, this document is regarding counseling instruction, so although it is hard to separate the needs, the focus is on that
area of counseling. So the follow-on activity is that some of the courses that were inactivated in 2012 (indicated in the table
above) could be revised and offered again by having additional teaching faculty. These courses were developed and offered in the
past for student success and recognized by both our transfer partner systems as equivalent transfer courses since they offer
similar ones on CSU and UC campuses. These are offered in higher education because many students need help in areas, such as
Study Skills and Learning Strategies.
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)
Hiring additional counseling faculty to assist in developing and teaching current and additional success courses are as important
for our diverse first-generation college student as any Hartnell may offer. Success is very much lauded in Hartnell College
Strategic Priorities and Goals-Priority 2 Student Success-both 2A and 2B. And having courses that help student succeed is one of
the ways of meeting those goals.
These courses, as discussed earlier, also meet the Core Competency of Personal Growth and Responsibility. All COU courses
include an outcome of assisting the student with informed-decision making and developing personal responsibility. Example is
COU-23 SLO: Incorporate college success strategies into the development of their academic goals and educational plan.
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
This will depend on the college’s priority hiring. This has been on the Counseling discipline priority list for several years.
d) What measureable outcomes are expected from this activity? List indicators of success.
The measureable outcome will be a larger number of students will enroll and complete COU courses and the indicators of
success will be determined by the students’ goal, which spans several spectrums from certificate, associate degree, transfer,
to improving job skills and language acquisition .
e) What are the barriers to achieving success in this activity?
Not having enough counselors to teach counseling courses that students’ need.
*** Please complete this page for each 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.
3. Attend conferences and professional workshops to stay current in instructional methodologies, student success and
technology
Professional development is important for all college staff… and counselors even more than others must stay current. Above and beyond their
instructional role, counselors must stay well-informed of Hartnell College own degrees and curriculum changes, transfer to systems that have
different requirements, careers, personal etc. Anything a student may have question about will be asked of counseling. It is imperative that
counselors have the correct and current information and can use the latest technology that accesses information.
In addition, counselors need to stay current on instructional methodologies and technology that can be used to increase student engagement
and success.
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 is included in the Strategic Plan Goal Priority 3B, which addresses professional development.
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
This is an activity that is ongoing each year.
d) What measureable outcomes are expected from this activity? List indicators of success.
The measureable outcome will be a more knowledgeable instructor and ultimate engaging students in the classroom and
beyond.
e) What are the barriers to achieving success in this activity?
Funding and time away from campus.
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
b) Describe the new activity or follow-on activity that this resource will support.
4. Schedule three meetings for SLO development/ analysis and curriculum
Having designated college-supported times to meet and continue the work on Student Learning Outcomes and curriculum and to
continue the consistency and relevant development and analysis of outcomes. This is especially valuable for the new adjuncts,
some teaching for the first time.
Counseling hours are calculated differently than other instructional faculty and most hours are calculated to work one-on-one with
students or in group advising sessions; therefore, it is difficult to find the time for all counselors to meet at the same time without
college and Dean support.
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 activity is included in the Strategic Plan Goal Priority 3B, which addresses professional development. This activity is also to
support course and program level outcomes.
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
This is an activity that is ongoing each year.
d) What measureable outcomes are expected from this activity? List indicators of success.
The measureable outcome will be a more knowledgeable new instructor, sharing of teaching methods and stronger
instruction in the classroom.
e) What are the barriers to achieving success in this activity?
College support and approval
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
c) Describe the new activity or follow-on activity that this resource will support.
5. Market benefits of counseling courses
Benefits of marketing and sharing the value of counseling courses has increased course enrollment significantly. Even more importantly is
knowing that students are enrolling and receiving the benefits in larger numbers is satisfying.
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 is included in the Strategic Plan Goal Priority 1A Student Access, which addresses access to the college. In addition,
by including a first semester schedule that may include a COU course better prepares students for Priority 2A and 2B Student
Success. Having professional materials for the high school distribution improves Hartnell College image
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
This is an activity that should be ongoing each year.
d) What measureable outcomes are expected from this activity? List indicators of success.
Students enrolling in COU courses generally enroll as full time students, which increases students’ opportunities.
e) What are the barriers to achieving success in this activity?
Funding will increase these efforts.
B. RESOURCE REQUESTS
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)*
Supplies/
Equipment
(S/E)**
1.
1.Full-time COU
faculty- Three (3)
Counselors
2.
2. Offer
Supplied current catalog
additional course for all COU 1 students S
sections relevant
to student needs
F
5.
Contract
Services
Training
Travel
Library
Materials
Facilities
/Space
e.g.,
Science
Labs
Projected
Costs
$283,200
Smart Room
needed
3.Attend
professional
conferences
3.
4.
Technology
Hardware/
Software
(H/S)***
4. Schedule 3
meetings for SLO
analysis and
curriculum F
3.Attend
professional
conferences
$3000- catalogs
TBD Additional
course offerings
$15,000
4. Schedule 3
meetings for
SLO analysis
and curriculum
5. Market benefits of
counseling courses to high
school seniors S
* Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager.
$5,000
** 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.
APPENDIX A. Strategic Priorities & Goals
(from Hartnell College Strategic Plan 2013-2018)
Priority 1: Student Access
Goal 1A: 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: Student Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning
environment to help students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning
environment that addresses and meets the diverse learning needs of students.
Priority 3: Employee
Diversity and Development
Goal 3A: 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.
Goal 3B: To attract and retain highly qualified employees, Hartnell College is committed to
providing and supporting relevant, substantial professional development opportunities.
Priority 4:
Effective Utilization of Resources
Goal 4A: To support its mission, Hartnell College is committed to the effective utilization of
its human resources.
Goal 4B: 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.
Goal 4C: Hartnell College will maintain a current, user-friendly technological infrastructure
that serves the needs of students and employees.
Goal 4D: 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:
Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the realworld 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: Partnership with
Industry, Business Agencies and Education
Goal 6A: 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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