Program Planning and Assessment (PPA)
for Academic Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2014
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 (every five years) comprehensive review that shows evidence of
improvement and outlines long-range goals.
The Program Planning and Assessment process will improve and increase the flow of information
about student learning, student success and student behavior at Hartnell College. The result of the
process will also improve institutional effectiveness.
Program/
Discipline
Date Completed (must be
in final form by 3/31/14)*
Date Submitted
to Dean
Academic Support Services
Education
*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
Hermelinda Rocha-Tabera
Teresa Moreno Jimenez
Luis Chacon
John Pineda
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
2014, please complete Sections I, II, and III.
 For programs/disciplines scheduled for annual review, please complete
Sections II and III.
II. ANNUAL REVIEW
This section must be completed for ALL academic programs, including those
scheduled for a comprehensive review in spring 2014.
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
EDU 110
EDU 111
EDU 112
Course Name
Foundations of Success
Team Self-Management
Community Survey Results (Social Justice)
Does the course have any DE
(online or hybrid) sections?
No
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?
Patterns: Enrollment in EDU 110 remains high while that of EDU 111 and 112 declines
throughout the semester. Typical pattern as some students leave program early due to
extenuating circumstances.
Anomalies: Spring 12 and Fall 2013 shows more students enrolled in EDU 111 compared to EDU
110. Explanations for the difference is due to student paperwork coming in after college
deadline, issues registering some students on time due to late enrollment or paper work delayed
in getting processed. In addition, there is a difference in the amount of students enrolled in EDU
111 and 112 for all semesters. Explanation for the difference depends on attendance of students
in each respective course and the instructor’s decision to drop student if s/he is not attending
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class. Finally, Fall 2011, Spring 2012, and Fall 2012 saw the highest amount of enrollments. The
high enrollment in the three semesters mentioned was a combination of support in recruiting
efforts and faculty involvement. Starting in Spring 2013 a change in staff, reduced number of
student ambassadors, and longtime ACE faculty (part-time) retired or left for other reasons.
Actions: To improve current conditions, recruitment staff and support must increase in student
ambassadors and hours. There is also the need for an efficient recruitment plan that involves
permanent community contacts.
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?
Patterns: Success stays high in EDU 110 where more than 60% of students complete the
course. This is due to the high cooperative learning environment that the course offers and
increase emotional and academic support from staff, faculty and within the students
themselves. Another noticeable pattern is that the success rate in all courses is higher during
the Fall semesters as compared to the Spring semesters. Fall semesters typically sees higher
enrollments due to incoming freshmen from high school graduates, therefore, success tends
to be higher as well.
Action: Weekly discussions among faculty and staff apart from faculty-student meetings to
ensure that instructors are getting the support they need to instruct and handle any
situations that a student/s may be experiencing. Focus on increasing enrollment in Spring
through increased recruitment efforts mentioned in item II.2 under “Enrollment”.
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.
Has not been discussed.
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B. TEACHING MODALITY (Not Applicable)
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
Fulltime
Faculty
Adjunct
Faculty
2. Compare student success in the DE teaching environment with success in the faceto-face teaching environment in the same course. Are there differences? To what
do you ascribe the differences in your program? Discuss any other relevant factors
regarding diverse teaching modalities and environments, such as specific
locations.
[Begin response here]
3. Describe the process to change and improve student success in DE
courses/sections in your program, and any other relevant factors regarding
diverse teaching modalities and environments, such as specific locations.
[Begin response here]
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C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for
review during AY 201314 as previously
specified
Faculty member(s)
responsible for
coordinating
EDU 110
EDU 111
EDU 112
Hermelinda Rocha-Tabera
Courses scheduled for
review during AY 201415
Faculty member(s)
responsible for
coordinating
EDU 110
EDU 111
EDU 112
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Hermelinda Rocha-Tabera
Hermelinda Rocha-Tabera
Hermelinda Rocha-Tabera
Hermelinda Rocha-Tabera
Hermelinda Rocha-Tabera
(a) Was the course
reviewed and (b) taken
through the curriculum
process?
Yes
Yes
Yes
Date of approval (or
anticipated approval)
by Curriculum
Committee
3/27/14
3/27/14
3/27/14
Target semester and year—
Fa 2014 or Sp 2015
3/27/14
3/27/14
3/27/14
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
The successful completion of the
9 day Foundation Course (EDU
110).
What changes have occurred
in the program/discipline as
a result of dialogue?
None
Was the Program
Outcome Assessment
Summary completed?
Yes
Student identification of selfknowledge and self-discipline
through demonstration of the
behaviors of successful
students as identified by ACE
Students seek assistance
when confronted with a
conflict. In addition, there
is an increase in
communication between
faculty and staff and
between faculty and
students.
Yes
List Program level outcome(s)
scheduled for assessment in
AY 14-15
Have your course level
SLOs needed for this
program level outcome
been assessed or
scheduled for assessment?
NA
2. Describe how program level outcomes were specifically addressed by the
program/discipline during the past year.
A instrument of measurement for each EDU course was created to initiate a tool of assessment
and data collection. Based on the instrument used for EDU 110, we found that 97% (36 out of 37
Foundation Course participants) successfully completed the course (PLO 1a). In addition,
assessment in EDU 110, 111, and 112 showed that students were able to identify their personal
working styles and develop the ability to identify personal goals and assess methods of obtaining
them based off reflective journals and introspective writing assignments (PLO 2a.).
Faculty and staff engage in weekly discussions in regards to a student’s progress in meeting
established self and program goals. Working directly with each student creates a collaborative
working environment and intervention in any critical issues takes place to prevent/decrease
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dropping or failing the program. The intervention with students involves and plan for the
semester to finish assignments on time and communicate with each instructor on a one-on-one
basis as well as meet with the Supplemental Instructor for further assistance.
Plans to improve the program involve steps to having students meeting with an ACE
counselor/advisor to develop an educational plan before the end of bridge semester. In addition,
steps are in progress to develop a needs assessment for students who complete the bridge
semester through funding from the California Endowment.
CORE COMPETENCIES
3. Describe how Core Competencies 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?
ACE courses are not mapped to Core Competencies.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for
SLO assessment as previously
specified
EDU 110
EDU 111
EDU 112
In what term was
the course
assessed?
Spring 2014
Spring 2014
Spring 2014
List courses scheduled for
SLO assessment in
AY 2014-15
EDU 110
EDU 111
EDU 112
Faculty member(s)
responsible for
coordinating
Hermelinda Rocha-Tabera
Hermelinda Rocha-Tabera
Hermelinda Rocha-Tabera
Was the Course
Assessment Summary
Report completed?
March 27, 2014
March 27, 2014
March 27, 2014
Target semester
and year—Fa 2014
or Sp 2015
Sp 2015
Sp 2015
Sp 2015
5. Describe course level assessments results and how they will influence your
plans moving forward.
EDU 110: Based off completed energy intensity flow (EIF) diagrams (97%), students
demonstrated their understanding of learning/working styles. Spider diagrams assisted
students in both self and peer assessment. The comprehensive understanding of
learning/working styles was demonstrated through collaborative work on group
presentations. Results illustrate that students met and exceeded expectations through
presentation of work, completion of in-class assignments and homework. In addition, all but
one student (1 out of 37) completed pre and post surveys which further provides for 97%
course completion rate. The results will allow the program to move forward in regards to
recruiting more qualified instructors to teach the course. Additionally, continue the format
of the curriculum for EDU 110 and methods since results indicate its effectiveness.
EDU 111: Students were able to successfully identify their own personal goals, long term and
short term and the difference between the two, as well as formulate a plan they can reference to
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in pursuit of said goals. Results showed that Students particularly excelled in their ability to
think critically of perspective life outcomes. As well as in their ability to relate to presented
readings. Students need to devote time outside of class for self-reflection, and exploration into
career opportunities. Moving forward new or revised teaching methods could possibly include
statistics on rates of employment and yearly annual wages for different levels of education or
training. Not only nationally, but state and county wide.
EDU 112: Based on student research project presentations, it is evident that students were able
to effectively construct their research project and conduct research to answer a research
question. Students not only learned the research process, but also experienced presenting to an
audience outside the classroom. Results from the assessment were useful and meaningful in
determining successful student learning as it is evident that course assignments contributed to
development of student critical thinking, discussion, and writing, and conducting of research.
Moving forward, it would be greatly beneficial to regularly review recurring themes and
concepts in the course prior to students engaging in in-class group work and research. Further,
it would be beneficial to allow for more time for whole class discussion and report back on group
work and research to allow students to check in with and learn from each other.
6. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
•
•
•
8|Page
EDU 11o: Conduct further valuations related to issues and outcomes by continually assessing
SLOs and keeping record of completion rate of Foundation Course Paper. Challenges include
students’ ability to complete paper on time.
EDU 111: Students need to devote time outside of class for self-reflection and exploration in
career opportunities. Challenges include having students take the initiative to take on the
responsibility to self-motivate into looking into outside opportunity and having the support
system to do so.
EDU 112: It may be beneficial for instructors to make mandatory office hour meetings with
each research group and individual students to check in on research process and group
work. It may also be beneficial to provide a greater focus on public speaking and
presentation strategies and methods. Challenges include, having students take initiative to
show up for the meetings and instructors taking the extra time to teach additional methods.
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
What success has
been achieved to
date on this
activity?
What challenges
existed or
continue to exist?
Will activity
continue into
AY 14-15?
Will activity
continue into
AY 15-16?*
1.
Hire program
assistant
Program assistant hired
January 1, 2013
No
No
2.
Hire supplemental
instructor
Supplemental instructor
hired in 2013
Funding prevents
position hours that
result in lack of
available time to
complete all assigned
task in an orderly
fashion.
Lack in funds prevents
or makes it difficult to
plan to have SI for
each semester.
Yes
Yes
3.
Hire student
ambassadors
Hired in 2013
Yes
Yes
4.
Outreach
Outreach resulted in 3
cohorts in the last
semester
Yes
Yes
5.
Faculty Experiential
Learning Institute
(FELI)
The hire of additional
instructors for the
program
Yes
Yes
6.
Monterey Peninsula
Youth Grant Fund
Application will
be submitted by
Sept 13th
deadline.
Yes
7.
EDU11 as a
transferable course
Resulted in the funding
of student ambassadors,
books, and food for
Foundation Course and
Social Justice
presentations.
Lack of funds prevents
the amount of students
and/or hours student
workers are needed.
Limited resources and
hours to support
personnel required to
perform outreach
Promoting the training
to Hartnell
faculty/staff to
increase interest
Funds not guaranteed
each year.
Increase enrollment in
ACE Program
Provide students
transferable course
Yes
8.
EDU 112 as a
transferable course
Increase enrollment in
ACE Program
Provide students
transferable course
9.
Include a MAT 201
section
Provide support for
students in need of
MAT improvement.
Administrative
support and
knowledge on the
process of
transfer approval
Administrative
support and
knowledge on the
process of
transfer approval
10. Reinstate Yoga
11. Pay Faculty Stipends
for Weekly Meetings
Yes
Yes
No
Yes
* For each activity that will continue into AY 2015-16 and that requires resources, submit a separate
resource request in Section III.
9|Page
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?
Program Assistant, Supplemental Instructor, and Student Ambassadors were hired. This
increased the amount of services provided to students. In addition, the Program Assistant put in
place helped operations of the office take place on a day to day basis with set hours each day.
The outcome was students in the ACE program received information and resources needed to
continue their studies, intervention was provided from students that were at risk of dropping
due to supplemental instruction, and outreach continued as a result of ambassadors. These were
significant changes towards a positive outcomes, however, limited hours for Program Assistant
still affects the amount of recruiting that can be done outside the office.
Monterey Peninsula Youth Grant provided for needed text books, food for the Foundation
Course and Social Justice presentations. Therefore, students did not need to pay for reading
material.
Stipends for part-time faculty created initiative to take part in weekly meetings and compensates
III. ANNUAL ACTION PLAN
This section must be completed for ALL academic programs, whether scheduled
for annual or comprehensive review in spring 2014.
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:
•
•
•
•
•
•
•
•
•
•
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. Please keep in mind that
resources needed, if funded, would not be approved until spring 2015 and provided until
FY 2015-16. Ongoing activities involving resources that will no longer be available from
grant funds starting FY 2015-16 must be planned for appropriately.
10 | P a g e
Activity
1.
Providing
Program
Assistant
with a 12
month
position to
increase
support
operations
Strategic
Plan
Goal(s)
No. & Letter
(e.g., 5A)*
Related
Courses,
SLOs,
PLOs, or
goals
Desired
Outcome(s)
Resources
Needed
Person
Respo
nsible
Estimated
Date of
Completio
n (can be
more than
one year in
length)
Comments
1A, 3A, 4A,
5A, 6A
Provide
extended
services to
students and
staff.
Increase in
student
enrollment.
~$5,000 to
increase
position from
10 months to
12 months
To be
determi
ned
To be
determined
This will need
dean, HR, and
CSEA approval.
Increase
hours spent
on recruiting
and daily
operations
2.
Employment
of tutors and
Supplemental
Instructors for
English and
math ( BUS
151)
3A, 4A, 5A
PLO 1a:
Successful
completion
of bridge
semester. 1b:
enrollment
in
subsequent
semester
3.
Classrooms
to meet ACE
course needs
2A, 2B, 4D
Have proper
classrooms
for each
semester
4.
Employment
of Student
Ambassador
s (3)
2A, 3A, 6A
5.
Post-ACE
Semester
support
Second
semester
course
offerings that
include math,
English and
counseling
Increase
ground for
recruitment
thus
increasing
semester
enrollment.
PLO 1a:
Successful
completion
of bridge
semester. 1b:
enrollment
in
subsequent
semester
Needs/Resou
rce
assessment
1A, 2A, 3A,
4D, 5A, 6A
6.
Faculty
Experiential
Learning
Institute
(FELI)
11 | P a g e
The hire of
additional
instructors
for the
program
2A, 2B, 4A,
5A
Increase in
number of
cohorts per
semester.
Meeting more
of enrolled
students’
needs.
Passing all
ACE courses
and
enrollment in
courses
towards a
degree,
certificate, or
transfer
program
Students are
able to conduct
work through
the needed
space for
group
discussion
Enrollment in
courses
towards a
degree,
certificate, or
transfer
program
Promoting the
training to
Hartnell
faculty/staff to
increase
interest
Funding of
~$10,000 per
AY for each SI
(~$20,000)
Appropriate
classrooms
for group
discussion
and lecture
through use
of projector
Funding of
~$18,000 per
AY (about 3
students per
semester at 15
hours/week
each)
Funding and
administrativ
e support
This will need
dean and
administrative
approval.
To be
determi
ned
To be
determined
This will need
dean and
administrative
and Facilities
approval.
This will need
dean and
administrative
approval.
To be
determi
ned
To be
determined
This will need
dean and
administrative
approval.
To be
determi
ned
To be
determined
This will need
dean and
administrative
approval.
Increase in
Program
Assistant
hours and
Coordinator
release time.
Funding for
prospective
faculty and
staff to
attend.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
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*** Please complete this page for each new activity. ***
Activity 1: Increase Program Assistant’s Contract from 10-12 Months
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.
Changing Program Assistant’s employment from 10-month to 12 month will allow the office to
be staffed every day without interruptions. It will support the daily operations of the program
and add time devoted to recruiting and attending essential meetings.
b) Describe how this activity supports any of the following:
1)
2)
3)
4)
5)
Core Competency
Program level Outcome
Course level Outcome
Program/Discipline Goal
Strategic Priority Goal
Changing Program Assistant’s employment from 10-month to 12 month supports Strategic Priority Goal
1A, 3A, 4A, 5A, and 6A in that it provides access of support to students, promotes and provides a helpful
and safe environment, supports the college’s mission to utilize its human resources effectively, provides
extended programs and services, and strengthens relationships with outside agencies in regards to
recruiting.
c) Does this activity span multiple academic years?
YES
NO
If yes, describe the action plan for completion of this activity.
Will be discussed.
d) What measureable outcomes are expected from this activity? List indicators of
success. In Progress
e) What are the barriers to achieving success in this activity?
Limited resources, funding, and amount of staff and hours.
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*** Please complete this page for each new activity. ***
Activity 2: SI and Tutorial Support for English and Math (BUS 151)
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.
More accessible office space for ACE will support the program in its outreach by providing
prospective and current students, faculty and staff better accessibility to office and more
visibility on campus. In addition, individuals that have physical limitations find it difficult to
access an office on the third floor of the building. Finally, placement of office is hard to locate
and would be better situated next to other offices.
b) Describe how this activity supports any of the following:
f. Core Competency
g. Program level Outcome
h. Course level Outcome
i. Program/Discipline Goal
j. Strategic Priority Goal
Does this activity span multiple academic years?
YES
NO
If yes, describe the action plan for completion of this activity.
•
Provide SI and tutorial support math and English to ACE students
f) What measureable outcomes are expected from this activity? List indicators of
success.
•
Increase retention, success, and persistence, of ACE students in math and English
g) What are the barriers to achieving success in this activity?
Limited General Fund resources, tutor/SI availability; tutor and SI support will be funded by
BSI
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*** Please complete this page for each new activity. ***
Activity 3: Appropriate Classrooms
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.
•
Better and larger technology ready classrooms provide cohort room to conduct group work and
computer labs to assist them in presentation development.
b) Describe how this activity supports any of the following:
1) Core Competency
2) Program level Outcome
3) Course level Outcome
4) Program/Discipline Goal
5) Strategic Priority Goal
•
Better classrooms for ACE will supports 2A, 2B, and 4D in that students’ success relies on a
supportive and collaborative environment and Hartnell’s commitment to maximizing space and
technology needs.
c) Does this activity span multiple academic years?
YES
NO
If yes, describe the action plan for completion of this activity.
Will be discussed.
d) What measureable outcomes are expected from this activity? List indicators of
success. In Progress
e) What are the barriers to achieving success in this activity?
Limited classrooms on campus.
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*** Please complete this page for each new activity. ***
Activity 4: Employment of Student Ambassadors (3)
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.
•
Hiring of Student Ambassadors supports the program’s outreach by providing ACE additional
assistance in recruiting efforts by using their experiences as former ACE students.
b) Describe how this activity supports any of the following:
1)
2)
3)
4)
5)
•
Core Competency
Program level Outcome
Course level Outcome
Program/Discipline Goal
Strategic Priority Goal
Student Ambassadors support Strategic Priority Goal 2A, and 6A in the same capacity as stated
for Program Assistant employment change. As well as meets PLO 1a: successful completion of
bridge semester and 1b: enrollment in subsequent semester(s).
c) Does this activity span multiple academic years?
YES
NO
If yes, describe the action plan for completion of this activity.
Increased capacity for recruitment, thus increasing semester enrollment; increased student
support
d) What measureable outcomes are expected from this activity? List indicators of
success.
Increase enrollment in ACE cohorts
Increase retention and success of students.
e) What are the barriers to achieving success in this activity?
ACE budget needs more money allocated for Student Ambassadors. Amount allocated does not
meet yearly need.
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*** Please complete this page for each new activity. ***
Activity 5: Post ACE Semester Support
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.
•
Post semester support will support the program by providing the College and ACE data on how
many students enroll in the subsequent semester and are successful while also providing
information for what students’ need in order to increase effectiveness of services.
b) Describe how this activity supports any of the following:
1)
2)
3)
4)
5)
Core Competency
Program level Outcome
Course level Outcome
Program/Discipline Goal
Strategic Priority Goal
c) Post semester meets Strategic Priority Goal 1A, 2A, 3A, 4D, 5A, 6A and PLO 1a and 1b. Students
will develop an educational plan and meet Hartnell’s goal of providing services, access to
resources, and utilization of capital assets as well as strengthen community relationships.
d) Does this activity span multiple academic years?
YES
NO
If yes, describe the action plan for completion of this activity.
To offer a second semester learning community for ACE students to include English, math, and
either COU 1 or an ethnic studies class
e) What measureable outcomes are expected from this activity? List indicators of
success.
Increase persistence of ACE students in English and math.
f) What are the barriers to achieving success in this activity?
Potential limited scheduling opportunities; limited staff
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*** Please complete this page for each new activity. ***
Activity 6: FELI
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.
Having instructors attend the Faculty Experiential Learning Institute (FELI) supports the
program by increasing the pool of informed and trained instructors for ACE. In addition, it
provides instructors and administrators the knowledge of community and evidence-based
learning. Finally, developing faculty that can teach the Math 201 course planned for the
program.
b) Describe how this activity supports any of the following:
1)
2)
3)
4)
5)
Core Competency
Program level Outcome
Course level Outcome
Program/Discipline Goal
Strategic Priority Goal
FELI-trained instructors meets Strategic Priority Goal 2A, 2B, 4A, and 5A. The ACE curriculum
provides a supportive, innovative, and collaborative learning environment to help students
pursue and achieve educational success and addresses the diverse learning needs of students.
In addition, ACE develops and employs a culture of innovation that will lead to improved
institutional effectiveness and student learning.
c) Does this activity span multiple academic years?
YES
NO
If yes, describe the action plan for completion of this activity.
Presentations about the ACE program will be made to faculty to promote interest. Hartnell
faculty will be invited to attend the FELI
d) What measureable outcomes are expected from this activity? List indicators of
success.
Increase of full-time faculty participation in the ACE program.
e) What are the barriers to achieving success in this activity?
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Limited funding to pay for training.
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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. 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.
* 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.
Activity No.
6.
Providing
Program
Assistant with a
12 month
position to
increase
support
operations
7.
Increase release
time of ACE
Coordinator
8.
9.
Employment of
Supplemental
Instructors for
English and tutor
for BUS 151
Employment of
Student
Ambassadors
7. Faculty
Experientia
l Learning
Institute
(FELI)
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Personnel
Classified
Staff/
Faculty
(C/F/M)*
C
Supplies/
Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
Contract
Training
Travel
Services
Projected
Costs
$5,000 in
addition to
current pay
S/F
To be
determined
S
$20,000
S
$18,000
F/S
stipend
$7 – 8,000
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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