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 Date Submitted
in final form by 3/31/14)* to Dean
4/1/14; 3/31/14 is Cesar
4/1/14
SABS: Administration of Justice
Chavez’ Birthday and a
holiday
*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
Lisa Storm, full-time faculty member
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.
I.
COMPREHENSIVE REVIEW
Please complete this section for programs/disciplines scheduled for
comprehensive review in spring 2014. Go to Section II for programs/disciplines
scheduled for annual review in spring 2014.
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?
The Administration of Justice (ADJ) Associate's Degree program includes the theory and
practice of law enforcement, correctional science, and paralegal/legal assistantship. Law
enforcement courses focus on police activities including effective patrol services to the public.
Correctional science courses instruct on the incarceration process as well as rehabilitation of the
offender. Paralegal/legal assistantship courses overview the preparation of cases for court under
the supervision of an attorney.
The ADJ Associate of Science Degree is available 100% online, as both a regular two-year
program, and a Fast Track three-semester program. As of fall, 2013, there is also an AS-T
Degree in ADJ (Associate of Science Degree for Transfer).
The ADJ Degrees and Certificate support a wide range of occupations, which serves the needs of
the community. Careers in the ADJ field include police officer or deputy sheriff, correctional
officer, probation officer, parole agent, and paralegal. Working professionals in criminal justice
and corrections can also earn significant pay increases by obtaining an Associate of Science
Degree in ADJ. The ADJ AS-T Degree also prepares students for transfer into four-year degree
programs at California State Universities.
Our advisory committee(s) agree that there is a need in the industry to produce well-rounded
graduates for ADJ careers. The ADJ discipline interfaces and collaborates with general
education programs by incorporating a variety of online general education courses into the Fast
Track Degree program.
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Consistency is maintained among multiple sections of a single course by ensuring that all
instructors of the course, regardless of the section, receive a copy of the Course Outline of
Record, so that the course content and methods of evaluation are clearly specified along with the
course-level student learning outcomes. In addition, consistency incorporates the adjunct
instructor hiring process. Although minimum qualifications allow for a variety of skill sets and
educational backgrounds, the full-time instructors in the discipline scrutinize the actual course
assignments. The full-time instructors also correspond regularly with adjunct instructors,
soliciting input on curricula and specific teaching strategies for various topics.
Full-time faculty in the discipline have explored several alternative scheduling approaches, as
referenced above, including a unique fully online Certificate and Degree program and a Fast
Track Degree program, which allows a student to complete their entire ADJ Degree within three
semesters. There are also many courses scheduled as hybrid, to accommodate local needs.
The state of California requires specific prerequisites for ADJ 102, the arrest and firearms
course. Although it is an elective, this course is a popular and significant component of the
Administration of Justice Degree program. POST (Commission on Peace Officer Standards and
Training) certification for this course secures industry recognition.
Both of the full-time faculty members in the ADJ discipline have presented at local and national
conferences including: the California ADJ Educators Conference; the Academy of Criminal
Justice Sciences Conference; the American Association of Community Colleges Conference; the
Online Teaching Conference; and the Open Education Conference. Lisa Storm is a member of
the Distance Education Task Force, a Task Force of the Academic Senate for California
Community Colleges (ASCCC). She has written an article for the ASCCC Rostrum, a state-wide
publication, and will be presenting at the ASCCC spring plenary. She has also written two
affordable educational resource textbooks; one in Criminal Law (2012) and one in Criminal
Procedure (due to be published 2014). Lindsey Bertomen has three regular columns in industry
publications.
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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
Spring
2014
Summer
2014
No. of
Active
Sections
20
Full-time
Faculty
Adjunct
Faculty
2
7
6
2
2
*Archived schedules were not provided.
2. What staffing factors/challenges have influenced the effectiveness of the program?
Over the past few semesters, we have had adjunct instructors quit at inopportune times, causing
last-minute assignments. Last-minute assignments are never ideal, as the new instructor is
harried and somewhat unprepared. In spring of 2014 we had an adjunct instructor at the King
City Campus that was investigated for criminal activity, necessitating more last-minute
substitutions. These issues are not uncommon but disrupt the normal operation of the course,
decreasing course and program effectiveness.
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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.
In 2010-2011, 33 Degrees were awarded and 30 Certificates. In 2011-2012, 72 Degrees were
awarded and 69 Certificates. In 2012-2013, 54 Degrees were awarded and 59 Certificates.
The jump in awards from 2010 to 2011 and 2012 is most likely due to additional students
pursuing Degrees and Certificates via the Fast Track Degree program. Cuts to the schedule
resulted in fewer Degrees and Certificates awarded in 2012-2013 than in 2011-2012.
Students report decreased employment opportunities in law enforcement careers in 2010
and 2011. Students report a slight increase in these opportunities in 2012, 2013, and 2014.
In addition, correctional science career opportunities will spike in 2014 and 2015 due to the
construction of a new prison facility in California.
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?
The most recent national advisory committee meeting took place in February, 2014, in
Philadelphia, PA. During the advisory committee meeting the focus was educational trends
in criminal justice. Some trends of note were MOOCs in criminal justice, increased open and
affordable educational resources available in criminal justice, and enhanced student success
and retention in criminal justice courses. Minutes for this meeting are currently unavailable,
but will be posted eventually.
The most recent local advisory committee meeting was held at Hartnell College on May 28,
2013. During this advisory committee meeting, which was attended by the heads of law
enforcement in the industry, faculty reviewed the current course offerings at Hartnell
College and compared them with the current needs of the industry. The recommendation
was to continue the ADJ Degree program with concentrations in industry-specific areas.
This recommendation followed some Degree changes already implemented over the past
couple of years. Minutes for this meeting are unavailable as ADJ was not supplied with a
minute-taker.
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?
Labor market data for ADJ indicates a steady rate of employment. A new correctional
facility was built in California recently, creating 7,000 new jobs in correctional science. The
California Department of Corrections and Rehabilitation indicate that applications for
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positions in this facility are coming from all over the state. This data indicates that the labor
market will have a brief spike, upon which the ADJ program will capitalize. Most students in
the ADJ program were contacted and many attended a recent event at Hartnell College
showcasing correctional science career opportunities.
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D. PROGRAM GOALS
1. List and describe program/disciplinary goals for the next comprehensive
review cycle—Fall 2014 through Fall 2018. Be sure to highlight innovative,
unique, or other especially noteworthy aspects.
A new mission and vision is currently before the board for approval in February. In considering
your program’s future goals, please review the proposed new mission and vision 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.
1) This year ADJ faculty would like to enhance student retention and success rates by
developing and facilitating an ADJ MOOC, called Massive Open Online Course: Student
Information Center for Legal Education (MOOCSICLE). The three purposes of MOOCSICLE
will be to remediate, to assess all ADJ course-level student learning outcomes, and to assess
all ADJ program-level student learning outcomes. MOOCSICLE materials will include
PowerPoint, printable study notes, discussion boards, assessments, interactive exercises,
puzzles, games, and videos designed to support student mastery of course and program-level
student learning outcomes. The goal is to have MOOCSICLE available by fall, 2014.
MOOCSICLE should provide an example to other disciplines and programs at Hartnell
College, and also to other California Community Colleges in the state system.
2) Full-time ADJ faculty will complete all necessary ADJ course revisions in curriculum.
3) Full-time ADJ faculty will assess all course and program-level student learning outcomes
every semester in MOOCSICLE.
4) Full-time ADJ faculty will promote the new AS-T Degree for transfer.
5) Full-time ADJ faculty will seek out grant funding to enhance all ADJ courses and programs.
6) Full-time ADJ faculty will attend conferences and present on relevant ADJ and educational
topics, to raise the local and national profile of the Hartnell College ADJ program.
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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
ADJ 1
ADJ 3
ADJ 5
ADJ 10
Course Name
Introduction to ADJ
Criminal Law
Criminal Court Process
Juvenile Procedures
Does the course have any DE
(online or hybrid) sections?
Yes
Yes
Yes
Yes
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?
Enrollments seem fairly consistent from semester to semester. While ADJ 1 and ADJ 10
appear to have lost enrollment between fall 2009 and spring 2012, this is not an anomaly;
the enrollment drop is based on schedule cuts.
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?
There is an anomaly in data in ADJ 1 after fall of 2009 because of a reduced availability in
tutoring and intervention services available to students. Prior to this time, there was a fully
staffed tutoring center which ADJ students used regularly. Continuous Quality Improvement
measures should include full integration of student support in basic skills, and restructuring
of the Hartnell College Tutoring Center, along with the development and facilitation of
MOOCSICLE, which will be available fall, 2014.
DEGREES AND CERTIFICATES
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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.
In 2010-2011, 33 Degrees were awarded and 30 Certificates. In 2011-2012, 72 Degrees were
awarded and 69 Certificates. In 2012-2013, 54 Degrees were awarded and 59 Certificates.
The jump in awards from 2010 to 2011 and 2012 is most likely due to additional students
pursuing Degrees and Certificates via the Fast Track Degree program. Cuts to the schedule
resulted in fewer Degrees and Certificates awarded in 2012-2013 than in 2011-2012.
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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
Spring, 2014
Summer,
2014
No. of DE/
Online
Sections
9
5
No of
Hybrid
Sections
1
Fulltime
Faculty
2
2
Adjunct
Faculty
2*
2*
*Number of adjunct faculty teaching online sections.
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.
There are differences in success and retention in the DE teaching environment than in the faceto-face teaching environment. These differences may be ascribed to the following factors:
• Financial aid fraud occurs much more frequently in online courses, leading to reduced
success rates in these courses;
• Success rates encompass students that drop or are dropped after first census, and
students drop online courses much more frequently than face-to-face courses;
• Student support such as tutoring and lab support are not as robust for online students as
for face-to-face students, leading to reduced success and retention rates in the online
environment.
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.
First, ADJ would like to see a local standard for student success data in DE courses, to present a
fuller picture of student success. Instead of being limited to the California Community Colleges
Chancellor’s Office formula for student success, which measures successful completion of each
course based on all students enrolled after first census, ADJ would like to see the number of
students that successfully complete the course based on the number of students enrolled in the
course at the end of the term when grades are calculated. With this local formula, ADJ faculty
will be able to actually view students that passed the course while enrolled in the course, instead
of including the “dropped” students as unsuccessful.
Also, the point of MOOCSICLE, described in detail in D 1., above, is to change and improve
student success and retention in DE courses/sections.
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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
ADJ 12
ADJ 36
ADJ 10
ADJ 102
ADJ 11
ADJ 76
ADJ 21A
ADJ 51
ADJ 30
ADJ 61
Courses scheduled for
review during AY 201415
ADJ 45
ADJ 33
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Faculty member(s)
responsible for
coordinating
Lisa Storm
Lisa Storm
Lindsey Bertomen
Lindsey Bertomen
Lindsey Bertomen
Lindsey Bertomen
Lindsey Bertomen
Lindsey Bertomen
Lisa Storm
Lisa Storm
Faculty member(s)
responsible for
coordinating
Lisa Storm
Lisa Storm
(a) Was the course
reviewed and (b) taken
through the curriculum
process?
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Date of approval (or
anticipated approval)
by Curriculum
Committee
5/6/13
5/6/13
5/2/13
5/2/13
5/16/13
5/16/13
12/2013
12/2013
12/2013
12/2013
Target semester and
year—Fa 2014 or Sp 2015
Fa 2014
Fa 2014
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
Analyze the United States legal
system, describing the sources of
law, the branches of government,
and the federal and state court
systems.
What changes have occurred
in the program/discipline as
a result of dialogue?
The discipline decided to
create MOOCSICLE to
centralize SLO and PLO
assessment.
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?
Yes.
We will be assessing the same
PLO as we assessed in 2013-2014,
above.
Was the Program
Outcome Assessment
Summary completed?
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 at the course level for several courses supporting the stated program-level
outcome. There was review and analysis of the data, and discussion between discipline faculty
(verbal and written). There were interventions conducted such as strengthening course
materials in areas where there was significantly lower achievement. There are plans to enhance
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teaching and student learning by developing MOOCSICLE for students struggling to master
course and program-level student learning outcomes.
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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?
ADJ offers multiple Degrees and a Certificate, so Core Competencies were not specifically
addressed during the past year.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for
SLO assessment as previously
specified
All courses taught by Lindsey
Bertomen and Lisa Storm
were assessed in fall, 2013.
ADJ 1, ADJ 3, ADJ 4, ADJ 5,
ADJ 11, ADJ 21A
In what term was
the course
assessed?
Fall.
List courses scheduled for
SLO assessment in
AY 2014-15
All ADJ course-level SLOs
will be assessed in
MOOCSICLE.
Faculty member(s)
responsible for
coordinating
Lisa Storm
Was the Course
Assessment Summary
Report completed?
Yes.
Target semester
and year—Fa 2014
or Sp 2015
Fa 2014 and Sp
2015
5. Describe course level assessments results and how they will influence your
plans moving forward.
If the assessment data fails to meet ADJ discipline faculty expectations, the areas of
emphasis will become a significant part of MOOCSICLE, which will be available fall 2014.
6. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
All assessment activities will change when MOOCSICLE is up and running. New challenges
may arise, but the centralized assessment portal should enhance consistency and expose
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anomalies immediately, improving student mastery and achievement in all ADJ courses and
programs.
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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?
Will activity
What challenges
existed or continue continue into
AY 14-15?
to exist?
Will activity
continue into
AY 15-16?*
1. New curriculum
was introduced: ADJ
76, Introduction to
Forensics.
The course is in
progress for the first
year.
N/A
Yes.
Yes.
2.A new Degree was
approved; AS-T
Degree for transfer.
The Degree is brand
new.
N/A
Yes.
Yes.
3.
* For each activity that will continue into AY 2015-16 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?
We cannot evaluate the success of the above-referenced activities because they are too new.
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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.
Activity
1.
MOOCSICLE
2.
Travel
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Strategic
Plan
Goal(s)
No. &
Letter
(e.g.,
5A)*
2A, 2B,
4C, 4D,
5A
3B, 4C,
5A
Related
Courses,
SLOs, PLOs,
or goals
Desired
Outcome(s)
Resources
Needed
Person
Responsible
All courses;
all courselevel and
programlevel SLOs
Assessment
of all course
and
programlevel SLOs;
improved
student
success and
retention
rates in ADJ
courses and
programs
ADJ faculty
raises
Hartnell
College’s
profile and
stays current
$3,500 to
facilitate
Lisa Storm
All ADJ
courses and
programs
Estimated
Date of
Completion
(can be more
than one
year in
length)
Fall, 2014
MOOCSICLE
each
semester
$7,000
Lisa Storm
Lindsey
Bertomen
2016
Comments
Funds have
been requested
from the
Perkins/VTEA
grant for fall,
2014
3.
Program
improvement:
update
equipment
for ADJ 102
4.
1A, 2A,
4C
ADJ 102
on ADJ,
educational
trends, and
technology
in education
Update and
refresh
current
inventory of
student
training aids
$5,000
Lindsey
Bertomen
5.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
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2016
*** 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 year ADJ faculty would like to enhance student retention and success rates by developing
and facilitating an ADJ MOOC, called Massive Open Online Course: Student Information Center
for Legal Education (MOOCSICLE). All ADJ students will automatically be enrolled in
MOOCSICLE, and all ADJ course and program-level student learning outcomes will be assessed
in MOOCSICLE. The three purposes of MOOCSICLE will be to remediate, to assess all ADJ
course-level student learning outcomes, and to assess all ADJ program-level student learning
outcomes. MOOCSICLE materials will include PowerPoint, printable study notes, discussion
boards, assessments, interactive exercises, puzzles, games, and videos designed to support
student mastery of course and program-level student learning outcomes. The goal is to have
MOOCSICLE available by fall, 2014. MOOCSICLE should provide an example to other
disciplines and programs at Hartnell College, and also to other California Community Colleges
in the state system.
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
MOOCSICLE will support student success in ADJ courses and programs (Strategic Priority 2).
Students in MOOCSICLE will gain a more complete understanding of the core topics which
buttress both of the ADJ Degrees, naturally leading to an increased likelihood that they will pass
the ADJ courses in which they are enrolled. Eventually, these students will be able to persist
until they complete the Degree program of their choice.
MOOCSICLE also leads to effective utilization of resources (Strategic Priority 4). MOOCSICLE
utilizes existing resources (Etudes shell) to remediate, evaluate, and assess all ADJ students.
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MOOCSICLE’s remedial modules will be structured to enhance student mastery of ADJ course
and program-level student learning outcomes, which will further augment the probability that
students will successfully complete ADJ courses and eventually, an ADJ program (Strategic
Priority 2, 5).
Since course and program-level student learning outcomes will be assessed frequently, any
anomalies will be immediately noted, leading to dialogue and intervention that will gradually
increase performance of all ADJ student learning outcomes (Strategic Priority 2).
c) Does this activity span multiple academic years?
YES
NO
If yes, describe the action plan for completion of this activity.
MOOCSICLE: will be developed spring, 2014, and offered fall, 2014 and thereafter.
d) What measureable outcomes are expected from this activity? List indicators of
success.
MOOCSICLE: enhanced student success and retention rates in all ADJ courses and programs.
e) What are the barriers to achieving success in this activity?
If MOOCSICLE is only permitted to run one semester, the activity will enjoy limited success.
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*** 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.
ADJ full-time faculty also need travel funding so that they can present at conferences, raising
the state and national profile of Hartnell College, and also so that they can stay current on
trends in ADJ, education, technology, and accreditation.
b) Describe how this activity supports any of the following:
6) Core Competency
7) Program level Outcome
8) Course level Outcome
9) Program/Discipline Goal
10)
Strategic Priority Goal
Travel funding for ADJ full-time faculty will enhance student access and success (Strategic
Priorities 1, 2, and 5) by keeping full-time faculty updated on technology, educational pedagogy,
trends in ADJ and education, and accreditation issues.
c) Does this activity span multiple academic years?
YES
NO
If yes, describe the action plan for completion of this activity.
Instructor travel: for fall, 2014, and thereafter.
d) What measureable outcomes are expected from this activity? List indicators of
success.
Instructor travel: enhanced student success and retention rates in all ADJ courses and
programs.
e) What are the barriers to achieving success in this activity?
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*** 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.
Refresh and update student training aids.
b) Describe how this activity supports any of the following:
11) Core Competency
12) Program level Outcome
13) Course level Outcome
14) Program/Discipline Goal
15) Strategic Priority Goal
The equipment update for ADJ 102 affects a large percentage of ADJ students. The update and
maintenance will prevent injuries to students enrolled in ADJ 102, and damage to the
equipment ADJ 102 utilizes.
c) Does this activity span multiple academic years?
YES
NO
If yes, describe the action plan for completion of this activity.
An inventory of student training aids should be replenished annually.
d) What measureable outcomes are expected from this activity? List indicators of
success.
The update and maintenance will prevent injuries to students enrolled in ADJ 102, and damage to
the equipment ADJ 102 utilizes.
e) What are the barriers to achieving success in this activity?
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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.
Activity No.
1.MOOCSICLE
2.Instructor
travel
3.Updated
equipment for
ADJ 102
Personnel
Classified
Staff/
Faculty
(C/F/M)*
Faculty
Supplies/
Equipment
(S/E)**
Faculty
S
Technology
Hardware/
Software
(H/S)***
Contract
Training
Travel
Services
Library
Materials
Science
Labs
$7,000
per
academic
year
4.
5.
* 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.
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Projected
Costs
$3,500
per
semester
$7,000
per
academic
year
$5,000
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.
Priority 5:
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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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