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
Chemistry
3/28/14
3/28/14
*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
Amy Taketomo, Chemistry Instructor
Elizabeth Hutchins, Chemistry Laboratory Technician
Slava Bekker, Chemistry Instructor
Lawrence Yee, Chemistry Instructor
This PPA report is organized in 3 sections and 11 subsections as follows:
1 | Page
I.
Comprehensive Review – a. Overall Program Effectiveness, b. Instructional Staffing,
c. CTE Programs – Labor Market & Achievement, and d. Program Goals.
II.
Annual Review – a. Course Data & Trends, b. Teaching Modality, c. Curriculum,
d. Outcomes, and e. Previously Scheduled Activities.
III.
Annual Action Plan – a. New Activities and b. Resource Requests.
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?
[Begin response here]
2 | Page
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
2. What staffing factors/challenges have influenced the effectiveness of the program?
[Begin response here]
3 | Page
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.
[Begin response here]
2. Describe the number of, activities of, and recommendations resulting from
advisory committee meetings that have occurred over the past two years. What
information and/or data were presented that required or currently require
changes to be made to your program?
(Please attach copies of meeting minutes over the past two years and a list of committee
members and their respective industries/areas.)
[Begin response here]
3. Does labor market data and/or the need for additional education indicate that
changes should be made to your program? Does the program (continue to)
meet a labor market demand and/or fulfill an important step toward
higher/additional education?
[Begin response here]
4 | Page
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.
[List and describe program goals here]
1)
2)
3)
4)
5)
5 | Page
ANNUAL REVIEW
II.
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
Course Name
Does the course have any DE
(online or hybrid) sections?
CHM 22
The Science of Chemistry
no
CHM 23
Organic and Biological Chemistry for
Health Sciences
no
CHM 12A
Organic Chemistry I
no
CHM 12B
Organic Chemstry II
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?
[Begin response here]
Enrollment
Course
Fall 2010
Spring 2011
Fall 2011
Spring 2012
Fall 2012
Spring 2013
CHM 22
161
164
193
160
184
184
CHM 23
CHM 12A
6 | Page
24
18
27
24
29
37
CHM 12B
22
21
32
CHM 22 is the highest enrolled chemistry course. Enrollment increased from 325 students in 2010-11 to 368 in
2012-13, excluding summers (13.2% increase over three years, 4.2% increase year-over-year). This increase is
due to 17 sections, excluding summer, offered during the 2012-13 year compared to 13 sections during the
previous two years.
CHM 22 generated about 85 FTES in 2012-13, excluding summers.
This course continues to see very high demand from STEM majors and allied health students. To continue to
offer 17 sections of this course during the fall and spring semesters, we require additional lab technical support
and support staff to maintain quality and safety.
CHM 23 enrollment has increased from 24 students in 2011 to 27 in 2012 to 29 in 2013 (20.8% increase over
three years, 6.5% year-over-year). This course is in very high demand by allied health students as shown by the
many allied health students who wanted to add this class to complete their program coursework but were not
able to enroll. The Chemistry Program offered a second CHM 23 section in Fall 2013; this class was fully enrolled.
This second section of CHM 23 adds to the total number of chemistry sections offered. To continue to maintain
course quality and safety in our program, we require additional lab technical support.
CHM 12A and 12B:
Enrollment in these two courses increased from 40 in 2010-11 to 45 in 2011-12 to 69 in 2012-13 (72.5% increase
over three years, 19.9% increase year-over-year). CHM 12 has seen very high demand and enrollment since Fall
2012 perhaps due to an increase in pre-medical, pre-dental, and pre-pharmacy students.
The Chemistry Program discussed offering a second CHM 12 lab section. We concluded it would be difficult to
offer a second CHM 12 lab section due to the cost of operating the lab, scheduling conflicts with other science
lab classes, and the need for additional lab technical support.
To continue to maintain course quality and safety in our program, we require additional lab technical support.
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?
[Begin response here]
Success
Course
Fall 2010
Spring 2011
Fall 2011
Spring 2012
Fall 2012
Spring 2013
CHM 22
60%
55%
78%
80%
80%
83%
CHM 23
CHM 12A
CHM 12B
7 | Page
100%
100%
93%
96%
95%
97%
95%
95%
97%
CHM 22:
Success rates averaged 57.5% during the 2010-11 and and increased to 79% in 2011-12 and 82% in 2012-13.
The increase in success rate is attributed to the hiring of Amy Taketomo, our second full-time chemistry
instructor, in Fall 2011. Ms. Taketomo became lead instructor for CHM 22 and revised the CHM 22 lab manual to
include the use of computer data acquisition instrumentation and lab sensors and probes to improve student’s
critical thinking skills.
One way to ensure these success rates is to hire additional lab technical support to maintain course quality and
safety.
CHM 23:
Success rates are above 93% since 2011. These excellent success rates are attributed to Amy Taketomo who is
making the course content relevant to students by applying her industry and real-world experience to her
course.
One way to ensure these success rates is to hire additional lab technical support to maintain course quality and
safety.
CHM 12A and 12B:
Success rates in CHM 12 are above 95% since 2011. The students who take organic chemistry plan to transfer to
a four year university and are very motivated to succeed in this course.
One way to ensure these success rates is to hire additional lab technical support to maintain course quality and
safety.
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.
[Begin response here]
Enrollment:
The Chemistry Program has seen enrollments increase from 554 in 2010-11 to 656 in 2011-12 to
702 in 2012-13 (26.7% over three years, 8.2% increase year-over-year). This increase is the
result of 23 total sections (excluding summer) offered in 2010-11, 25 sections in 2011-12, and 26
sections in 2012-13.
This increase in enrollment and continued demand for chemistry courses led to the hiring of Dr.
Slava Bekker, our third full-time chemistry instructor, in Fall 2013.
The Chemistry Department is attempting to meet the high demand for chemistry classes by
offering additional sections, e.g., CHM 22. However, we have had and continue to have difficulty
recruiting and hiring adjunct chemistry instructors to staff our classes.
Increased Lab Technical Support:
The Chemistry Program cannot continue to meet the increase in demand and offer more
sections without additional lab technical support. Elizabeth Hutchins is currently our only fulltime chemistry lab technician and is responsible for preparing, setting up, and supporting all of
our chemistry labs. We shared a full-time biology/chemistry lab technician who supported
chemistry for 10 hours per week but this person left Hartnell for another position in January
2014.
8 | Page
The Chemistry Program needs a second full-time lab technician to meet the increase in demand
for chemistry classes so we can offer chemistry courses that meet the needs of our students,
grow our program, and continue to provide quality instruction and safe lab environment to our
students as we prepare to move into the new Science Building.
Success Rate:
The Chemistry Program’s success rate has improved from 69% in 2010-11 to 83% in 2011-12 to
83.5% in 2012-13. The improved success rate from 2010-11 to 2011-12 correlates to the hiring of
Amy Taketomo, our second full-time chemistry instructor, in Fall 2011.
We anticipate the success rates in chemistry will be maintained or improved with Ms. Taketomo
as our CHM 22 and CHM 23 Lead Instructor and Dr. Bekker as our CHM 60 Lead Instructor.
Our two new full-time instructors are updating or plan to update these courses to engage our
students in learning chemistry and improve retention and success.
Chemistry/Science Academy:
With support from a Title V grant, the Chemistry Program offered a one week Chemistry
Academy during Summer 2012 for incoming CHM 22 students to learn the skills needed to
succeed in this course and additional chemistry courses. A second Chemistry Academy was
offered in January 2013 and a Science Academy with a chemistry component was offered in
Summer 2013 and January 2014.
Data show that students who participate in the Chemistry/Science Academy have better
retention and success rates in CHM 22 than students who did not.
9 | Page
5.
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
Fulltime
Faculty
Adjunct
Faculty
The Chemistry Program does not offer any chemistry course in a Distance Education
modality.
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]
Not applicable.
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]
Not applicable.
10 | Page
11 | Page
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
(a) Was the course
reviewed and (b) taken
through the curriculum
process?
Date of approval (or
anticipated approval)
by Curriculum
Committee
CHM 23
Amy Taketomo
in progress
in progress
Courses scheduled for
review during AY 201415
none
Except for CHM 23,
Chemistry courses were
reviewed, taken through
the curriculum process,
and approved in Spring
2013.
12 | Page
Faculty member(s)
responsible for
coordinating
Target semester and
year—Fa 2014 or Sp 2015
13 | Page
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
What changes have occurred
in the program/discipline as
a result of dialogue?
Was the Program
Outcome Assessment
Summary completed?
Apply appropriate chemical theories,
concepts, principles, methods, and
laboratory skills to relevant science
and engineering settings.
Chemistry faculty developed
and designed a one week
Chemistry Academy in Summer
2012 to address this outcome
for incoming CHM 22 students.
yes
demonstrate competence in
chemistry laboratory techniques and
experimental methods.
We continually update and
revise our lab courses to
enhance student learning and
lab skills.
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?
Apply appropriate chemical theories,
concepts, principles, methods, and
laboratory skills to relevant science
and engineering settings.
yes
demonstrate competence in
chemistry laboratory techniques and
experimental methods.
yes
14 | Page
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?
[Begin response here]
We gathered course level SLO data so we can assess the Program Outcome described above during the
upcoming academic year. These data from lecture and lab courses were reviewed by chemistry faculty.
Faculty participated in discussions at discipline meetings and at the flex day in January 2013. These
discussions are ongoing.
We have identified skills in which chemistry students need improvement and developed and designed a
one week Chemistry Academy for incoming CHM 22 students in Summer 2012. A second Chemistry
Academy was offered in Winter 2013. This one week workshop was expanded in Summer 2013 to
include biology students in a Science Academy. The Science Academy was offered in January 2014.
We do not plan to make any changes to our degree program but continue to assess SLO data to improve
teaching and student learning.
15 | Page
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?
[Begin response here]
For each chemistry course, Critical Thinking/Problem Solving (Students will use quantitative
and logical reasoning to analyze information, evaluate ideas, and solve problems) was identified
as a Core Competency.
This Critical Thinking Core Competency is embedded within the Program Level Outcomes and
Student Learning Outcomes for each course and will be reviewed and analyzed when the SLO for
the course are assessed.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
16 | Page
List courses scheduled for
SLO assessment as previously
specified
In what term was
the course
assessed?
Was the Course
Assessment Summary
Report completed?
CHM 12A
Fall 2013
yes
CHM 12B
Spring 2014
in progress
CHM 1B
Spring 2014
in progress
List courses scheduled for
SLO assessment in
AY 2014-15
Faculty member(s)
responsible for
coordinating
Target semester
and year—Fa 2014
or Sp 2015
CHM 1A
Yee
Fall 2014
CHM 22
Taketomo
Fall 2014, Spring
2015
CHM 60
Bekker
Fall 2015
5. Describe course level assessments results and how they will influence your
plans moving forward.
[Begin response here]
Assessment of student learning and success suggest several areas in need of improvement. For example,
when given experimental data, students should be able to analyze data, calculate results, and interpret
results to draw rational conclusions. Students, especially in CHM 22, have difficulty with these critical
thinking skills. In Fall 2010, the CHM 22 Lab Manual was revised and rewritten to include the use of
computer data acquisition instrumentation and lab sensors and probes. The use of these instruments
and sensors allow students to collect data faster so they can spend more time learning to analyze data
and results. Further, the use of computer data acquisition instrumentation better prepares science and
engineering students for jobs in their field of interest. The CHM 22 assessment results also indicates
that more time and an emphasis on more practice of specific topics and concepts are needed to increase
student success. CHM 23 and CHM 60 assessment results showed a similar action plan will be
implemented to increase student success.
In CHM 1A, assessment vary from semester to semester. We are still evaluating these data. The CHM 1
and 12 Labs have been using the computer data acquisition instrumentation and lab sensors and probes
since 2000. The CHM 1 and CHM 12 Lab Manuals are constantly revised to better engage students in
learning chemistry and improve critical thinking skills. Some instructors are incorporating more group
and collaborative learning activities in lecture since chemical education research indicates peer learning
is more effective than lecturing.
6. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
[Begin response here]
The Chemistry Program continually assesses student learning, retention, and success and strives
to strengthen and improve these assessments. We continue to update our courses and seek
better ways to engage our students in learning chemistry.
Our main challenge is maintaining quality and safety in our chemistry labs. Our classes are in
high demand and have led to enrolling more than the class size maximum in some cases. We
need additional lab technical support in personnel, equipment, and supplies to ensure our
students learn and apply the critical thinking skills when they complete our classes.
17 | Page
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
Will activity
existed or continue continue into
to exist?
AY 14-15?
Will activity
continue into
AY 15-16?*
1. course scheduling
grid
Enrollment increase
in CHM 22, CHM
1A, and CHM 1B in
2011-12
An increase in
enrollment means
additional lab
sections. A limited
chemistry supply
budget, a need for
additional
technical support,
and difficulty
finding and hiring
qualified adjunct
instructors are the
main challenges.
yes
yes
2. purchase of
equipment and
supplies
A high performance
liquid
chromatograph
(HPLC), IR
spectrometer, UVVIS
spectrophotometers,
and additional
Vernier data
acquisition
hardware, sensors,
and probes were
purchased between
2009-2012. A gas
chromatograph and
HPLC were
refurbished during
this period.
Funding is a major
challenge. These
equipment were
purchased using
grant funds. We
cannot rely on this
funding source for
our equipment
needs.
yes
yes
3. Chemistry/Science
Academy
20 students
completed the
Summer 2012
Chemistry Academy.
40 students
completed the
Winter 2013
This Activity is
grant funded. We
will continue to
offer a Science
Academy as long
as funding
continues.
yes
yes
18 | Page
Chemistry Academy.
52 students
completed the
Summer 2013
Science Academy.
4. new Science
Building planning
Chemistry faculty
and staff
participated in
designing chemistry
teaching labs,
instrument room,
stockroom, and
storage areas.
The Hartnell
Foundation is
seeking donors to
make
contributions to
purchase science
equipment.
Identifying donors
is a challenge.
yes
yes
* 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?
[Begin response here]
Each activity is in progress.
For the Chemistry/Science Academy, data show that students who attend the Academy have
better retention and success rates in CHM 22 than students who do not.
19 | Page
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
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)
1. additional
CHM 22
and CHM
23 sections
1A
2A
CHM 22
CHM 23
Meet
student
demand for
CHM 22
and CHM
23
Additional
funds for
lab
equipmen
t and
supplies
for the
additional
lab
sections.
Additional
Taketomo
Bekker
Yee
ongoing
20 | Page
Comments
A second CHM
23 section was
added Fall
2013.
lab
technical
support
for
additional
lab
sections.
Adjunct
chemistry
instructor
s to staff
additional
lab
sections.
2.
3.
4.
5.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
21 | Page
*** Please complete this page for each new activity. ***
1. 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.
[Begin response here]
CHM 22 and CHM 23 are high demand classes for STEM and allied health students. The Chemistry
Program has discussed offering additional sections for these courses. We offered a second section of
CHM 23 in Fall 2013.
To meet the demand by offering more sections, we require the following:
1. Additional lab technical support for additional lab sections.
2. Additional funds for lab equipment and supplies for the additional lab sections.
3. Adjunct chemistry instructors to staff additional lab sections.
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
[Begin response here]
Additional CHM 22 and CHM 23 sections support Strategic Priority Goal 1A by providing
student access and Goal 2A by by helping students pursue educational and achieve
educational success.
c) Does this activity span multiple academic years?
NO
If yes, describe the action plan for completion of this activity.
[Begin response here]
The Chemistry Program can offer a limited number of additional CHM 22 and CHM 23 sections due
to limited facilities space.
22 | Page
d) What measureable outcomes are expected from this activity? List indicators of
success.
[Begin response here]
Additional CHM 22 and CHM 23 sections are measured by enrollment. Success is indicated by an
increase in enrollment in CHM 22 and CHM 23.
e) What are the barriers to achieving success in this activity?
[Begin response here]
Barriers for achieving success in meeting CHM 22 and CHM 23 demand include:
1. Additional lab technical support for additional lab sections.
2. Additional funds for lab equipment and supplies for the additional lab sections.
3. Adjunct chemistry instructors to staff additional lab sections.
23 | Page
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.
Personnel
Classified
Staff/
Faculty
(C/F/M)*
Supplies/
Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Library
Materials
Science
Labs
Projected
Costs
1.Lab
Technic
al
Suppor
t
C
$65,000
2.
Faculty
F
$10,000
3.
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.
24 | Page
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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