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
Chicano Studies
Date Completed (must be
in final form by 3/31/14)*
Date Submitted
to Dean
4/11/14
*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
Hermelinda Rocha Tabera – Ethnic studies Instructor/ACE Faculty Lead
Luis Chacon – Adjunct ACE/Ethnic Studies
Phillip Tabera – Adjunct ACE/Ethnic Studies
Peggy Muñoz –Meador – Adjunct ACE/Political Science
Dr. Hortencia Jimenez – Adjunct ACE/Sociology/Ethnic Studies
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 academic discipline of Chicano Studies offers students an opportunity to earn an associate
degree in Chicano Studies. The program is designed to allow students to transfer to a university
as a junior.
The Chicano Studies program provides organized studies in the heritage of Chicanos and
Chicanas and fosters and expands the general understanding of the language, literature, history,
and culture of Chicanos, as well as current issues affecting the community. This is an
interdisciplinary program that includes other disciplines such as: Spanish, Political Science,
English, and History to provide students the knowledge of Chicano History as part of the course
work. Completion of the Chicano Studies major enhances students’ qualifications for positions in
schools, community groups, governmental organizations, non-profits, and private enterprise.
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Program Goals & Outcomes
1. Demonstrate knowledge of history of Chicanos in the United States including an evaluation
of the Chicano Political experience with respect to local and national community.
2. Apply critical thinking skills in reading, comprehending and interpreting Chicano Studies
scholars including the ideas of the major thinkers who have influenced Chicano Studies past,
present institutions and systems.
3. Demonstrate knowledge of Chicano Culture which includes an analysis of the cultural
expressions of Chicanos, in addition to popular culture, literature and cinema.
4. Demonstrate an understanding of how the intersection with social inequalities of gender,
class, race, sexuality, nationality, and citizenship status shape the experiences of Chicanos.
The mission statement reads, “Hartnell College provides the leadership and resources to
ensure that all students shall have equal access to a quality education and the opportunity to
pursue and achieve their goals. We are responsive to the learning needs of our community
and dedicated to a diverse educational and cultural campus environment that prepares our
students for productive participation in a changing world.”
The Chicano Studies program incorporates Hartnell College’s mission statement by
providing all students equal access to courses by guaranteeing a quality education through
qualified faculty (who meet the M.A. requirements) when staffing classes. This is
accompanied by a guaranteed schedule of courses at hours of the day that are convenient to
the student.
The Chicano Studies program at Hartnell helps prepare students to transfer to four-year
universities. Researchers have noted the strong relationship that Chicano studies and Ethnic
Studies curriculum plays in fostering strong academic skills and student success. The
changes in California’s demographics have now created a majority population of Latinos. It
is pivotal that community colleges, like Hartnell, meet the needs of this increasing
population. Statistically speaking, Chicano students have an increasingly higher dropout rate
in college degree completion. Therefore, it is the responsibility of our institution in general,
and of this program specifically, to serve students of our district by having culturally and
academically appropriate courses at a moment when far too many institutions are underserving the Salinas Valley community. We should take great pride and make every effort to
maintain and expand such an important academic program.
Courses in Chicano Studies serve the students of this college in a myriad of ways. One
example is by offering different courses, such as Ethnic Studies 3, that is a multi-disciplinary
approach to the study of the effects of U.S. institutions on Chicanos. It includes the
relationship between institutions and the nature of inequality in the U.S. and the ways
political institutions affect the degree of political socialization of Chicanos/as.
Ethnic Studies 4 offers a multidisciplinary approach to the study of the Chicano/a experience
and culture as expressed in everyday life. The course includes a discussion of Chicano
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values, norms, language, and belief systems, as well as the diversity of the Chicano/a
experience.
Ethnic Studies 6 provides a survey of La Chicana in American society as examined from a
historical and sociological perspective. This includes examining the role of Chicanas in
culture, family, religion, education, and economics. This course offers an examination of
contemporary problems and conditions.
The program provides a critical examination of the challenges that Chicano students face at
the individual, community and institutional level. Focus is placed on the continuous
marginalization of Chicano students within institutions and the lack of institutional resources.
This is particularly true in other states where lawmakers and college administrators have
begun to target and eliminate ethnic studies programs. Fortunately, our Salinas Valley
students have the opportunity to register for Chicano courses, an option that students in other
states do not have.
As a Hispanic Serving Institution (HSI), Hartnell College is a reflection of California’s
growing population of Mexican ancestry, the Chicano Studies program operates within this
paradigm. The program seeks to address the diverse and often distorted histories,
experiences, and contributions of people of Mexican ancestry in this country, state, and
community. The Chicano Studies Degree offers courses that address the local and national
issues that directly affect student’s lives.
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
Fall 2010
Spring
2011
Fall 2011
Spring
2012
Summer
2012
Fall 2012
Spring
2013
Summer
2013
Fall 2013
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Full-time
Faculty
Adjunct
Faculty
No. of
Active
Sections
5
5
1
1
4
3
7
6
1
1
4
3
1
1
3
6
1
1
2
3
2
0
2
5
1
3
2. What staffing factors/challenges have influenced the effectiveness of the program?
The staffing combination of both full-time and part-time adjuncts has been effective. We
have a productive and dedicated pool of adjuncts in our program. However, we would
benefit from another fulltime instructor. A persistent challenge exists due to the lack of
coordination between departments which would enable our students to complete their
degree.
An additional obstacle which also influences the effectiveness of the program is the lack
of course offerings at the Alisal, Main, and South County campuses. What is needed is a
consistent set of course offerings for students to choose from every semester. There
should be a predictable schedule of classes available every academic year for students to
choose from.
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.
N/A
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?
N/A
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?
N/A
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.
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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) Develop two new courses: Chicano Community/Service Learning/Internship and Chicano
Immigration.
2) Increase the number of graduates with a Chicano Studies Degree.
3) Review current degree including Course and Program Outcomes.
4) Investigate the creation of a Chicano Studies Program transfer agreement with California
State University and University of California Systems.
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
1
3
5
Course Name
Introduction to Ethnic Studies
Chicanos in American Society
Chicano Politics
Does the course have any DE
(online or hybrid) sections?
N/A
N/A
N/A
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.
6|Page
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?
Ethnic studies 1 enrollment is staying consistent. An additional section would most likely fill at
Main and Alisal campuses. This course is also one of the few courses that we offer every
semester, due to the fact that it is a requirement for some majors/general education and
transferrable courses.
Ethnic Studies 3, enrollments are staying consistent. The retention for this course is also higher
than other Ethnic studies courses.
Ethnic Studies 5 enrollments were low until the Spring semester of2011. In the spring of 2012,
we offered an additional evening section which filled to capacity. In the future, we might
consider offering an evening course and/ or an additional section at our Alisal campus.
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?
Student retention in all of the Ethnic Studies courses has been very consistent and has improved
over the past 3 years. The Fall 2011, Spring 2012, Fall 2012 semesters appear to be similar to the
college success rate and or better.
Three additional faculty members were hired over the last two years. One of the instructors
holds a Ph.D. and has extensive teaching experience. The additional adjuncts work
collaboratively within the department and have provided input in the PLO, SLO and scheduling
of courses.
The success of students in Ethnic Studies courses has improved every semester. This student
success indicates that our instructors have been engaging students in curriculum as well as
maintaining their interest by connecting the course material to real life issues and circumstances
affecting Chicanos and other racial/ethnic minorities.
During the Spring 2013, our success rate decreased. We believe this may be due to student
scheduling conflicts and inconsistent offering of our courses. This could also be due to limited
course offerings that particular semester.
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.
Very few students have completed a Degree and or determined Chicano Studies as a major.
During the past few years, there has been a reduction in the effectiveness of the program
may be due to several possibilities. Some examples include the lack of coordination with
other disciplines, scheduling conflicts, and the inconsistent guaranteed schedule for the
completion of the degree.
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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
N/A
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.
N/A
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.
N/A
C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for
review during AY 201314 as previously
specified
Ethnic Studies 1
Ethnic Studies 2
Ethnic Studies 3
Ethnic Studies 4
Ethnic Studies 5
Ethnic Studies 6
Ethnic Studies 12
Ethnic Studies 25
8|Page
Faculty member(s)
responsible for
coordinating
H.Rocha-Tabera/
L.Chacon
H.Rocha-Tabera
P.Tabera
H.Rocha-Tabera/
L.Chacon
H.Rocha-Tabera/
L.Chacon
H.Rocha-Tabera/
P. Muñoz-Meador
H.Rocha-Tabera
H. Jimenez
H.Rocha-Tabera/
P.Tabera
H.Rocha-Tabera
(a) Was the course
reviewed and (b) taken
through the curriculum
process?
Date of approval (or
anticipated approval)
by Curriculum
Committee
Yes
Approved 3/27
Yes
No
No
No
No
No
No
Not approved
Courses scheduled for
review during AY 201415
Ethnic Studies 1
Ethnic Studies 3
Ethnic Studies 4
Ethnic Studies 5
Ethnic Studies 6
Ethnic Studies 12
Ethnic Studies 25
D.
Faculty member(s)
responsible for
coordinating
H.Rocha-Tabera/
L.Chacon
H.Rocha-Tabera/
L.Chacon
H.Rocha-Tabera/
L.Chacon
H.Rocha-Tabera
P.Muñoz-Meador
H.Rocha-Tabera/
H. Jimenez
H.Rocha-Tabera/
P. Tabera
H.Rocha- Tabera
Target semester and
year—Fa 2014 or Sp 2015
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Spring 2015
Spring 2015
Spring 2015
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
Program Level #2
Apply critical thinking skills in
reading, comprehending and
interpreting Chicano Studies
Scholars---to include the major
thinkers who have influenced
Chicano Studies past and present
institutions and systems.
What changes have occurred
in the program/discipline as
a result of dialogue?
We have not yet had the
dialogue.
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?
We have not yet had the
discussion.
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.
9|Page
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?
Our findings show that Ethnic Studies courses ( 1, 3, and 12) in the Course Level Outcome
Assessment Report are that students demonstrated knowledge of Chicano history, Chicano
pioneers and theories, cultural expressions and variations within the Chicano community. Our
students demonstrate knowledge and engagement in subject matter through research papers,
group assignments, and student presentations. Nonetheless, as outlined in Course Level Outcome
Assessment Reports there is room for improvement and for greater student achievement.
We plan to share different teaching pedagogies with instructors and to reevaluate classroom
activities (projects, discussions, and presentations, exams) in order to maximize student
comprehension of varying subjects. In addition, we plan to collaborate with faculty that teaches
in courses that are cross-listed with Ethnic Studies. We propose to strategically increase the
numbers of students who choose Chicano Studies as a major.
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?
We have not yet had this discussion.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
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List courses scheduled for
SLO assessment as previously
specified
Ethnic Studies 1
Ethnic Studies 3
Ethnic Studies 5
Ethnic Studies 12
In what term was
the course
assessed?
Fall 2013
Fall 2013
None
Fall 2013
List courses scheduled for
SLO assessment in
AY 2014-15
Ethnic Studies 1
Ethnic Studies 4
Ethnic Studies 2
Ethnic Studies 6
Ethnic Studies 25
Faculty member(s)
responsible for
coordinating
H.Rocha-Tabera
H.Rocha-Tabera
H.Rocha-Tabera
H.Rocha-Tabera
H.Rocha-Tabera
Was the Course
Assessment Summary
Report completed?
yes
yes
yes
Target semester
and year—Fa 2014
or Sp 2015
Fall 2014
Spring 2015
Fall 2014
Spring 2015
Spring 2015
5. Describe course level assessments results and how they will influence your
plans moving forward.
Our finding indicate that for our Ethnic Studies courses ( 1, 3, and 12) Course Level
Outcome Assessment Report is that students demonstrated knowledge of Chicano history,
Chicano pioneers and theories, cultural expressions and variations within the Chicano
community. Our students demonstrate knowledge and engagement in subject matter through
research papers, group assignments and presentations. Nonetheless, there is room for
improvement and for greater student achievement, which was also outlined in Course Level
Outcome Assessment Reports.
6. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
We plan to share different teaching pedagogies with instructors and to re-evaluate classroom
activities (projects, discussions, presentations, and exams) in order to maximize student
comprehension of varying subjects.
Additionally, we plan to collaborate with instructional faculty who teach courses that are
cross-listed with Ethnic Studies. We also propose to strategically increase the number of
students who choose Chicano Studies as a major.
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.
Will activity
continue into
AY 15-16?*
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?
1. Hiring additional
None
Limited resources
Yes
Yes
None
Limited personnel
that can dedicate
time and
commitment.
Limited resources
to support
personnel required
to perform
outreach.
Yes
Yes
Yes
Yes
full time faculty
2. Implementation of
Service Learning
component
3. Outreach to
increase enrollment
in ETH courses
Enrollment has
remained steady
despite limited
classes and roster
openings in courses.
* 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?
11 | P a g e
1. We were unable to hire additional full-time faculty. Consequently, further program success
and ability to expand was stalled.
2. Due to limited existing full-time faculty members, and thus limited time at disposal of current
full time faculty, implementation of service learning component was not achieved. Increased
program success was thus stalled. Dialogue on implementation of service learning component
has been ongoing with full-time and adjunct faculty. However, due to time and resource
restrictions, implementation has not gone into effect.
3. Outreach for increased enrollment in courses has been minimal, due to limited staff
availability and limited funds for hiring staff member to focus on enrollment outreach and
recruitment.
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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.
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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.Clarify and
Coordinate ETH
course offerings
with Chicano Studies
major.
1.A
2.A,B
3.A,B
4.A,B,C,D
5. A
6. A
Goal 1.
Increase the
number of
graduates with
a ETH/Chicano
Studies Degree.
Increase the
number of
ETH/Chicano
Studies majors.
Continued
support with
marketing,
student
recruitment,
coordination
of
ETH/Chicano
Studies and
other Social
Science
disciplines.
Bi-cultural, full
time tenured
track ETH/
Chicano
Studies faculty.
Fall 2014
1.A
2. A,B
3. A,B
4. A,B,C,D
5. A
6. A
Goal 2.
Develop two
new courses:
Chicano
Community/
Service
Learning/
Internship and
Chicano
Immigration.
Make the
opportunity
available for
students to
apply and
practices
ETH/Chicano
in the
communities.
College
support with
creation of
courses and
synchronizatio
n with local
organizations
to develop
viable student
intern
worksites.
Other college
staff, ETH
faculty, Salinas
community not
for profit
organizations.
Fall 2014
3. Increase
enrollment in current
available courses and
expand availability of
courses
1.A
2.A,B
3.A,B
4.A,B,C,D
5.A
6.A
Goal 3.
Increase the
number of
graduates with
a ETH/Chicano
Studies AA
Degree.
Expand ETH to
meet the wants
and needs of
the college
community and
greater Salinas
Valley.
Continued and
new financial
support from
the college.
Other College
staff and
ETH/Chicano
faculty.
Fall 2014
4. Hiring of
additional full time
tenured track bicultural faculty
member(s)
1.A
2.A,B
3.A,B
4.A,B,C,D
5.A
6.A
Goal 4.
Explore the
creation of a
“Chicano
Studies
Program”
transfer
agreement with
California State
University
(CSU) and
University of
California (UC)
system.
Have available
additional
faculty member
take on tasks
and increase
consistency of
staff in ETH.
Continued
Financial
commitment
from college,
i.e., funding
for additional
FT Bicultural
Tenured Track
Faculty.
College staff,
ETH Faculty
Fall 2014
2. Implementation of
Service Learning
Community focused
course
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
14 | P a g e
Comments
*** 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.
a) Describe the new activity or follow-on activity that this resource will support.
Coordination and clarification of Chicano Studies major with Ethnic Studies courses will allow
Ethnic Studies to increase enrollment numbers, and will allow Chicano Studies major to increase
the number of graduates.
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
Activity supports program level outcomes as PLO’s are directly related to Chicano Studies knowledge
and coursework.
c) Does this activity span multiple academic years?
YES
If yes, describe the action plan for completion of this activity.
Yes, activity is ongoing and will require integrity from Chicano Studies department and Ethnic Studies
faculty and staff. Action plan would include formal meetings and dialogue to ensure closer working
relationship.
d) What measureable outcomes are expected from this activity? List indicators of
success.
Measurable outcome includes increased enrollment in Ethnic Studies courses and increased Chicano
Studies major graduates.
e) What are the barriers to achieving success in this activity?
Barriers to achieving success include limited faculty and staff to facilitate coordination.
15 | P a g e
*** 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
• Outside services
• Training
a) Describe the new activity or follow-on activity that this resource will support.
The Implementation of Service Learning Community focused course will be supported by increased
number of faculty and staff members. Support from outside services will be required to connect
Ethnic Studies and Chicano Studies to service learning programs and organizations. Training will be
required for faculty and staff in order to provide appropriate support for students enrolled in
potential Service Learning Community course.
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
This activity supports program level outcomes as it provides students with an opportunity to apply
Ethnic Studies and practice it in their own community. Consequently, students will practice critical and
analytical thinking. In addition, students will gain real life experience to complement classroom
experience and thus aid in achieving program level outcomes.
c) Does this activity span multiple academic years?
YES
If yes, describe the action plan for completion of this activity.
Yes, Service Learning Community course would repeat across multiple years, dependent on success.
The action plan for completion includes working with surrounding community based organizations that
would advise Ethnic Studies faculty and staff on how to successfully implement course and work with
service learning organizations.
d) What measureable outcomes are expected from this activity? List indicators of
success.
The indicators of success include enrollment and success numbers. Also, feedback from students and
community service learning organizations will be taken into account when measuring success.
e) What are the barriers to achieving success in this activity?
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The barriers to achieving success include student enrollment numbers, as well as finding potential
community organizations and programs to partner with Service Learning opportunities.
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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
a) Describe the new activity or follow-on activity that this resource will support.
Increase enrollment in current available courses and expand availability of courses will be supported by
the rise in number of faculty and staff members. Having additional faculty and staff will allow for
increased number of course offerings and recruitment for student enrollment in those courses.
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
Goals of program will be supported by this activity as program will be allowed to expand.
c) Does this activity span multiple academic years?
YES
If yes, describe the action plan for completion of this activity.
Yes, increased enrollment is ideally an ongoing activity. The action plan for completing activity includes
increased recruitment and increased number of course offerings.
d) What measureable outcomes are expected from this activity? List indicators of
success.
Measurable outcomes expected from this activity include increased enrollment data. Indicators of
success include rise in students enrolled and student success in said courses.
e) What are the barriers to achieving success in this activity?
One barrier to achieving success in this activity is a lack of available staff to recruit students into
courses. An additional barrier is the lack of faculty to teach additional courses.
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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
a) Describe the new activity or follow-on activity that this resource will support.
This resource will support the hiring of an additional full-time faculty member.
b) Describe how this activity supports any of the following:
16) Core Competency
17) Program level Outcome
18)Course level Outcome
19) Program/Discipline Goal
20)
Strategic Priority Goal
Program level outcomes and program/discipline goals will be supported by this activity, as additional
faculty members will be able to provide additional courses and perspectives to this program.
c) Does this activity span multiple academic years?
YES
If yes, describe the action plan for completion of this activity.
Yes, additional faculty member will ideally be present for multiple academic years. Plan of action
includes ongoing training, observation, and review necessary to ensure that faculty member remains in
this program.
d) What measureable outcomes are expected from this activity? List indicators of
success.
Measurable outcome includes hiring of full time faculty member. Indicator of success will be whether or
not full-time faculty member is hired and retained.
e) What are the barriers to achieving success in this activity?
One barrier to achieving success in this activity is funding for pay of faculty member.
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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.
2.
3.
4.
Personnel
Classified
Staff/
Faculty
(C/F/M)*
C/F/M
F/M
F/M
C/F/M
Supplies/
Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Library
Materials
Science
Labs
copies
* 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
0
0
$500
$93,060
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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