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/
Date Completed (must be Date Submitted
Discipline
in final form by 3/31/14)* to Dean
English
3/31/14
3/31/14
*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
Hetty Yelland, Sunita Lanka, Dan Petersen, Ron Waddy, Daniel Perez, Angelo Bummer, Maya
Watson, Meagan Plumb, Rhea Mendoza-Lewis, and Maria Teutsch /English Faculty
This PPA report is organized in 3 sections and 11 subsections as follows:
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.
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INSTRUCTIONS
➔ For programs/disciplines scheduled for comprehensive review in spring
2014, please complete Sections I, II, and III.
➔ For programs/disciplines scheduled for annual review, please complete
Sections II and III.
II.
ANNUAL REVIEW (ENGLISH)
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
1A
101
253
Course Name
College Composition and Reading
Intermediate Composition and
Reading
Fundamentals of Composition and
Reading
Does the course have any DE
(online or hybrid) sections?
Yes
Yes
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?
English 1A: Peak enrollments were highest in Spring 2011 through Spring 2012 (943, 906, and
931). Enrollment in both Fall 2012 and 2013 was significantly lower (625 and 732).
English 101: The peak enrollments were in Fall 2010 and Fall 2011 (736 and 784 respectively).
Enrollment was lower by about 100 students in Spring semesters, with the lowest in Spring 2013
(579).
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English 253: Enrollment was also highest in Fall 2010 and Fall 2011 (495 and 529), with the
lowest enrollments in Fall 2012 and Spring 2013 (352 and 391).
Distance Education: Far fewer students were enrolled in DE courses (approximately 150 per
semester). Retention was higher in face-to-face courses (approximately 77%) than in DE courses
(70%). This could be due to a lack of any support system for DE students. There are no trainings
for this mode of education.
Because the overall enrollment for the college was highest during Spring 2011 through Spring
2012 (peak of 28,444), and lowest in Fall 2012 and Spring 2013 (23,638 and 24,707), it makes
sense that these courses would also follow a similar pattern. In addition, lower spring
enrollments than fall is a general trend in most institutions. And finally, the economic recession
might explain the peak enrollment in 2010 and 2011. With so many losing employment there
was a sudden influx into educational institutions, especially community colleges during 2010
and 2011.
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?
English 1A: Success rates vary between a high of 61% and a low of 54%. Overall, the average
success rate over these three years is 57%.
English 101: Success rates were highest in Fall 2010 and Fall 2011 (69% and 65%), and lowest in
Spring 2012 - Spring 2013 (53%, 56%, 55% for those semesters). Overall, the average success
rate over these three years is 60%.
English 253: Success rates were highest in Fall 2012 (68%) and Fall 2012 (64%), and they were
lowest in Spring 2011 (48%) and Spring 2012 (57%). Overall, the average success rate over these
three years is 58%.
Across these three core courses, the average success rate is approximately 60%.
English 1B also has an average success rate of approximately 60%. The other literature courses
and English 2 have significantly higher success rates. English 2 has a higher success rate over
English 1B because the latter is more literature based, and most students find it very challenging
in comparison with English 2 which is geared towards writing and critical thinking.
The fluctuations semester to semester do not seem to indicate a significant pattern, though the
overall low success rate indicates the need for additional supports for students.
Most urgently, the department needs the opportunity to hire full time faculty who
can be more regularly available to students during office hours and can contribute to the college
community, building support for students, and engaging in collaborative relationships with
other faculty and support services on campus. Hiring instructors with training, experience, and
expertise in reading could be a powerful additional support to students.
To improve student success, Hartnell College also needs an integrated Student Success
Center, which will help connect students with supportive resources. In particular, students
need additional support with college-level reading and writing, which will not only enable them
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to succeed in English courses, but in all of their other courses as well. In the near term, the
current Tutorial Center needs funding to hire and train writing tutors to meet students’
needs. The Tutorial Center is currently understaffed, and many students report difficulty getting
help with writing when they visit the center.
Also, to support reading across the curriculum, faculty need training opportunities in teaching
reading within the disciplines by way of resources such as Reading Apprenticeship, “Brown
Bag” trainings or in-depth workshops featuring guest instructors from across the disciplines,
Faculty Inquiry Groups, and funding for faculty to attend seminars and conferences on the
subject.
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.
The department moved to a Transfer Model Curriculum (TMC) English degree. The TMC is a
faculty-led, state-wide, concerted effort to identify the course content for new associate degrees
for transfer. The TMC simultaneously awards students an associate degree and prepares them
for special benefits/guarantees upon transfer to CSUs. In the 3 years covered in this report, 5
students earned this 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
Fall 13
(hybrid)
Spring 14
(hybrid)
Fall 13
(online)
spring 14
(online)
No. of DE/
Online
Sections
No of
Hybrid
Sections
7
Full-time
Faculty
Adjunct
Faculty
1
2
10
2
2
4
1
4
1
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 between Hartnell’s DE classes and face-to-face offerings over the course of
the three-year study. There are differences as low as 2%, and as high as 10% in student success
and retention rates at Hartnell. These differences can be attributed to a lack of support for DE
faculty and students. Most specifically, there is a lack of online counseling for students, no DE
faculty liason, and a lack of DE professional development support for faculty.
Additionally, the DE programs throughout California are relatively new compared to their East
Coast counterparts. The DE success and retention rates are on par with the state-wide averages.
Students tend to start DE classes underprepared and with unrealistic expectations: i.e. the belief
that DE courses require less study time than face-to-face classes. Student orientation and
support services are needed to provide the necessary scaffolding for higher success and
retention rates among DE students.
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.
A DE faculty liaison position is also required to support, enhance, and expand DE course and
program offerings.
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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
ENG 101 revision
ENG 41 revision
ENG 46A revision
ENG 10 deletion
ENG 26 revision
ENG 99 deletion
English AA Major
deletion
Faculty member(s)
responsible for
coordinating
Rhea Mendoza-Lewis
Hetty Yelland
Hetty Yelland
Rhea Mendoza-Lewis
Rhea Mendoza-Lewis
Rhea Mendoza-Lewis
Rhea Mendoza-Lewis
(a) Was the course
reviewed and (b) taken
through the curriculum
process?
yes
yes
yes
yes
yes
yes
yes
Date of approval (or
anticipated approval)
by Curriculum
Committee
5-16-2013
5-16-2013
10-3-2013
1-29-14
2-10-14
1-29-14
2-10-14
Courses scheduled for
review during AY 201415
Faculty member(s)
responsible for
coordinating
Target semester and
year—Fa 2014 or Sp 2015
ENG 1B
ENG 1A
Rhea Mendoza-Lewis
TBA
Fall 14
Fall 14
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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
Fall 13 PLO 1
Spring 14 PLO 2
List Program level outcome(s)
scheduled for assessment in
AY 14-15
Fall 14 PLO 3
What changes have occurred
in the program/discipline as
a result of dialogue?
Three semesters ago, the
dept. moved to the TMC in
order to increase the number
of students seeking English
degrees..
n/a
Was the Program
Outcome Assessment
Summary completed?
yes
to be completed at
end of semester
Have your course level
SLOs needed for this
program level outcome
been assessed or
scheduled for assessment?
yes
2. Describe how program level outcomes were specifically addressed by the
program/discipline during the past year
At the beginning of Spring 14, we looked at:
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We looked at PLO 1. We gathered data from ENG 10, 41, and 46B. These are the literature
courses that are required of the major, although ENG 10 was deleted spring 2014 since it no
longer is supported by the TMC.
Additionally, we examined the SLO results from the core courses we offer that lead up to the
transfer degree. These courses are ENG 1A, 2, and 1B. These are all required for the major.
What we found:
ENG 1B: 96% of students achieved the standards set for SLOs 1 and 2 for the course. 86% met
the standard set for SLO 3.
ENG 2: 88% of students achieved the standards set for SLO 1. 84% met the standard set for SLO
2.
ENG 1A: 81% for SLO 1 81% for SLO3.
ENG 41: 65% achieved the standard for SLOs 1 and 2.
ENG 10: 100% met the standards set for course SLOs
ENG 46B: 94% met the standard for course SLOs
The overall pattern here is that students are succeeding at our defined outcomes—outcomes
which overwhelmingly reflect success on comprehensive, researched, college-level writing. As a
department, we are aware of the dual nature of our mission: we serve not only English majors
who participate in our program, but also a much larger population of students fulfilling general
education requirements and using our courses to succeed in other programs of study. The
Program Learning Outcome on which we focused this year reflects our dual goals— English 1A,
2, and 10 focus on working with mostly expository material, which describes most college
reading; English 1B, 41, and 46B cover “literature within any given genre.”
An additional discovery here is about process and collaboration. Identifying SLOs, measuring
them, and considering the implications of our data—all this occurs at the department level and
involves serious discussion connecting the college’s mission, our sense of our students academic
abilities, our own academic backgrounds, and the unique demands of our discipline. To define
baselines for achievement is to necessarily engage in department-level “norming”; to define
what we are measuring requires us to consider our collective purpose—how we and the
curriculum serve our students. If we find, as it seems we have, that we have met our self-defined
standards, we are still improving as a department in these ancillary but essential ways.
What our next steps are:
We plan to look at PLO 2.
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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?
Core Competencies have not been addressed within the department since the last assessment
organized by the then SLO committee. This is something that the O & A committee is
responsible for organizing, so when this happens, the department will happily oblige.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for
SLO assessment as previously
specified
All courses taught in fall were
assessed.
ENG 1A, ENG 47B,
ENG 46 A &
In what term was
the course
assessed?
fall 13
Was the Course
Assessment Summary
Report completed?
Yes (!)
spring 14
To be completed at end
of semester
List courses scheduled for
SLO assessment in
AY 2014-15
· ENG 47A
· ENG 24
· ENG 26
* ENG 1B
* ENG 253
· ENG 48
· ENG 44B
· ENG 51
* ENG 2
* ENG 101
Faculty member(s)
responsible for
coordinating
Dan
Hetty
Maria
Daniel P.
Maya
Daniel or Maria
Maria
Ron
Sunita
Hetty
ENG 31, 32, 33
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Target semester
and year—Fa 2014
or Sp 2015
fall 14
spring 15
5. Describe course level assessments results and how they will influence your
plans moving forward.
Overall, the results pleased the department for the most part. Most courses met the minimum
expectation of achievement. The numbers were higher in the transfer level courses. One thing
the department will look at is increasing the percentage set for minimum expectation of
achievement perhaps at 65 or 70 % depending on the course.
Some highlights from the discussions are as follows:
For English 101, a grading rubric will be developed to be used across the department.
For English 1B, the plan is to revise curriculum to increase the numbers of enrollment, since we
have found that the number of students taking the course has decreased.
For English 1A, the department will gather in spring to discuss the prompts for the research
paper.
For a complete review of the discussion of the results for each course assessed in fall 13, consult
the forms on the R:drive.
6. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
One thing that the college needs to do is compensate adjuncts to encourage participation in
norming sessions and assessment discussions. This is a definite challenge. Many of our adjuncts
teach at a variety of campuses and have little time to come together to discuss results.
The alternative is to hire more full-time faculty members for English. In an article written by
the ASCCC, then president Jane Patton states, “Many studies over the past decade have
provided evidence of a strong correlation between institutional commitment to full-time faculty
and student success.” Hartnell College must recognize the necessity for more full time faculty
within the English Department.We have 9 full-time members in the department at present but
the college offers over 70 courses at all three campus locations in any given semester. We must
ensure our students are getting the education necessary to succeed, and hiring more faculty is
one step in this process.
Despite the higher success rates in the major courses in our program, another need is the
establishment of a Student Success Center because a substantial number of our offerings are at
the developmental level. We want to ensure we are meeting the needs of these students as well.
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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?
What challenges
Will activity
existed or continue continue into
to exist?
AY 14-15?
Will activity
continue into
AY 15-16?*
1. Establish a Student
Success Center
As a result of a
discussion between
an English
department
delegation and the
college president
about the need for
the creation of
Student Success
Center, a task force
was formed and
tasked with
developing a plan
for realizing such a
center. The English
department will
assist the task force
by completing
surveys issued by
the task force and by
developing an
“English
Department Vision”
of what the success
center encompass.
We hired one new
full-time faculty
member in the
2012-2013 academic
year
The task force is
still working out a
unified vision for
the center. No
specific physical
location or
funding source has
been definitively
identified at this
time.
Yes
Yes
Student demand
Yes
for English
courses is
exceeding the
number of sections
available each
semester. In
addition, we have
many more
adjunct instructors
than full-time
faculty, making it
difficult to:
achieve and
maintain
Yes
2. Hire 2-3 more
full-time faculty for
the English
department
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consistent
instructional
quality; extend
professional
development;
increase
department and
college work on
SLOs; and
increase student
access to
instructor during
office hours.
3. Visiting Writers
4. The Homestead
Review
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The Homestead
Review will be
published again this
year and will add an
online fall issue.
Yes
Hartnell College
has, in conjunction
with the English
program,
sponsored readings
by prominent
writers. In the last
few years,
Hartnell has
sponsored
appearances by
Diana Garcia, Lee
Herrick, Reyna
Grande, Luis
Rodriguez, Ilya
Kaminsky, Ellen
Bass and J. Hope
Stein.
Yes
Yes
Yes
The long-running
literary magazine
The Homestead
Review continues
to be produced but
is facing fiscal
challenges.
Funding for the
Homestead Review
comes in part from
a grant from the
Monterey
Peninsula Youth
Fund.
The annual,
regional poetry
event, Poetic
Voices, has taken
place for 14 years
and draws poetry
students from
Hartnell and other
regional colleges
to participate in a
poetry-writing
competition and
public readings
will be negatively
impacted due to a
lack of funding.
* 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?
3. The Homestead Review/Visiting Writers Series. The Poetic Voices poetry festival, in
conjunction with The Homestead Review literary journal, continues to bring the community
together through literature. The festival is open to the public, as are many of the visiting writer
events/workshops. The visiting writers have completed workshops on publishing, civil rights
issues, poetry in translation and the immigrant experience. Since the inception of the magazine
and the visiting writers series, class enrollment in Creative Writing and Poetry classes has
increased, as has community outreach and enrichment between students, writers and
community members of diverse backgrounds.
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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
Strategic
Plan
Goal(s)
No. &
Letter
(e.g.,
5A)*
Related
Courses,
SLOs, PLOs,
or goals
Desired
Outcome(s
)
Resources
Needed
1. Reading
Apprenticeship
(RA)
3B
English 253,
101, 1A and
reading
across the
curriculum
Increased
instructor
training
and
student
success
2. Young
Rhetoricians
Conference
2A, 3A,
3B, 5A
Professional
development
opportunities
such as online
classes, and on
and off campus
workshops,
collaboration
days, etc
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Increased
instructor
training
and
Travel to
conference
Person
Responsible
Estimated
Date of
Completion
(can be more
than one
year in
length)
Spring 2017
Comments
3.
student
success
4.
5.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
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*** Please complete this page for each new activity. ***
Activity 1: Student Success Center
2. This item is used to describe how the new activity, or continuing new activity, will
support the program/discipline.
A student success center will help students in becoming independent and successful learners by
providing a variety of support services. The center will strive to create an interactive learning
environment that offers students the help needed to be successful in college.
Students must have an appropriate level of support in order to succeed in course work and in
subsequent courses. In the Poppy Copy, J.E. Roueche and S.D. Roueche explicitly call for colleges
to examine the comprehensiveness of support services available to developmental students, stating
that “colleges must increase the support and structure they offer at-risk students who need
support and structure more than any other students in higher education” (19). Steps need to be
taken at Hartnell to establish a comprehensive program of instructional support.
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.
We feel that our students would be best served by a centralized student success center that is a hub
for tutoring services, supplemental instruction, and possibly other sorts of academic supportive
services as well. Thus, the $160,000 dollars requested for staffing include coordinators, instructors,
tutors and other stuff to serve students in Math and ESL as well as in English. These funds would
be used to pay the salaries of: faculty coordinators in English, Math, ESL, and for a student success
computer center coordinator; full or part-time faculty working in the center; tutors in English,
Math, and ESL; and classified office support staff.
b) Describe how this activity supports any of the following:
1) Core Competency, Program level Outcome, and Course level Outcome
A student success will support all of the above assessment activities. In particular, the last time
the core competency for written communication was assessed, the results showed 50% of
students were below proficiency. We would like to see this number increase. Having a student
success center for students to go to will help achieve this goal.
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Additionally, Course, Program, and Institutional level outcomes all depend on the success of
students. The center can only improve student achievement. As a department, we are aware of
the dual nature of our mission: we serve not only English majors who participate in our
program, but also a much larger population of students fulfilling general education
requirements and using our courses to succeed in other programs of study. Currently, there is no
place we can send students to get the help they so need.
2) Program/Discipline Goal
The English Department’s goal for composition classes is to increase students’ reading, writing,
and thinking skills in order to promote fluency and confidence in written communication. A
student success center will help promote this goal.
3) Strategic Priority Goal
Student access and student success are the two goals set by the college that a student success
center would support. With the English requirement for a transfer degree or AA degree, students
can benefit from a center.
c) Does this activity span multiple academic years? YES
If yes, describe the action plan for completion of this activity.
The English department is collaborating with the student success center task force, the basic
skills committee, and the Title-V coordinator to develop a concrete and sustainable vision for
our center. The English department will meet in May to work on this project and will send
specific visions and recommendations forward to the other groups involved for how a center can
best meet the needs of students enrolled in English courses.
Finding D 10 in “Basic Skills as a Foundation for Student Success in California Community
Colleges” (the primary document for best practice recommendations for the CCC system), states
that in order to effectively support the success of their students, colleges must “provide
comprehensive academic support mechanisms, including the use of trained tutors.” This
document goes on to describe the importance of adequate services, trained tutors, and
centralized, accessible location. Since provision of such services is recognized as essential to
supporting basic skills learners and is salutary for students at any level, and since the current
services offered are too limited—both in terms of number of tutors available, staff and faculty
coordination and instruction, and physical space--to offer individual students the intensive
assistance they want and need, we envision the college providing continuing annual funding for
Hartnell’s student success center once it has been established.
d) What measurable outcomes are expected from this activity? List indicators of
success.
Indicators of success include higher success, retention, and proficiency rates. The statewide
average for retention was 76% and for success was 54% across disciplines for the 2012-13 school
year. We would like to surpass this number for English. Having a student success center will
enable us to do this. Thus, the primary measures of success for the center will be increases in
student success and retention. We will also measure use of the center and factor high rates of
use into our consideration of “success.”
e) What are the barriers to achieving success in this activity?
Securing funding is the primary barrier to this activity; though locating (or creating) an
appropriate physical space to accommodate it is also important—best practice literature
emphasizes the importance of locating such services in a central, easy to access location—and
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challenging; and proceeding with the work of envisioning a specific, concrete, and realistic
vision for a student success center when no certain funding source or location have been
identified also has presented some challenges.
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*** Please complete this page for each new activity. ***
Activity 2: Full-Time Faculty
2. This item is used to describe how the new activity, or continuing new activity, will
support the program/discipline.
Two-three full-time faculty members are needed in English.
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.
The hiring of new faculty members will support all facets of the department including teaching 15
units per semester, participating in assessing SLOs at all levels, and revising curriculum.
b) Describe how this activity supports any of the following:
4) Core Competency
5) Program level Outcome
6) Course level Outcome
7) Program/Discipline Goal
8) Strategic Priority Goal
It will support all of the above.
c) Does this activity span multiple academic years? YES NO
If yes, describe the action plan for completion of this activity.
hiring of a full-time faculty member
d) What measurable outcomes are expected from this activity? List indicators of
success.
Hopefully, an increase in student success and retention.
e) What are the barriers to achieving success in this activity?
Lack of funding.
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*** Please complete this page for each new activity. ***
Activity 3: Visiting Writers
1. This item is used to describe how the new activity, or continuing new activity, will
support the program/discipline.
Bring writers to campus to expose our students to the written word.
a) Describe the new activity or follow-on activity that this resource will support.
The Visiting Writers Series brings established writers onto campus for the Poetic Voices poetry
festival, curriculum specific workshops, and community readings and activities.
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
The Visiting Writers Series’ readings and workshops directly supports goal 2A in that the
workshops and readings provide a supportive, innovative, and collaborative learning
environment to help students pursue and achieve educational success.
c) Does this activity span multiple academic years?
Visiting Writers Series: Yes
YES
NO
If yes, describe the action plan for completion of this activity.
Visiting Writers are invited to the college campus to perform a reading or conduct a workshop in
both the fall and spring semesters, with a special featured reader at the Poetic Voices Poetry Festival.
d) What measurable outcomes are expected from this activity? List indicators of
success.
The Visiting Writers can inspire teachers, the community and, most importantly, our students to
value a relationship with writing, teaching, and listening in a community or classroom-based
setting.
e) What are the barriers to achieving success in this activity?
The Visiting Writers Series, lack of funding
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*** Please complete this page for each new activity. ***
Activity 4: The Homestead Review
1. This item is used to describe how the new activity, or continuing new
activity, will support the program/discipline.
Fund The Homestead Review
a) Describe the new activity or follow-on activity that this resource will
support.
The Homestead Review provides students with publishing skills and provides the college with a
public face while advancing both local and global literary endeavors.
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
The Homestead Review publication and online magazine supports strategic priority goal 1A by
providing higher educational opportunities through the editing, publishing and print modalities,
as well as workforce development, and lifelong learning opportunities to all of the colleges’
present and prospective constituencies (individuals and groups).
c) Does this activity span multiple academic years?
The Homestead Review: Yes
YES
NO
If yes, describe the action plan for completion of this activity.
The Homestead Review is published annually in a print version. Beginning Fall of 2014, we will
also have an online version.
d) What measurable outcomes are expected from this activity? List indicators of
success.
The Homestead Review offers a valuable skill set in the modalities of editing, publishing and Epublishing.
e) What are the barriers to achieving success in this activity?
The Homestead Review, lack of funding.
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** Please complete this page for each new activity. ***
Activity 5: Reading Apprenticeship
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.
Reading Apprenticeship offers conferences, workshops, and online courses that provide training for
instructors to integrate reading instruction in the classroom.
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
Reading Apprenticeship activities directly support strategic priority goal 3B in that they provide
professional development opportunities for instructors.
c) Does this activity span multiple academic years?
Reading Apprenticeship: Yes
YES
NO
If yes, describe the action plan for completion of this activity.
Since hiring instructors is ongoing, Reading Apprenticeship training should be ongoing as well.
d) What measurable outcomes are expected from this activity? List indicators of
success.
Reading Apprenticeship training offers instructors practical classroom strategies for integrating reading
instruction in the classroom. Instructors should implement these strategies in an overall effort to
increase student success rates, with particular respect to English 253, 101, and 1A.
e) What are the barriers to achieving success in this activity?
Lack of adjunct faculty participation in Reading Apprenticeship training opportunities would be a
significant barrier to success.
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*** Please complete this page for each new activity. ***
Activity 6: Young Rhetoricians Conference
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.
The (Young Rhetoricians Conference) YRC, held yearly in Monterey, CA, is an important
opportunity for language professionals to reflect on their teaching and to discuss what is
pedagogically effective.
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
Strategic Goal 3B
c) Does this activity span multiple academic years?
Yes, annual conference
YES
NO
If yes, describe the action plan for completion of this activity.
d) What measurable outcomes are expected from this activity? List indicators of
success.
The YRC’s presentations can inspire teachers to import new ideas and activities into their classroom
lesson plans, which can help bring their classrooms to life. The YRC can also bring instructors up to
date on issues of standardization, assessment, and Student Learning Outcomes, since these topics
are up for presentation and discussion.
e) What are the barriers to achieving success in this activity?
(YRC) Limited funding
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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. Student
Success
Center
2. 2-3 fulltime faculty
3.Visiting
Writers
Personnel
Classified
Staff/
Faculty
(C/F/M)*
C, F
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Library
Materials
Science
Labs
F
4.
Homestead
Review
5.
Reading
Apprenticeshi
p training for
faculty (f/t
and p/t)
6.
Young
Rhetoricians
Conference
Supplies/
Equipme
nt
(S/E)**
3,500
5,000
2,500
S, E
all English
f/t faculty,
and ten
adjuncts
2,500
3,000
$18,000
7,000
2,500
$9,500
** 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.
25 | Page
$160,00
0 (in
annual
costs)
$75,000
each
5,000
15,000
* Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager.
*** H for Hardware, S for Software.
Projected
Costs
APPENDIX A. Strategic Priorities & Goals
(from Hartnell College Strategic Plan 2013-2018)
Priority 1: Student
Access
Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong
learning opportunities—with seamless pathways—to all of the college’s present and prospective
constituent individuals and groups.
Priority 2: Student
Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning
environment to help students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning
environment that addresses and meets the diverse learning needs of students.
Priority 3: Employee
Diversity and Development
Goal 3A: Hartnell College is committed to 1) increasing diversity among its employees; 2)
providing an environment that is safe for and inviting to diverse persons, groups, and
communities; and 3) becoming a model institution of higher education whose respect for
diversity is easily seen and is fully integrated throughout its policies, practices, facilities, signage,
curricula, and other reflections of life at the college.
Goal 3B: To attract and retain highly qualified employees, Hartnell College is committed to
providing and supporting relevant, substantial professional development opportunities.
Priority 4:
Effective Utilization of Resources
Goal 4A: To support its mission, Hartnell College is committed to the effective utilization of
its human resources.
Goal 4B: Hartnell College is committed to having its physical plant, furnishings, and grounds
maintained and replaced in a planned and scheduled way to support learning, safety, security,
and access.
Goal 4C: Hartnell College will maintain a current, user-friendly technological infrastructure
that serves the needs of students and employees.
Goal 4D: Hartnell College is committed to maximizing the use and value of capital assets,
managing financial resources, minimizing costs, and engaging in fiscally sound planning for
future maintenance, space, and technology needs.
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Priority 5:
Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the realworld needs of its diverse student population, while also developing and employing a culture of
innovation that will lead to improved institutional effectiveness and student learning.
Priority 6: Partnership
with Industry, Business Agencies and Education
Goal 6A: Hartnell College is committed to strengthening and furthering its current
partnerships, in order to secure lasting, mutually beneficial relationships between the college
and the community that the college serves.
27 | Page