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.
Date Completed (must be in final form by 3/31/14)*
8/28/2014
Date Submitted to Dean
Program/
Discipline
General Studies with an Area of
Emphasis
*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
Dean Stephanie Low
This PPA report is organized in 3 sections and 11 subsections as follows:
I.
Comprehensive Review – a. Overall Program Effectiveness, b. Instructional Staffing,
II.
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.
III.
Annual Action Plan – a. New Activities and b. Resource Requests.



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]
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NSTRUCTIONAL
TAFFING
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]
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ROGRAMS
ABOR
ARKET
CHIEVEMENT
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]
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ROGRAM
OALS
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.
V ISION S TATEMENT
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.
M ISSION S TATEMENT
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)
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A.
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?
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.
E NROLLMENT
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?
The program is an interdisciplinary degree intended for students who do not plan to transfer.
This degree was first awarded in 1999, with a gradual increase in awards since 2011 with approximately 200 graduates per year since 2012.
S UCCESS
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?
Success data is not available.
D EGREES A ND C ERTIFICATES
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 program is an interdisciplinary degree intended for students who do not plan to transfer.
This degree was first awarded in 1999, with a gradual increase in awards since 2011 with approximately 200 graduates per year since 2012.
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B.
1.
Enter the number of Distance Education Courses, both fully online and hybrid sections, along with the number of full-time and adjunct faculty.
Term No. of DE/
Online
Sections
No of
Hybrid
Sections
Fulltime
Faculty
Adjunct
Faculty
2.
Compare student success in the DE teaching environment with success in the faceto-face teaching environment in the same course. Are there differences? To what do you ascribe the differences in your program? Discuss any other relevant factors regarding diverse teaching modalities and environments, such as specific locations.
The degree requires 18 units of courses in multiple disciplines for each emphasis. During the
Elumen implementation in 2014-2015, the required courses will be “grouped” so that course level assessment data can be aggregated for this degree. It’s expected that the data may be available by the end of Spring 2015. It’s possible that the data may be analyzed by faculty from these disciplines using course level assessment reports from 2013-14 and 2014-15.
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.
This discussion can’t take place until the Elumen project to group the courses is completed.
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C.
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for review during AY 2013-
14 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
Courses scheduled for review during AY 2014-
15
Many courses in multiple disciplines
Faculty member(s) responsible for coordinating
Target semester and year—Fa 2014 or Sp 2015
Fa 2014
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D.
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.
P ROGRAM L EVEL O UTCOMES
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?
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?
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?
Program level outcomes are actually the core competencies, which have been assessed in 2012-
2013 and 2013-2014. Broad-based discussion about the core competencies occurred on August
15, 2014, and will be reported out in 2014-2015.
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C ORE C OMPETENCIES
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?
Program level outcomes are actually the core competencies, which have been assessed in 2012-
2013 and 2013-2014. Broad-based discussion about the core competencies occurred on August
15, 2014, and will be reported out in 2014-2015.
C OURSE L EVEL S TUDENT L EARNING O UTCOMES
4.
Please complete the following tables.
List courses scheduled for
SLO assessment as previously specified
In what term was the course assessed?
Fall 2013 and/or
Spring 2014
Was the Course
Assessment Summary
Report completed?
Yes
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List courses scheduled for
SLO assessment in
AY 2014-15
Faculty member(s) responsible for coordinating
All faculty
Target semester and year—Fa 2014 or Sp 2015
Both

5.
Describe course level assessments results and how they will influence your plans moving forward.
Course level assessments have been completed for all courses that have been offered. Course level outcomes have been assessed in multiple disciplines and can be analyzed when course groups have been created in Elumen. It’s anticipated that additional broad-based discussion may occur in 2015-2016.
6.
Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving these improvements?
There has been a coordinated effort to bring faculty from multiple disciplines together to plan for program review in 2013-2014. In summer 2014, administrators, faculty and counselors met to discuss this degree along with several other interdisciplinary degrees. The decision was made to utilize Elumen to map course level assessments to program level outcomes in this discussion. The implementation of Elumen is under way in Fall 2014 and it is hoped that the groups of courses will be created by the end of Spring 2015. It’s possible that data analysis may begin with course level assessment data from 2013-2014 and 2014-2015 in Fall 2015.
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E.
This subsection focuses on activities that were previously scheduled. An activity can address many different aspects of your program/discipline, and ultimately is undertaken to improve or enhance your program/discipline, and keep it current.
Activity scheduled What success has been achieved to date on this activity?
What challenges existed or continue to exist?
Will activity continue into
AY 14-15?
Will activity continue into
AY 15-16?*
1.
2.
3.
* For each activity that will continue into AY 2015-16 and that requires resources, submit a separate resource request in Section III.
1.
Evaluate the success of each activity scheduled, including activities completed and those in progress. What measurable outcomes were achieved? Did the activities and subsequent dialogue lead to significant change in student learning or program success?
[Begin response here]
Not applicable.

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)*
2A, 2B
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)
June 2014
Comments
1.
Elumen implementat ion
All required courses,
PLOs of degree
Course group created for
AA in
General
Studies
Faculty volunteers
Dean
2.
3.
4.
5.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
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2.
This item is used to describe how the new activity, or continuing new activity, will support the program/discipline.
Consider:
• Faculty
• Other staffing
• Facilities
• Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than
$5,000),
• Software
• Hardware
• Outside services
• Training
• Travel
• Library materials
• Science laboratory materials a) Describe the new activity or follow-on activity that this resource will support.
During the Elumen implementation in 2014-2015, the required courses will be “grouped” so that course level assessment data can be aggregated for this degree. 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
Outcomes for courses in this degree are mapped to core competency outcomes and are assessed at the core competency level as well as at the course level. Course level outcomes need to be mapped to program level outcomes, which will be accomplished during this activity. c) Does this activity span multiple academic years? YES NO
If yes, describe the action plan for completion of this activity.
[Begin response here] d) What measureable outcomes are expected from this activity? List indicators of success.
It’s expected that the data for program level outcome assessment may be available by the end of
Spring 2015. It’s possible that the data may be analyzed by faculty from these disciplines using course level assessment reports from 2013-14 and 2014-15. e) What are the barriers to achieving success in this activity?
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Faculty need to be trained and have time to get assessment data into Elumen.
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
3.
4.
1.
2.
5.
Elumen
* 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.
Projected
Costs
$0
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Priority 1:
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:
Hartnell College will provide a supportive, innovative, and collaborative learning environment to help students pursue and achieve educational success.
Hartnell College will provide a supportive, innovative, and collaborative learning environment that addresses and meets the diverse learning needs of students.
Priority 3:
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.
: To attract and retain highly qualified employees, Hartnell College is committed to providing and supporting relevant, substantial professional development opportunities.
Priority 4:
To support its mission, Hartnell College is committed to the effective utilization of its human resources.
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.
Hartnell College will maintain a current, user-friendly technological infrastructure that serves the needs of students and employees.
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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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:
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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106
GENERAL STUDIES WITH AN AREA OF EMPHASIS—ASSOCIATE OF ARTS DEGREE
PROGRAM DESCRIPTION
The General Studies with an Area of Emphasis program, developed by the Counseling Discipline, is designed to meet the needs of students interested in graduating with an Associate level college degree by studying specific related disciplines of academic subjects (Natural Sciences, Social and Behavioral Sciences, Humanities, Ethnic Groups in the United States, or Language and Rationality).
The degree prepares the student for the following:
•
•
• a broad range of educational outcomes including reasoning skills, general education, basic skills, mathematical skills, communication skills and intercultural understandings desired by employers and required in a variety of entry level professional careers and or promotional opportunities the completion of a major leading to a two-year college degree a solid beginning in the transfer planning process through careful educational planning with a counselor
FOR MORE INFORMATION, CONTACT: Counseling Discipline at (831) 755-6820, Building B
PROGRAM OUTCOMES
Upon successful completion of the General Studies program, a student should be able to:
•
•
•
•
• read, write, speak and verbally comprehend at a college level. define information needs, access information efficiently and effectively, evaluate information critically, and use information ethically. use quantitative and logical reasoning to analyze information evaluate ideas and solve problems. understand and respect the cultural, economic, social, political, biological and interdependence of global life. acquire an appreciation in and involvement in the creation or performance of the work of fine arts/music culture.
This degree provides an opportunity for students to earn an Associate of Arts (AA) degree in a comprehensive area of study and is intended for the student who may not be planning on transfer to a university in the near future.
A minimum of 60.0 semester units must be completed with a grade of “C” or better in all degree-applicable units. Only courses numbered 1-199 may apply toward the Associate Degree.
CHOOSE A SINGLE AREA OF EMPHASIS: Complete 18 units in one of the areas of emphasis listed below. 18 units are required from one emphasis: Choose either Natural Science, Social and Behavioral Science, Humanities, Ethnic Groups in the US or Language and Rationality. For this degree, students cannot double count General Education courses.
Area of Emphasis: Natural Sciences
Courses in the natural sciences are those that examine the physical universe, its life forms, and its natural phenomena. Students will develop an appreciation and understanding of the scientific method and an understanding of the relationships between science and other human activities.
For the 18 units required, select courses from at least two disciplines; from one of the disciplines select at least two courses. Students cannot double count General Education courses with area of emphasis.
 REQUIRED DEGREE COURSES
Agriculture:
Anthropology:
Astronomy:
Biology:
Chemistry
Geography
Geology:
Meteorology:
Physics:
ABT 90, 92
ANT 1
AST 1, 1L
BIO 1, 2, 3, 5, 6, 6L, 10, 11, 12, 13, 18, 20, 27, 30, 42, 47, 48, 48L
: CHM 1A, 1B, 12A, 12B, 22, 23, 60
: GEG 1
GEL 1, 2, 6, 25
MET 1
Oceanography: OCN 1
PHY 2A, 2B, 4A, 4B, 4C, 10
Natural Science Emphasis Units 18.0

Area of Emphasis: Social and Behavioral Sciences
Courses in the social and behavioral sciences are those that focus on people as members of society. Courses will stimulate critical thinking about the ways people act and have acted in response to their societies and will promote appreciation of how societies and social subgroups operate.
Students will develop an awareness of the method of inquiry used by the social and behavioral sciences.
For the 18 units required, select courses from at least two disciplines; from one of the disciplines select at least two courses. Students cannot double count General Education courses with area of emphasis.
REQUIRED DEGREE COURSES
Administrative Justice:
Agriculture:
Philosophy:
ABT 53
BUS 32
ADJ 1, 51
Alcohol and Other Drugs:
Anthropology:
Business:
Communication Studies:
Counseling:
Economics:
ANT 1, 2, 3, 10, 15, 20
COU 35
ECO 1, 5
Ethnic Studies:
PHL 2, 10, 15
COM 35
ETH 1, 2, 3, 4, 5, 6, 12, 25
Family Consumer Science:
Geography: GEG 1, 2, 10
Health Education:
History: HIS 4A, 4B, 5A, 5B, 6, 10, 17A, 17B, 40, 46A, 46B, 47, 49A, 49B, 51
Political Science:
Psychology:
Sociology:
HED 2
AOD 1
POL 1, 2, 3, 5, 6
SOC 1, 5, 41, 42
FCS 14
PSY 2(1A), 6, 8, 10, 12, 14, 15, 22, 25, 33, 36, 41, 42
Social and Behavioral Science Emphasis Units 18.0
Hartnell College Catalog/2014-2015

107
CON’T OF GENERAL STUDIES WITH AN AREA OF EMPHASIS—ASSOCIATE OF ARTS DEGREE
Area of Emphasis: Humanities
Courses in the humanities are those that study the cultural activities and artistic expressions of human beings.
Students will develop an awareness of the ways in which people throughout the ages and in different cultures have responded to themselves and the world around them in artistic and cultural creations and develop aesthetic understanding and an ability to make value judgments.
For the 18 units required, select courses from at least two disciplines; from one of the disciplines select at least two courses. Students cannot double count General Education courses with area of emphasis.
 REQUIRED DEGREE COURSES
American Sign Language:
Anthropology:
Art:
ANT 2, 3, 20
ASL 1, 2, 3 (formerly COU 80, 81, 83)
ART 1A, 1B, 3, 10, 12A, 15A, 15B, 33, 34, 70, 72, 80
English: ENG 1B, 17, 22, 24, 26, 31, 32, 33, 41, 44A,44B, 46A, 46B, 47A, 47B, 50, 51
Ethnic Studies:
History:
Music:
ETH 6, 12, 25
HIS 40, 47, 51
MUS 1A, 1B, 2, 5, 6, 7, 20, 21, 23.1, 23.2, 23.3, 23.4, 23.5, 24, 25, 26, 29.1, 29.2, 29.3,
29.4, 29.5, 34.1, 34.2, 34.3, 34.4, 50A, 50B, 52A, 52B
Philosophy: PHL 2, 10
Photography: PHO 1, 2, 4
Spanish: SPA 1, 1S, 1X, 2, 2S, 2X, 3, 3S, 4, 4S
Theatre: THA 1, 110A, 122, 142, 170, 172, 180, 182, 190
Humanities Emphasis Units 18.0
Area of Emphasis: Ethnic Groups in the United States
Courses in the ethnic groups are those that study important themes and issues in United States history, society and cultural. Courses will address the theoretical and analytical issues relevant to understanding race, culture and ethnicity in our society.
Students will develop a framework for better understanding one’s particular cultural/historical identity in our society.
For the 18 units required, select courses from at least two disciplines; from one of the disciplines select at least two courses. Students cannot double count General Education courses with area of emphasis.
 REQUIRED DEGREE COURSES
Alcohol and Other Drugs: AOD 4
Anthropology: ANT 10, 15
Communication Studies: COM 35
Counseling: COU 35
Early Childhood Education: ECE 53
Education: EDU 1
English: ENG 1B Multicultural Perspective, 26,
Ethnic Studies: ETH 1, 2, 3, 4, 6, 12, 25
Health Education: HED 6
History: HIS 10, 40, 46A, 46B, 49A, 49B
Music: MUS 5, 6, 7
Sociology: SOC 42
Ethnic Groups in the United States Emphasis Units 18.0
Area of Emphasis: Language and Rationality
Courses in language and rationality are those that study English expository writing and composition, communication, and analytical thinking. Courses include oral communication, mathematics, logic, statistics, computer languages and related disciplines.
Students will develop the principles and applications of language toward logical thought, clear and precise expression, and critical evaluation of communication in whatever symbol system the students used.
For the 18 units required, select courses from at least two disciplines; from one of the disciplines select at least two courses. Students cannot double count General Education courses with area of emphasis.
 REQUIRED DEGREE COURSES
American Sign Language:
Business:
Communication Studies:
Computer Science:
Counseling:
English:
Library:
Spanish:
BUS 1A, 5
PHL 15
ASL 1 ,2 ,3 (formerly COU 80,81,83)
COM 1, 3, 5, 8, 35
CSS 1, 2A, 2B, 4, 31, 43, 122, 123
COU 23, 26, 27, 35,
ENG 1B, ENG 1B Multicultural Perspective, 2
LIB 2, 5, 6, 7
Mathematics:
Philosophy:
MAT 2, 3A, 3B,3C, 4, 5, 10, 12, 13, 16, 24, 25, 121, 123
SPA 1, 1S, 1X, 2, 2S, 2X, 3, 3S, 4, 4S
Language and Rationality Emphasis Units 18.0
Hartnell College Catalog/2014-2015

108
CON’T OF GENERAL STUDIES WITH AN AREA OF EMPHASIS—ASSOCIATE OF ARTS DEGREE
 GENERAL EDUCATION COURSES
Natural Sciences (Select a minimum of 3 units from catalog GENERAL EDUCATION
REQUIREMENTS)
Social & Behavioral Sciences (Select a minimum of 3 units from catalog GENERAL
EDUCATION REQUIREMENTS)
Humanities (Select a minimum of 3 units from catalog GENERAL EDUCATION
REQUIREMENTS)
Ethnic Groups in the United States (Select a minimum of 3 units from catalog GENERAL
EDUCATION REQUIREMENTS)
Language and Rationality (9 Units)
A. Written Composition
B. Communication and Analytical Thinking
Communication and Analytical Thinking
Course # Course Title
ENG-1A
MAT-123*
College Composition and Reading
General Education
Area of Emphasis
Electives (Courses numbered 1-199) are required when degree units plus GE units total are fewer than 60.0
DEGREE TOTAL UNITS
Units
*Completion of MAT-123 or completion of any math in which MAT-123 is a prerequisite with a “C” or better.
TRANSFER STUDENTS: Completing the AS degree does not meet all the requirements for transfer. Students planning to transfer to a university should follow the requirements of the four-year university. Information on course equivalencies and major preparation requirements for the University of California (UC) and California State University (CSU) systems are available online at www.assist.org. Please consult with a Hartnell College counselor to review transfer requirements.
21.0
18.0
21.0
60.0
3.0
5.0
Hartnell College Catalog/2014-2015