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
History
Date Completed (must be
in final form by 3/31/14)*
3/31/14
Date Submitted
to Dean
5/9/13
*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
Ann DeJesus Riley Instructor History/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.
History is required for Associates Program
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?
All History Courses at Hartnell College meet Courses meet AA/AS GE requirements as well as IGETC/CSU GE
Requirements. Students can earn an AA Degree in History and an AA-T in History is currently under review by
the Curriculum Committee. History is a requirement for most AA-T and AA degrees.
History is the study of the human experience combining the arts, humanities, and the social sciences. The History
program provides students with the study of local, state, national, and global cultures, histories, and experiences.
All transfer students and many AA degrees require History 17A or 17B. Both courses offer a multicultural
perspective of United States History focusing on the experiences of Chicanos/Latinos, women, and gays/lesbians.
These groups form the largest social groups on campus and special attention is given to their histories and
experiences. The courses also examine how race, class, and gender affect historical experiences and
understanding.
The multicultural approach serves to not only explain the histories of the United States but to develop an
understanding of the unique contributions of these groups, including discussions of immigration, poverty, and
social class. The twenty page writing requirement for successful completion of all History courses meets the
CSU and UC articulation requirements and prepares students for conducting university level history writing upon
transfer. Courses also require critical thinking and primary source research which are often characteristic of
university level courses. The close collaboration of History faculty at Hartnell with CSUMB faculty guarantees
our students have a smoother transition transferring to CSUMB.
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The courses emphasize an activist perspective designed to empower students to bring social and political change
to their local communities with the intent to empower the community itself. The classes also explain the causes
of oppression and discrimination while discussion popular resistance to oppressive institutions.
The History Department continues to limit textbook costs to a maximum of $50 per class. This has been a
challenge since textbooks have become so expensive yet with one or two exceptions in Western Civilization and
World History courses we have achieved this goal.
History is interdisciplinary and incorporates elements from many other disciplines including, but not limited to:
Psychology, Political Science, Anthropology, Ethnic Studies, Chicano Studies, Literature courses, Art and Art
History, Geography, and Sociology. Chicano History 49A and B are core requirements for the Chicano Studies
AA and History 10 is required for many multi subject teachers working on their credentials. History 17A and
17B are modeled after the US Histories University Learning Requirements at CSUMB while HIS12 meets
CSUMB’s US Histories and Democratic Participation ULR’s.
History 17A and 17B, and the History of California HIS10, are regularly scheduled online as part of the Fast
Track Degree. History 17A and 17B, History of California, and Western Civilization A and B are offered online
as well as face to face. In 2014 the college offered History 17B as Hybrid courses with students completing half
the class on Etudes.
One of the successes of the program is the integration of online resources. Etudes is used by many History
adjunct to help assess Student Learning Outcomes. History faculty have also collaborated to create universal
assessments online which will enable faculty to easily share data.
There is only one full time History faculty responsible for the entire program and four competent adjunct. The
adjunct often have difficulty meeting all the demands of the program because they have full time employment and
some live an hour or more away from the campus. One faculty can only teach on class per semester in the
evening and another can only teach evenings or online, that leaves only two adjunct to meet the needs daytime
instruction on the main campus as well as the King City Campus. This makes it very difficult for faculty to meet
and create processes to align sequences. The course outlines are often not given to adjunct faculty.
Consistency has often been difficult to maintain because of the absence of supervision or communication between
the full time professor and the adjunct. In the past adjunct have not responded to email requests to meet and
discuss course outline, outcomes and assessments. With only one full time faculty overwhelmed with regular
campus obligations including updating curriculum, outcomes assessment and faculty evaluations there is simply
not enough time for regular collaboration with adjunct.
The program has been successful with alternate scheduling approaches. History is offered on all three campuses
as well as online, FastTrack, hybrid and face-to-face. Classes are offered in the evening and during the day.
Courses have not been regularly offered in the afternoon or weekends because we do not have enough faculty to
meet the needs of the department.
To put the shortage of full time faculty in perspective, in the Spring of 2014, Monterey Peninsula College offered
14 sections of History with 6 different courses on two campuses. There are 2 full time faculty and 7 adjunct listed
on the MPC website. Hartnell offers 18 sections with 9 different courses and only one full time faculty and 4
competent adjunct faculty on 3 campuses (on occasion we have offered classes at a South County high school).
The absence of competent adjunct has forced the department to use less than desirable adjunct who should not be
teaching at Hartnell under any circumstances. We are continually forced to rely on adjunct who are an
embarrassment to the discipline and the department. For many years I have been forced to teach extra courses
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because the campus cannot find competent adjunct. In the Spring of 2103 an adjunct taught over the 9 unit limit
for adjunct. In the Spring of 2014 the same adjunct taught 12 units in the department.
Ann DeJesus Riley has taken online courses for best practices for online learning.
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B. INSTRUCTIONAL STAFFING
1. In the table below enter the number of sections offered and the number of full
time and adjunct faculty in your program/discipline by term over the past several
years.
Term
Fall12
Spring
13
No. of
Active
Sections
17 approx
Full-time
Faculty
Adjunct
Faculty
1
6
17 approx
1
6
2. What staffing factors/challenges have influenced the effectiveness of the program?
The history program has been challenged by the absence of qualified adjunct instructors. In the past History was
taught by adjunct without Master’s degrees in History or a credible equivalent. This diminished the quality and
standards of the program. Between 18 and 20 courses are offered each semester and 8 courses are taught over the
summer. With one full time faculty this means out of 46 sections offered each year, only 12 are taught by a full
time faculty and 34 are taught by adjunct who do not keep office hours or contribute to the program in a
meaningful way. Some adjunct do not travel to the main campus and some have not completed the required
Outcomes Assessments. With so many different sections offered the program desperately needs an additional two
full time faculty experienced in teaching a variety of courses. There are 15 different sections regularly offered of
these 10 courses are A/B sequences which meet require consistency in scheduling and sequence alignment.
The shortage of full time faculty has resulted in the failure of one adjunct to be evaluated as required.
The expansion of the program and the number of courses demands two additional faculty members. This will be
a crisis for Fall 2014 because 2 of our adjunct will not be returning. If the program added two additional faculty
the program could teach 15 sections each semester under full time instruction with two or three adjunct teaching
the remaining courses. This would allow the program to add a greater variety of courses and multiple sections. It
would also allow the campus to select the most competent adjunct instead of simply finding anyone, competent or
not, who can teach the class as we have done in the past. In the past auditors discovered a history adjunct who
was not qualified to teach history (he had a MA in psychology) and the campus was penalized. At the time we
had two other history adjunct who did not meet the minimum qualifications and they were removed from the
schedule. This forced the department to resort to using anyone who applied and met the minimum qualifications.
This was a blow to the program because their quality of instruction declined and was recognized as inferior by
students, or they gave grades away to avoid doing real work. One adjunct only had one assignment all year, a
multiple choice final which clearly did not meet any of the course outcomes (His name was brought up as a
potential hire for the Fall).
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C. CTE PROGRAMS – LABOR MARKET & ACHIEVEMENT
Please complete this section if the program is Career Technical Education
(CTE). Go to subsection D if the program is not CTE.
1. Describe the demonstrated effectiveness on the program over the past several
years with levels and trends of achievement data, including degree/certificate
completions (awards) and employment statistics.
[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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D. PROGRAM GOALS
1. List and describe program/disciplinary goals for the next comprehensive
review cycle—Fall 2014 through Fall 2018. Be sure to highlight innovative,
unique, or other especially noteworthy aspects.
A new mission and vision is currently before the board for approval in February. In considering
your program’s future goals, please review the proposed new mission and vision statements.
VISION STATEMENT
Hartnell College will be nationally recognized for the success of our students by
developing leaders who will contribute to the social, cultural, and economic vitality of
our region and the global community.
MISSION STATEMENT
Focusing on the needs of the Salinas Valley, Hartnell College provides educational
opportunities for students to reach academic goals in an environment committed to
student learning, achievement and success.
[List and describe program goals here]
1) The goals of the program are to prepare students for personal, academic and career success by
providing them with History courses addressing the unique needs of the community.
2) The History program has a commitment to serving the diverse needs of our students. Each class
places special emphasis on the diverse students of the college. Each course places special emphasis
on the three larges groups on campus: women, Chicanos/Mexicanos and gay, lesbian, bisexual and
transgender students.
3) All history courses transfer to the UC and CSU.
4) The program needs to expand local and regional history into existing sections and expand the
curriculum to offer courses in the History of the Salinas Valley, the History of the Monterey Bay, the
History of Agriculture and Agribusiness, and the History of the Missions.
5) The program needs to expand technological innovation for teaching face to face, hybrid, and distance
education courses. This should expand online resources, videos highlighting local history and
resources, as well as personal histories and regional histories.
6) The program should also explore collaborating with other disciplines to form learning communities to
facilitate student success.
7) The program needs to collaborate with the Hartnell College Foundation to explore grants for local
history projects, interdisciplinary projects and expanding technological innovation.
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II. ANNUAL REVIEW
This section must be completed for ALL academic programs, including those
scheduled for a comprehensive review in spring 2014.
A. COURSE DATA & TRENDS
1. Please evaluate the 3-year trend of enrollment and success of courses in your
program/discipline. Identify the courses you are choosing to examine this
current year in the list below. You do NOT need to evaluate trends for each
course every year.
Course
Number
HIS 10
HIS 17A
HIS 17B
Course Name
History of California
U.S. History
U.S. History
Does the course have any DE
(online or hybrid) sections?
Yes
Yes
Yes
Please use the data that have been provided. Analyze trends that you observe with respect to
the data for the identified courses and answer the following questions.
ENROLLMENT
2. Review the enrollment data. Describe and analyze any patterns or anomalies
that you notice. What do you make of these patterns or anomalies? What
actions should be taken to ensure continuous improvement?
HIS 10 – There was an increase in enrollment for HIS 10 between Spring 11 and Fall 11 of 38%. From
Fall 11 on through Spring 13 enrollments stayed steady.
HIS 17A – Again, there was an increase in enrollment for HIS 17A between Spring 11 and Fall 11 of
48%. My thoughts are that in Fall 11 more sections were offered but I do not have access to this type of
data. For the remaining semesters, the enrollments were very steady.
HIS 17B – Enrollment for HIS 17B is consistent over the 3 year period with numbers higher in the Fall
and lower in the Spring.
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?
HIS 10 – Success rates varied over a 3-year period. There was definitely one semester – Fall 11 – that had
a large spike in success rates jumping from 55% in Spring 11 to 72% in the Fall. The reason for this spike
is unknown. It could be due to instructor assignment for that semester. One consideration is sections that
are scheduled for the ADJ fast track program. These sections are taught in 6 weeks. Textbooks are
typically not available within the first two weeks due to inefficient ordering through the bookstore. This
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places students at a huge disadvantage. In addition, with the absence of support for online students as
well as the absence of support in the form of a writing center success rates are affected.
HIS 17A - Success rates varied over a 3-year period. There was definitely one semester – Fall 12 – that
had a large spike in success rates jumping from 56% in Spring 12 to 77% in the Fall. The reason for this
spike is unknown. It could be due to instructor assignment for that semester. One consideration is
sections that are scheduled for the ADJ fast track program. These sections are taught in 6 weeks.
Textbooks are typically not available within the first week due to inefficient ordering through the
bookstore. This places students at a huge disadvantage. In addition, with the absence of support for
online students as well as the absence of support in the form of a writing center success rates are affected.
HIS17B Success rates remained steady over the 3 year period.
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.
This information is not available. I do not encourage students to get degrees in History because an AA in History
does not transfer to the UC or CSU. Also, an AA in History has little value for local employment. Once the AATransfer in History is approved by the Curriculum Committee in the Spring of 2014, the degree can be promoted
and students can be recruited. With only one full time History faculty it will be difficult to promote the program
and the degree. This has hindered the program and program effectiveness for many years. Students need access
to full time faculty, who keep office hours and participate in the development of curriculum and outcomes, to
assist them in navigating the program. Two additional full time faculty can also promote the program more
effectively.
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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
F10
S11
F11
S12
F12
S13
No. of DE/
Online
Sections
5
4
5
5
3
5
No of
Hybrid
Sections
0
0
0
0
1
2
Fulltime
Faculty
1
1
1
1
1
1
Adjunct
Faculty
2
1
2
2
0
2
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.
Student success in online courses are lower than face to face courses. There are many reasons
for this difference including:
1. The absence of support for online students. Statistically, the students most likely to succeed
in online learning have access to a computer and the internet. Many Hartnell students come
from poverty and do not have the internet or a computer at home. Cutbacks in lab hours and
other support programs have made it very difficult for at risk students to succeed.
2. The Hartnell College schedule of classes is confusing for students and many do not know
they actually enrolled in an online course.
3. Many students who enroll in online courses have no understanding of how to navigate the
Etudes learning platform. Many students drop because of the confusing nature of the
platform.
4. Many students do not possess basic internet skills including navigating the internet,
downloading files and installing necessary programs such as Adobe Acrobat.
5. The bookstore consistently fails to order enough textbooks to meet student needs. This is a
common problem that the bookstore refuses to address.
6. Fasttrack courses are a special problem for retention and success because many students are
unaware they have enrolled in a 6 week long course.
7. The Hartnell email system is another problem for online students. Many don’t have a
Hartnell account or even know about Hartnell email so they miss crucial information at the
beginning of the semester. This problem will be exacerbated by the new campus policy that
forbids faculty from responding to non campus email from students.
8. The absence of additional full time faculty make it difficult to collaborate and work on
strategies to improve online learning.
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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.
In my classes, and I can only speak for my classes, I have tried a variety of approaches to help
students succeed in DE courses. In response to the Bookstore’s failure to order enough books I
have moved all my courses, with the exception of the History of California (HIS10), to fully
online sources. I expect to update HIS10 to fully online sources by Fall 14. There is a down side
to fully online sources if students have difficulty reading online and must print their sources.
The cost of printing can be prohibitive. There is no easy solution.
In the Spring of 14, I taught two fully hybrid courses and have noticed a higher retention and
success although the semester still has a few weeks to go. I will have more information next
semester.
I have begun using the Statistics function in Etudes to assess assignment. This data has helped
me identify assignments or assessments that need to be improved or changed.
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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
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
History 46A
History 46B
History 10
History 8
History 47
History 40
Ann DeJesus Riley
Ann DeJesus Riley
Ann DeJesus Riley
Ann DeJesus Riley
Ann DeJesus Riley
Ann DeJesus Riley
Yes
Yes
Yes
Yes
Yes
Yes
5/15/2014
5/15/2014
5/15/2014
5/15/2014
5/15/2014
5/15/2014
Courses scheduled for
review during AY 2014HIS17A
HIS17B
HIS10
HIS47
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Faculty member(s)
responsible for
coordinating
DeJesus Riley
DeJesus Riley
DeJesus Riley
Adjunct Unknown
Target semester and
year—Fa 2014 or Sp 2015
Fall 14
Spring 15
Spring 15
Fall 14
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
• apply critical thinking skills
in reading,
comprehending, and
interpreting historical
scholarship.
What changes have occurred
in the program/discipline as
a result of dialogue?
Faculty discussed
standardized assessments
for all History courses.
List Program level outcome(s)
scheduled for assessment in
AY 14-15
Have your course level
SLOs needed for this
program level outcome
been assessed or
scheduled for assessment?
Yes. The date will be
determined when faculty
meet in the fall.
•
demonstrate an
understanding of the
processes, peoples and
events in the multicultural
histories of the United
States.
Was the Program
Outcome Assessment
Summary completed?
Yes with the exception
of an adjunct who did
not submit data for a
class that he alone
taught.
2. Describe how program level outcomes were specifically addressed by the
program/discipline during the past year.
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For example, were data gathered at the course level? Was there review and analysis of the
data? How did the discipline faculty engage in discussion? Were any interventions conducted?
Are there any plans to make changes to certificate/degree programs or improvements in
teaching and student learning?
[Begin response here]
Full time and some adjunct faculty have met to create a standardized assessment for outcomes. While
most adjunct have cooperated with this effort this has not been adopted across the discipline. The
reluctance of some adjunct to cooperate will be addressed over the summer. The program is exploring
the creation of a MOOC which will be used by all history courses to facilitate the collection of data for
assessments at the course and program level. The addition of additional full time history faculty will
make this more attainable.
The program has submitted an AA-Transfer in History to curriculum. The AA-Transfer in History
should be approved at the next curriculum meeting on 5/15/2014. The AA-T in History is a dramatic
improvement over the AA in History which did not transfer to the CSU system.
The program also submitted to curriculum a new course History Through Film and Video (HIS51).
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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?
All course SLOs were assessed for classes taught in Fall 13 except for HIS 47 (lack of
participation from adjunct). Each course assessed had an element of critical thinking as an SLO
and is mapped to the core competency. This data was used to examine the program level SLO
that speaks to critical thinking. Review and data analysis occurred at the flex day in January 14.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for
SLO assessment as previously
specified
All courses that were taught
in Fall 13 were assessed
except for HIS 47.
HIS 49B
HIS 5B
HIS 47
HIS 46B
In what term was
the course
assessed?
Fall 13
Was the Course
Assessment Summary
Report completed?
Yes and placed on the
R: drive.
J. Oliverez
K. Holland
S. Shore
DeJesus Riley
Yes
Yes
No
Yes
List courses scheduled for
SLO assessment in
AY 2014-15
HIS 10
HIS 17A
HIS 17B
HIS 47
Faculty member(s)
responsible for
coordinating
DeJesus Riley
DeJesus Riley
DeJesus Riley
DeJesus Riley
Target semester
and year—Fa 2014
or Sp 2015
Sp 15
F 14
Sp 15
F 14
5. Describe course level assessments results and how they will influence your
plans moving forward.
The discussion of course level assessments resulted in the creation of an assessment that can be
used in all History courses with slight modification for course content.
6. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
It is extremely difficult to discuss activities across the discipline because of the high number of
adjunct teaching History courses. In my courses I have utilized the Statistics function in Etudes
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to evaluate all my assessment and gather data to improve quizzes and discussions. At the end of
every semester I ask students what I should keep and what should go.
It is virtually impossible to rely on adjunct for accurate information regarding their courses and
outcomes. Many adjunct feel they are evaluated solely on success and retention and are afraid to
adopt rigorous assessments if they affect retention and success. The absence of accountability
has created an adjunct culture of ignoring outcomes and course outlines. Some adjunct do not
create syllabi with required information nor do they provide meaningful data when asked to
contribute to the assessment process. Without the addition of two more full time faculty in
History it is very difficult to work on discipline wide changes.
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E. PREVIOUSLY SCHEDULED ACTIVITIES
This subsection focuses on activities that were previously scheduled. An activity can address many
different aspects of your program/discipline, and ultimately is undertaken to improve or enhance your
program/discipline, and keep it current.
Activity scheduled
What success has
been achieved to
date on this activity?
Will activity
What challenges
existed or continue continue into
AY 14-15?
to exist?
Will activity
continue into
AY 15-16?*
1. Creation of
collaborative Mission
project
iPad acquired.
Funding for travel
and the ability to
teach a semester
fully online to
travel to missions
If funding and
teaching fully
online are
available.
2.
If funding and
teaching fully
online are
available.
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?
The project to create a interdisciplinary California Mission project requires Jorge Sanchez and I
to teach fully online so we can travel to the missions. The campus will not allow me to teach
fully online so the project has stalled. Jorge and I are discussing a local missions project but this
will also require the campus to give us more control over our schedules.
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III. ANNUAL ACTION PLAN
This section must be completed for ALL academic programs, whether scheduled
for annual or comprehensive review in spring 2014.
A. NEW ACTIVITIES
This subsection addresses new activities for, and continuing new activities into, AY 2015-16. An
activity can address many different aspects of your program/discipline, and ultimately is undertaken to
improve, enhance, and or keep your program/discipline area current. A new activity may or may not
require additional resources. Activities can include but are not limited to:
•
•
•
•
•
•
•
•
•
•
NEW CURRICULUM
FURTHER DEVELOPMENT OF THE PROGRAM OR SERVICE
GRANT DEVELOPMENT AND PROPOSALS
FACULTY AND STAFF TRAINING
MARKETING/OUTREACH
ENROLLMENT MANAGEMENT
STUDENT SERVICES
ADMINISTRATIVE SERVICES
SUPPORT OPERATIONS
FACILITIES
1. List information concerning new projects or activities planned. Please keep in mind that
resources needed, if funded, would not be approved until spring 2015 and provided until
FY 2015-16. Ongoing activities involving resources that will no longer be available from
grant funds starting FY 2015-16 must be planned for appropriately.
Activity
1.
Curriculum and
Course
Development
2.
3.
4.
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Strategic
Plan
Goal(s)
No. &
Letter
(e.g.,
5A)*
2A, 5A
Related
Courses,
SLOs, PLOs,
or goals
Desired
Outcome(s)
Resources
Needed
Person
Responsible
US History
17A, History
of California
HIS10,
History of
Mexico
HIS6,
Chicano
History 49A
and 49B
Incorporate
local History
into courses
Wide angle
lens, funds
for travel,
fully online
instruction
for one to
two
semesters
Ann DeJesus
Riley
Estimated
Date of
Completion
(can be more
than one
year in
length)
Fall 2012
Comments
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. ***
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.
In 2013 the History program proposed the creation of an interdisciplinary course on the History of the
California Missions. This course would feature videos and images from the various missions and include
video lectures on site. The course could also give students the opportunity to visit the two missions in the
Hartnell College District .
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
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning environment
to help students pursue and achieve educational success.
The course will be an innovative course with video lectures and primary source images which will allow
students to experience the missions. This digital tour of the missions will include history, anthropology,
archeology and ethnic studies approaches. Dr. Ruben Mendoza at CSUMB will be asked to help with
access to research and resources.
Goal 5A: Hartnell College will provide programs and services that are relevant to the real-world 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.
Many local students have little awareness of local history, especially the contributions of the California
missions to the political, social and economic development of the Salinas Valley. Exploring the missions
will give students access to primary source research and help them understand historical and
anthropological perspectives and approaches.
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As this course expands we expect to look at more local histories including the history of the Salinas
Valley, Salinas and Steinbeck, and the history of agriculture and agribusiness.
PROGRAM GOAL 4, 5 AND 6
c) Does this activity span multiple academic years?
YES
If yes, describe the action plan for completion of this activity.
If funding and scheduling are available the course could be offered in the Spring of 2016. Curriculum
approval may determine the year the course can be offered.
d) What measureable outcomes are expected from this activity? List indicators of
success.
Students will demonstrate an understanding of the unique histories and cultures of the California
Missions including their political, economic, and social contributions to the history of California.
Online discussions and essays.
Students will utilize primary and secondary sources for research and scholarship.
Research papers.
Students will utilize critical thinking in historical scholarship.
Online discussions, essays and comprehensive final.
e) What are the barriers to achieving success in this activity?
Funding for travel and the requirement faculty teach face to face.
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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.
0
1.
Hiring 2
new Full
time
faculty
2.
Wide
angle
lens
3.Travel
to
Missions
Personnel
Classified
Staff/
Faculty
(C/F/M)*
Faculty
Supplies/
Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Library
Materials
Science
Labs
186,120.00
Equipment
1500.00
Travel
4.
5.
* Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager.
** S for Supplies, E for Equipment. If additional supplies, for example, are needed for ongoing activities, this
should be requested through the budget rollover process.
*** H for Hardware, S for Software.
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Projected
Costs
1000.
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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