Program Planning and Assessment (PPA)
for Academic Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2014
The purpose of Program Planning and Assessment at Hartnell College is to obtain an honest and
authentic view of a program and to assess its strengths, opportunities, needs, and connection to the
mission and goals of the college. The process is based on the premise that each academic program
reviews assessment data and uses these data to plan for improvement. The results of these annual
cycles provide data for a periodic (every five years) comprehensive review that shows evidence of
improvement and outlines long-range goals.
The Program Planning and Assessment process will improve and increase the flow of information
about student learning, student success and student behavior at Hartnell College. The result of the
process will also improve institutional effectiveness.
Program/
Discipline
Date Completed (must be
in final form by 3/31/14)*
8/28/2014
Date Submitted
to Dean
Liberal Arts 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.
Dean Stephanie Low
List of Contributors, including Title/Position
This PPA report is organized in 3 sections and 11 subsections as follows:
I.
II.
III.
Comprehensive Review – a. Overall Program Effectiveness, b. Instructional Staffing,
c. CTE Programs – Labor Market & Achievement, and d. Program Goals.
Annual Review – a. Course Data & Trends, b. Teaching Modality, c. Curriculum,
d. Outcomes, and e. Previously Scheduled Activities.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
 For programs/disciplines scheduled for comprehensive review in spring
2014, please complete Sections I, II, and III.
 For programs/disciplines scheduled for annual review, please complete
Sections II and III.
I.
COMPREHENSIVE REVIEW
Please complete this section for programs/disciplines scheduled for
comprehensive review in spring 2014. Go to Section II for programs/disciplines
scheduled for annual review in spring 2014.
A. OVERALL PROGRAM EFFECTIVENESS
1. Describe your program in terms of its overall effectiveness over the past several
years.
Please consider the questions below in describing your program/discipline/area.
•
•
•
•
•
•
•
•
•
•
How are students/employees served by the program?
What are the unique aspects of the program?
How does the program relate to the needs of the community?
How does the program interface/collaborate with other programs on campus?)
What is working well in the program/discipline?
If there is a sequence of courses in your program, what process or framework is used to
ensure alignment?
How is consistency maintained between/among multiple sections of a single course?
Has the program explored alternative scheduling approaches?
Do prerequisites, co-requisites and strongly recommended skills continue to meet program
needs? Are there special considerations regarding capabilities of incoming students?
What professional activities have faculty recently (last three years) participated in?
[Begin response here]
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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
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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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)
2)
3)
4)
5)
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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
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.
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?
The program is an interdisciplinary degree intended for students who plan to complete a
bachelor’s degree at a transfer institution. This degree was first awarded in 1993, with fewer
awards from 2010 through 2013, and an increase of more than 40% in 2013-2014 to 140
graduates.
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?
Success data is not available.
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 program is an interdisciplinary degree intended for students who plan to complete a
bachelor’s degree at a transfer institution. This degree was first awarded in 1993, with fewer
6|Page
awards from 2010 through 2013, and an increase of more than 40% in 2013-2014 to 140
graduates.
B. TEACHING MODALITY
1. Enter the number of Distance Education Courses, both fully online and hybrid
sections, along with the number of full-time and adjunct faculty.
Term
No. of DE/
Online
Sections
No of
Hybrid
Sections
Fulltime
Faculty
Adjunct
Faculty
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. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for
review during AY 201314 as previously
specified
Courses scheduled for
review during AY 201415
Many courses in
multiple disciplines
8|Page
Faculty member(s)
responsible for
coordinating
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
Target semester and
year—Fa 2014 or Sp 2015
Fa 2014
D. OUTCOMES
Use your Program Outcome Maps to assist you in this subsection. As you plan your course
assessments, keep the higher level program outcome in mind. While course level assessment
serves the purpose of examining the teaching and learning for that particular course, it also
provides the data that will be viewed collectively for assessment of the associated program
level outcomes.
PROGRAM LEVEL OUTCOMES
1. Please complete the following tables.
List Program level outcome(s)
scheduled for assessment as
previously specified
What changes have occurred
in the program/discipline as
a result of dialogue?
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?
Was the Program
Outcome Assessment
Summary completed?
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 20122013 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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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?
Program level outcomes are actually the core competencies, which have been assessed in 20122013 and 2013-2014. Broad-based discussion about the core competencies occurred on August
15, 2014, and will be reported out in 2014-2015.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for
In what term was
SLO assessment as previously the course
specified
assessed?
All courses offered in 2013- Fall 2013 and/or
Spring 2014
2014
List courses scheduled for
SLO assessment in
AY 2014-15
All courses offered in 20142015
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Faculty member(s)
responsible for
coordinating
All faculty
Was the Course
Assessment Summary
Report completed?
Yes
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. 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.
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.
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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.
Elumen
implementat
ion
2.
Strategic
Plan
Goal(s)
No. &
Letter
(e.g.,
5A)*
2A, 2B
Related
Courses,
SLOs, PLOs,
or goals
Desired
Outcome(s)
Resources
Needed
Person
Responsible
All required
courses,
PLOs of
degree
Course
group
created for
AA in
Liberal Arts
Faculty
volunteers
Dean
3.
4.
5.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
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Estimated
Date of
Completion
(can be more
than one
year in
length)
June 2014
Comments
*** Please complete this page for each new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will
support the program/discipline.
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.
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.
Personnel
Classified
Staff/
Faculty
(C/F/M)*
Supplies/
Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Library
Materials
Science
Labs
Elumen
2.
3.
4.
5.
* Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager.
** S for Supplies, E for Equipment. If additional supplies, for example, are needed for ongoing activities, this
should be requested through the budget rollover process.
*** H for Hardware, S for Software.
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Projected
Costs
$0
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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111
LIBERAL ARTS WITH AN AREA OF EMPHASIS—ASSOCIATE OF ARTS DEGREE
PROGRAM DESCRIPTION
This degree is designed for transfer students pursuing an area of study requiring only introductory lower-division major preparation courses within a broader liberal arts breadth pattern and
transferring to a California State University (CSU), University of California (UC).
This degree represents only 12 of the 26 general areas of study identified in ‘”Exploring Majors” on the www.assist.org transfer web site. These 12 general areas of emphasis are outlined below.
Selecting courses from these general areas will prepare students to transfer to a variety of majors. This degree is an interdisciplinary approach allowing students to meets their individual transfer
goals and lower division CSU-GE breadth or UC/CSU IGETC patterns.
Undecided students and those pursuing one of the other areas of study requiring a specific sequence or pattern of courses are encouraged to identify a major area of study as early as possible and
follow requirements to the four-year university in consultation with a Hartnell College counselor. Those 14 other areas not included in this degree are: Agricultural Sciences, Architecture and
Environmental Design, Biological Sciences, Business and Economics, Chemistry, Computer Science, Engineering, Environmental Studies and Sciences, Health and Physical Education,
Mathematics, Media/Film and Television, Physical Sciences, Physics, and Teacher Education.
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.
A minimum of 60.0 transferable semester units must be completed with a grade of “C” or better in all degree-applicable units.
Choose either A. CSU-GE or B. IGETC for the General Education pattern related to your educational goal:
A.
Minimum units to meet CSU-GE breadth certification requirements; or
B.
Minimum units to meet IGETC certification requirements
2.
AREAS of EMPHASIS: Choose a single AREA OF EMPHASIS listed below. For the 18 units required, select courses from at least two disciplines; from
one of the disciplines select at least two courses.
3.
Include a 3-unit Hartnell College Ethnic Groups in the United States course (Note: Bolded courses listed on the CSU-GE and IGETC sheets meet the requirement)
4.
Complete any electives necessary to total 60 transferable units required by the Universities.
1.
39.0 units
34.0-37.0 units
18.0 units
CHOOSE A SINGLE AREA OF EMPHASIS: Complete 18 units in one of the areas of emphasis listed below. For the 18 units required, select courses from at least two disciplines; from one of
the disciplines select at least two courses. Students can double count General Education courses with area of emphasis.
Area of Emphasis: ANTHROPOLOGY
Anthropology is the study of humans and human societies. Branches of anthropology include cultural anthropology, physical anthropology, linguistic anthropology, and archaeology.
For the 18 units required, select courses from at least two disciplines; from one of the disciplines select at least two courses.

REQUIRED DEGREE COURSE OPTIONS
Anthropology – ANT 1, 2, 3, 10, 15, 20
Math – MAT 13
Psychology – PSY 2 (1A)
Sociology – SOC 1
Anthropology Emphasis Units (18.0)
Area of Emphasis: ART AND DESIGN
The study of art and design includes drawing, painting, printmaking, sculpture/installation (wood, metal, ceramics, and mixed media), video art, performance art and interactive digital art, and art history.
For the 18 units required, select courses from at least two disciplines; from one of the disciplines select at least two courses.

REQUIRED DEGREE COURSE OPTIONS
Art – ART 1A, 1B, 3, 6A, 10, 12A, 15A
Photography – PHO- 1, 2
Digital Art – ART 70, 72, 73
Art and Design Emphasis Units(18.0)
Area of Emphasis: COMMUNICATION
The study of communication focuses on how people produce and process messages, and how their message options and decisions affect others' thoughts, attitudes, and behaviors.
For the 18 units required, select courses from at least two disciplines; from one of the disciplines select at least two courses.

REQUIRED DEGREE COURSE OPTIONS
English – ENG 1B, 2,
Communication Studies – COM 1, 3, 5, 8, 35 or COU 35
Philosophy – PHL 15
Communication Emphasis Units (18.0)
Hartnell College Catalog/2014-2015
112
CON’T OF LIBERAL ARTS WITH AN AREA OF EMPHASIS—ASSOCIATE OF ARTS DEGREE
Area of Emphasis: CULTURE AND SOCIETY
The study of the diversity of human cultures is an inter-disciplinary activity. Cultural and ethnic study includes aspects of history, language, literature, sociology, archaeology, art and art history, and
other humanities and social sciences.
For the 18 units required, select courses from at least two disciplines; from one of the disciplines select at least two courses.

REQUIRED DEGREE COURSE OPTIONS
Anthropology– ANT 2
Child Development– ECE 2, 12A
Criminal Justice– ADJ 1, 2, 3, 4, 5, 8
Ethnic Studies– ETH 3, 4
Family and Consumer Studies– FCS 14
Geography– GEG 2
Mathematics– MAT 13
Psychology– PSY 2 (1A)
Sociology– SOC 1, 5
Culture and Society Emphasis Units(18.0)
Area of Emphasis: HISTORY
The study of history is the interpretation of human affairs and institutions as they change in time, and provides a necessary perspective on the contemporary world.
For the 18 units required, select courses from at least two disciplines; from one of the disciplines select at least two courses.

REQUIRED DEGREE COURSE OPTIONS
Art – ART 1A, 1B
Geography – GEG 2
History – 4A, 4B, 5A, 5B, 6, 10, 17A, 17B, 40, 46A, 46B, 47,48, 49A, 49B, 51
History Emphasis Units (18.0)
Area of Emphasis: HUMANITIES
The humanities include, but are not limited to, history; literature; philosophy and ethics; foreign languages and cultures; linguistics; jurisprudence or philosophy of law; archaeology; comparative
religion; the history, theory, and criticism of the arts; and those aspects of the social sciences (anthropology, sociology, psychology, political science, government, and economics) that use historical
and interpretive rather than quantitative methods. The humanities enable us to reflect upon our lives and ask fundamental questions of value, purpose, and meaning in a rigorous and systematic way.
For the 18 units required, select courses from at least two disciplines; from one of the disciplines select at least two courses.

REQUIRED DEGREE COURSE OPTIONS
Anthropology – ANT 2, 3
Art – ART 1A, 1B, 3, 12A
English – ENG 17, 22, 24, 31, 41, 44A, 44B, 46A, 46B, 47A, 47B, 50
Geography – GEG 1, 2
History – 4A, 4B,
Philosophy – PHL 2, 15
Humanities Emphasis Units (18.0)
Area of Emphasis: LANGUAGES AND LITERATURE
The study of languages and literature includes the history of literature, the geographical and cultural regions of language and writing, the methods and theories of literary and cultural analysis, and
training in creative and critical writing.
For the 18 units required, select courses from at least two disciplines; from one of the disciplines select at least two courses.

REQUIRED DEGREE COURSE OPTIONS
American Sign Language – ASL 1, 2, 3 (formerly COU 80, 81, 83)
English – ENG 17, 22, 24, 26,31, 41, 44A, 44B, 46A, 46B, 47A, 47B, 50, 51
Spanish – SPA 1, 1S, 1X, 2, 2S, 2X, 3, 3S, 4, 4S
Geography – GEG 2
Languages and Literature Emphasis Units(18.0)
Area of Emphasis: PERFORMING ARTS
The performing arts offer opportunities in theatre, dance, music, interdisciplinary arts, musical theatre, and arts criticism.
For the 18 units required, select courses from at least two disciplines; from one of the disciplines select at least two courses.

REQUIRED DEGREE COURSE OPTIONS
Music – MUS 1A, 1B, 2, 5, 6, 7, 50A, 50B, 52A, 52B
Theater Arts – THA 1, 10, 11
Performing Arts Emphasis Units (18.0)
Area of Emphasis: PHILOSOPHY
Philosophy is a quest for a comprehensive understanding of human existence. The objective of philosophy is to consider the rational justification of logical inferences, human values, criteria for
establishing the claims of knowledge and certainly, and interpretations of the nature of reality.
For the 18 units required, select courses from at least two disciplines; from one of the disciplines select at least two courses.

REQUIRED DEGREE COURSE OPTIONS
History – HIS 4A, 4B, 5A, 5B, 47
Mathematics – MAT 13
Philosophy- PHL 10, 15
Hartnell College Catalog/2014-2015
Philosophy Arts Emphasis Units (18.0)
113
CON’T OF LIBERAL ARTS WITH AN AREA OF EMPHASIS—ASSOCIATE OF ARTS DEGREE
Area of Emphasis: POLITICAL SCIENCE
Political Science is a social science concerned with the description and analysis of political, and especially governmental, institutions and processes. Increasingly, the emphasis is being placed on how
governments deal with specific policy problems, such as war and peace, poverty, crime, education, energy, pollution, or inter-group relations, and on the factors that affect these problems. The study of
political science provides one with the concepts, theories and methods necessary to analyze these policy problems scientifically.
For the 18 units required, select courses from at least two disciplines; from one of the disciplines select at least two courses.
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REQUIRED DEGREE COURSE OPTIONS
Economics – ECO 1, 5
Geography – GEG 2
History – HIS 4A, 4B, 5A, 5B, 17A, 17B
Mathematics – MAT 13
Political Science – POL 1, 2, 3, 5, 6
Political Science Emphasis Units (18.0)
Area of Emphasis: PSYCHOLOGY
Psychology is the study of human behavior. Psychologists study the biological, physiological and genetic causes of behavior, as well as the emotional, social, and developmental factors involved.
For the 18 units required, select courses from at least two disciplines; from one of the disciplines select at least two courses.

REQUIRED DEGREE COURSE OPTIONS
Anthropology – ANT 1, 2
Biology – BIO 1, 5, 10, 11
Mathematics – MAT 13
Psychology – PSY 2(1A), 6, 8, 10, 12, 14, 15, 22, 25, 33
Sociology – SOC 1, 5, 41, 42
Psychology Emphasis Units (18.0)
Area of Emphasis: SOCIOLOGY AND SOCIAL SCIENCES
Social Sciences refer to any discipline or branch of science that deals with the social and cultural aspects of human behavior. The Social Sciences generally include Economics, Political Science,
Sociology, and History, and may include Cultural Anthropology, Geography, Psychology, and Social Psychology.
For the 18 units required, select courses from at least two disciplines; from one of the disciplines select at least two courses.

REQUIRED DEGREE COURSE OPTIONS
Administration of Justice – ADJ 1, 2, 3, 51
Anthropology – ANT 1, 2, 3
Economics – ECO 1, 5
Family and Consumer Studies – FCS 14
Geography – GEG 1, 2
Mathematics – MAT 13
Political Science – POL 1, 2, 3, 5, 6
Psychology – PSY 2 (1A), 6
Sociology – SOC 1, 5, 41, 42
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GENERAL EDUCATION COURSES (Students can double count General Education
courses with major courses.)
Choose either A. CSU-GE or B. IGETC for the General Education pattern related to your educational goal:
A. Minimum units to meet CSU-GE breadth certification requirements (39.0 units); OR
B. Minimum units to meet IGETC certification requirements (34.0-37.0 units)
Sociology and Social Sciences Emphasis Units (18.0)
Units
34.0-39.0
Include a 3-unit Hartnell College Ethnic Groups in the United States course (Note: Bolded courses listed on the CSU-GE and IGETC sheets meet the requirement)
General Education
Area of Emphasis
Electives(Courses numbered 1-99) are required when degree units plus GE units total are fewer than 60.0
TOTAL UNITS
34.0-39.0
18.0
3.0-8.0
60.0
TRANSFER STUDENTS: 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.
Hartnell College Catalog/2014-2015