Program Planning and Assessment (PPA)
for Academic Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2014
The purpose of Program Planning and Assessment at Hartnell College is to obtain an honest and
authentic view of a program and to assess its strengths, opportunities, needs, and connection to the
mission and goals of the college. The process is based on the premise that each academic program
reviews assessment data and uses these data to plan for improvement. The results of these annual
cycles provide data for a periodic (every five years) comprehensive review that shows evidence of
improvement and outlines long-range goals.
The Program Planning and Assessment process will improve and increase the flow of information
about student learning, student success and student behavior at Hartnell College. The result of the
process will also improve institutional effectiveness.
Program/
Date Completed (must be Date Submitted
Discipline
in final form by 3/31/14)* to Dean
03/28/2014
Music
March 23, 2014
*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
Steve Ettinger, Music faculty
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.
The Music Program offers coursework and ensembles that embrace the diversity of our valley. Music is the
universal language of the global village of the 21st century. It forms an integral part of our lives, from the
musical “logos” that introduce every media program, to the songs and dances that provide identity to our
diverse backgrounds. Study and participation in music has proven to further not only creativity and critical
thinking, but also our sense of cooperation and community. At Hartnell, performance opportunities are available
for all students in a wide range of vocal and instrumental ensembles. In addition, many courses are designed for
students with no previous training in music. The department offers courses that prepare music majors for
transfer to four-year universities as well as many courses for the general student.
Goal 1: Provide more opportunities for students to hear excellent performances of live and recorded
music
Goal 2: Provide more and better performance opportunities for students in the ensemble classes
Goal 3: Expand accessibility to more students for participation in ensemble classes.
Goal 4: Expand awareness of the activities in our department, both to the rest of the campus and to the
larger community in Salinas.
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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
MUS 34.1
MUS 34.2
MUS 34.3
MUS 34.4
MUS 34.5
MUS 26
MUS 29.1
MUS 29.2
MUS 29.3
MUS 29.4
Course Name
Does the course have any DE
(online or hybrid) sections?
No
No
No
No
No
No
No
No
No
No
Please use the data that have been provided. Analyze trends that you observe with respect to
the data for the identified courses and answer the following questions.
ENROLLMENT
2. Review the enrollment data. Describe and analyze any patterns or anomalies
that you notice. What do you make of these patterns or anomalies? What
actions should be taken to ensure continuous improvement?
From looking at these numbers, it is clear to me that the college needs to develop a structure that would
allow for large numbers of students from the community to take these classes. Currently, because of
repeatability regulations, many of these students have to audit the class. It is my recommendation that
the college develop an institute which would allow non-matriculated students to take classes, like the
orchestra and jazz band, with matriculated students. The college would need to have a full-time staff
member administering this institute. This administrator would set fees (enough to pay for the true
expenses of the class) and make sure that this was done in an orderly fashion.
From my own observation, there is no problem in getting students through these classes successfully.
The fact that they want to repeatedly enroll in the class shows that there is no problem with retention.
6|Page
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?
From looking at these figures, it is clear that the success rate for all of the ensembles is quite
high. Students gain a sense of self-esteem and worth from these classes and it helps them throughout
many areas of their lives. I believe these classes serve as a model for how the arts can allow students to
feel success and transfer it to other sectors of their lives.
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.
Although I do not have data for degree completion, I can comfortably say that students
who finish the degree program at Hartnell are generally successful, whether it be in completing
the coursework for a bachelor’s degree at a University or finding a job within the music field.
From anecdotal evidence, we have learned that students from the Hartnell music department
have been successful in getting B.A. and B.M. degrees from Universities. We have also learned
that students have gotten a wide variety of jobs within the music industry including but not
limited to performance, composition, and education. I feel comfortable in saying that we are
preparing students well for the future in music.
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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
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.
Not applicable, no classes offered as DE.
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.
Not applicable.
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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
MUS 50A
STEVE ETTINGER
MUS 50B
STEVE ETTINGER
MUS 51A
STEVE ETTINGER
MUS 51B
STEVE ETTINGER
MUS 52A
STEVE ETTINGER
MUS 52B
STEVE ETTINGER
MUS 53A
STEVE ETTINGER
MUS 53B
STEVE ETTINGER
MUS 11
MUS 8
STEVE ETTINGER
BETH RATAY
Courses scheduled for
review during AY 201415
MUS 1A
MUS 1B
MUS 24
MUS 25
MUS 52B
MUS 7
MUS 34.1
MUS 34.2
MUS 34.3
MUS 34.4
MUS 34.5
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Faculty member(s)
responsible for
coordinating
STEVE ETTINGER
STEVE ETTINGER
STEVE ETTINGER
STEVE ETTINGER
STEVE ETTINGER
STEVE ETTINGER
STEVE ETTINGER
STEVE ETTINGER
STEVE ETTINGER
STEVE ETTINGER
STEVE ETTINGER
(a) Was the course
reviewed and (b) taken
through the curriculum
process?
CURRENTLY UNDER
REVIEW
CURRENTLY UNDER
REVIEW
CURRENTLY UNDER
REVIEW
CURRENTLY UNDER
REVIEW
CURRENTLY UNDER
REVIEW
CURRENTLY UNDER
REVIEW
CURRENTLY UNDER
REVIEW
CURRENTLY UNDER
REVIEW
YES
YES
Date of approval (or
anticipated approval)
by Curriculum
Committee
MARCH 20, 2014
OCTOBER 3, 2013
Target semester and
year—Fa 2014 or Sp 2015
FALL, 2015
FALL, 2015
FALL, 2015
FALL, 2015
FALL, 2015
FALL, 2015
SPRING, 2015
SPRING, 2015
SPRING, 2015
SPRING, 2015
SPRING, 2015
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?
aurally identify the genre and
stylistic period of examples from
the western art music tradition
Sight-sing intermediate level
tonal harmonies
Demonstrate piano proficiency at
the lower-intermediate level
Perform individually on an
instrument or with the voice and
collaboratively in an instrumental
or vocal ensemble
Utilize computer applications for
audio recording and notation.
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We discussed the issue of
getting students to attend
concerts as a way of building
musical vocabulary. We
decided to offer more
concerts and do a better job
of coordinating the concerts
that we offer.
Yes
Yes
Yes
Yes
Was the Program
Outcome Assessment
Summary completed?
Yes
2. Describe how program level outcomes were specifically addressed by the
program/discipline during the past year.
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?
Faculty met on January 17, 2014 to discuss the program level outcome listed in the 1st table
above. Instructors mentioned that students are generally meeting the SLO’s set forth in courses
that address this PLO and gave data to support that conclusion, but that much work needs to be
done in getting students familiar with musical vocabulary. Students generally had difficulty
reaching the next level of music comprehension because their experiences listening to live music
was very limited. It was agreed that the best way to do this was to increase the opportunities for
students to hear high-quality musical performances. Several interventions were recommended.
Rather than changing the degree program or the curriculum, it was agreed that we as a staff
need to have better coordination in publicizing the concerts that are available to students.
Faculty were also concerned that students were not attending concerts of Hartnell ensembles
made up of other students. To that end, we would like the opportunity to meet on a regular
basis to discuss opportunities for instructors and ensembles to work together on creating a more
cohesive program for the students.
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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?
Not applicable.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for
SLO assessment as previously
specified
MUS 1A
MUS 2
MUS 5
MUS 6
MUS 7
MUS 8
MUS 10
MUS 13A
MUS 13B
MUS 14
MUS 15
MUS 17A
MUS 17B
MUS 17D
MUS 19
MUS 20
MUS 21
MUS 42
MUS 43
MUS 50A
MUS 51A
MUS 52A
MUS 53A
MUS 29.1
MUS 29.2
MUS 34.1
MUS 34.3
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In what term was
the course
assessed?
SPRING 2014
SPRING 2014
SPRING 2014
SPRING 2014
SPRING 2014
SPRING 2014
SPRING 2014
SPRING 2014
SPRING 2014
SPRING 2014
SPRING 2014
SPRING 2014
SPRING 2014
SPRING 2014
SPRING 2014
SPRING 2014
SPRING 2014
SPRING 2014
SPRING 2014
SPRING 2014
SPRING 2014
SPRING 2014
SPRING 2014
SPRING 2014
SPRING 2014
SPRING 2014
SPRING 2014
Was the Course
Assessment Summary
Report completed?
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
List courses scheduled for
SLO assessment in
AY 2014-15
MUS 17C
MUS 26
MUS 34.2
MUS 34.5
Faculty member(s)
responsible for
coordinating
STEVE ETTINGER
STEVE ETTINGER
STEVE ETTINGER
STEVE ETTINGER
Target semester
and year—Fa 2014
or Sp 2015
FALL
FALL
FALL
FALL
5. Describe course level assessments results and how they will influence your
plans moving forward.
We found that students across all of these classes needed more familiarity with the language of music.
We will try to coordinate efforts so that students get more knowledge about upcoming concerts. We
will also attempt to build an online listening library that students could access.
6. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
In the coming year, we hope to be able to coordinate our efforts more closely so that students know
what concerts are coming up and what opportunities are available to them to enrich their musical lives.
The most important thing we can do as a staff is to meet on a regular basis to exchange ideas and to
talk to each other about the work we are all doing. To this end, we will be requesting resources from
the college to make this possible.
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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.
Will activity
continue into
AY 15-16?*
Activity scheduled
What success has
been achieved to
date on this activity?
Will activity
What challenges
existed or continue continue into
AY 14-15?
to exist?
1. new curriculum
Music 8 and Music 11
have been added.
Music 50A/B, 51 A/B,
52 A/B, AND 53 A/B
are being revised and
combined.
We will be creating an
AA-T in music. To this
end, Music 11, applied
music for instruments
has been approved by
the curriculum
council. The music
theory classes have
been revised using the
C-ID descriptors.
We have received
grants for $5000 to
pay for our artist-inresidence series
We do not know
how fast the
chancellor’s office
will be able to act
on Music 11.
yes
yes
We do not know
how fast the
chancellor’s office
will be able to act
on the new degree
program
yes
yes
Continuing to get
this money and
other types of
funding for future
years.
More time is
needed to prepare
for a fully integrated
computer lab
yes
Yes
2.new program
3. grant development
and proposals
yes
yes
We have expanded
the electronic music
lab and will shortly be
adding computers
donated by the art
department.
* For each activity that will continue into AY 2015-16 and that requires resources, submit a separate
resource request in Section III.
4. facilities
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?
We will need to wait on these activities as none of them has fully been implemented. We hope to show
that, through the new curriculum, the new program, the continuing grant moneys and the expanded
facilities, we will be meeting more student needs.
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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.Faculty
and staff
training
2.new
curriculum
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Strategic
Plan
Goal(s)
No. &
Letter
(e.g.,
5A)*
Related
Courses,
SLOs, PLOs,
or goals
Desired
Outcome(s)
Resources
Needed
Person
Responsible
2A, 2B
Every PLO
Money to
pay
adjunct
faculty to
attend
staff
meetings
Budget
request
2A, 2B
The new
Music 11
class will
do a much
better job
A better
functioning
departmen
t where
instructors’
strengths
can be
combined
to solve
problems.
Time
Steve
Ettinger
Estimated
Date of
Completion
(can be more
than one
year in
length)
Comments
August
2014
This is
necessary to
coordinate
the efforts of
our faculty.
July, 2014
This course is
required for
the AAT in
music
of
accomplish
ing
PLO #4
Mus 42, 43
PLO #6
3.Facilities
2A, 2B
4.
Equipmen
t
5A
PLO #4
5.
Equipmen
t
4c, 5a
PLO #6
16 | P a g e
A much
bigger
computer
lab
Having a
larger
proportion
of the
community
participate
in
performing
ensembles
Being able
to record
more
accurately
the
performan
ce of
students
and
outside
artists
We need
IT to finish
working
on the
computer
s that
were
donated
to us from
the art
departme
nt. We
also need
IT to hardwire the
room so
that these
computer
s will have
internet
connectivi
ty
Money to
purchase
stands,
chairs,
and
folders for
the
ensemble
classes
Money to
purchase
micropho
nes for
recording
concerts.
Steve
Ettinger
June, 2014
This is
necessary to
allow many
people to use
the computer
stations.
Budget
request
June2014
This is
necessary to
broaden the
reach of our
ensembles
Budget
request
June2014
This is
necessary to
be able to
create highquality
recordings of
performers
1A, 4B
PLO #3
Being able Money to Budget
request
to open up purchase
keyboards
the
opportunit
y of
musical
performan
ce to more
students
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
6.
Equipmen
t
17 | P a g e
June2014
This is
necessary in
order to
expand the
capacity of
the piano
classes to
include more
students
*** Please complete this page for each new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will
support the program/discipline.
a) Describe the new activity or follow-on activity that this resource will support.
We need a meeting with the entire music faculty at least once per semester. This meeting is vital for a
number of reasons. We need the meeting to ensure that there is discussion happening about SLOs and
PLOs. Without this opportunity to collaborate, we simply will be guessing about what each other does
and will not have the chance to find out common problems or suggest solutions. Quite frankly, nothing
else in this report will amount to anything if we are not allowed the opportunity to share with each
other the successes, problems and solutions. I believe that by combining the strengths of each
member of our staff, we can create an environment that will be better for all. There are many places
where the data shows that we can do a better job of coordinating our efforts. For example, the
attendance at music concerts among students and other instructors is extremely low, sometimes fewer
than 50 people in a concert. By collaborating in planning concerts together, instructors can model for
the students the importance of being connected to the musical environment at the school. This will go a
long ways towards accomplishing goal #1 stated above: to provide more opportunities for students to
hear excellent performances of live and recorded music.
I also would argue that this amount of money ($1000 for the year) would be far less than it would cost
for the college to hire more full-time employees in music and, in my opinion would be far more costeffective. It would allow us to use the resources (specifically human resources) we have in more
productive and efficient ways.
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
This resource request will help get us closer to achieving all of our program goals:
• analyze the harmonic structure of music from the Common Practice Period.
• sight-sing intermediate level tonal melodies.
• demonstrate piano proficiency at the lower-intermediate level.
• perform individually on an instrument or with the voice, and collaboratively in an instrumental or
vocal ensemble.
• aurally identify the genre and stylistic period of examples from the western art music tradition.
• utilize computer applications for audio recording and notation.
It addressed the how by showing that collaboration will eventually lead to the better coordination on
these items.
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c) Does this activity span multiple academic years?
YES
NO
If yes, describe the action plan for completion of this activity.
Yes, ideally we would continue this meeting every semester.
d) What measureable outcomes are expected from this activity? List indicators of
success.
Through regular meetings, we can expect to see more students enrolled in music classes and
more students successful in music classes. I believe these increases will be significant—as much a 10%
increase. We will also see more students attending concerts and mores students achieving success on
the Student and Program Learning Outcomes, as well as the Core Competencies.
e) What are the barriers to achieving success in this activity?
College policy not to pay stipends to part-time faculty to attend department meetings.
19 | P a g e
*** Please complete this page for each new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will
support the program/discipline.
We need three electrical piano keyboards so that more students can play piano.
a) Describe the new activity or follow-on activity that this resource will support.
[Begin response here]
b) Describe how this activity supports any of the following:
6) Core Competency
7) Program level Outcome
8) Course level Outcome
9) Program/Discipline Goal
10)
Strategic Priority Goal
One of our program-level outcomes is to demonstrate piano proficiency at the lower-intermediate
level. This will allow more of our students to reach this goal.
c) Does this activity span multiple academic years?
YES
NO
If yes, describe the action plan for completion of this activity.
Yes, these keyboards should be good for at least 15 years.
d) What measureable outcomes are expected from this activity? List indicators of
success.
The outcome we hope to get is a larger piano class. We will measure the enrollment and see if it is 5%
higher than the Spring 2013 class
e) What are the barriers to achieving success in this activity?
We need money to buy more piano keyboards.
20 | P a g e
** Please complete this page for each new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will
support the program/discipline.
a) Describe the new activity or follow-on activity that this resource will support.
We need stands and chairs so that we can have more students in our ensembles. Currently, we have to
borrow stands and chairs from other rooms in order to meet our current ensembles’ needs. This leaves no
room for the expansion of the membership of our musical groups. We also need folders to replace the ones
we have right now, which are falling apart.
b) Describe how this activity supports any of the following:
11) Core Competency
12) Program level Outcome
13) Course level Outcome
14) Program/Discipline Goal
15) Strategic Priority Goal
Program outcome #4--perform individually on an instrument or with the voice, and collaboratively in an
instrumental or vocal ensemble. This proposal will make it possible for more students to have this valuable
musical experience.
c) Does this activity span multiple academic years?
YES
NO
If yes, describe the action plan for completion of this activity.
Yes, these chairs and stands usually hold up for at least 20 years.
d) What measureable outcomes are expected from this activity? List indicators of
success.
We expect to see 20% greater participation in the performing ensembles.
e) What are the barriers to achieving success in this activity?
Lack of funding.
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*** Please complete this page for each new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will
support the program/discipline.
a)
Describe the new activity or follow-on activity that this resource will support.
We need another high-quality microphone for recording concerts within our building and a zoom microphone
for recording groups when they go outside the building. Currently, we only have one functioning condenser
microphone that can record performances. One more is needed so that we can capture the true placement of
the sound source. Also, currently, we have no capability to record performances outside of the music
department. The zoom recorder would allow us to do this.
b) Describe how this activity supports any of the following:
16) Core Competency
17) Program level Outcome
18)Course level Outcome
19) Program/Discipline Goal
20)
Strategic Priority Goal
Program outcome #6-Utilize computer applications for audio recording and notation. If this request is
granted, students from our Music 42 and 43 classes will be able to better record ensemble within the
music department and outside of it.
Program outcome #4--perform individually on an instrument or with the voice, and collaboratively in an
instrumental or vocal ensemble. This proposal will make it possible for students to hear their
performances and to be able to critique them.
c) Does this activity span multiple academic years?
YES
NO
If yes, describe the action plan for completion of this activity.
Yes, these items should last for at least 10 years.
d) What measureable outcomes are expected from this activity? List indicators of
success.
We expect for more students from the Music 42 and 43 classes to be able to more accurately capture
the sound of a live performance. This will lead to greater success of program outcome #6 and of the
course outcome #2 for Music 42--Given an audio recording situation, the student will select and place
the appropriate microphones.
We expect to see more participation in ensembles as students will feel pride in hearing the fruits of
their labor. Also, we expect to see more improvement in performance ability as students are able to
critique their performances.
e) What are the barriers to achieving success in this activity?
Lack of funding
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*** Please complete this page for each new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will
support the program/discipline.
f)
Describe the new activity or follow-on activity that this resource will support.
We need to continue the renovation of the computer lab in the music building. This can be accomplished by
asking the IT department to quickly release the computers donated to the music building by the art
department and by asking IT to hard-wire the room for interment connectivity.
g) Describe how this activity supports any of the following:
21) Core Competency
22)
Program level Outcome
23)
Course level Outcome
24)
Program/Discipline Goal
25)
Strategic Priority Goal
This request addresses our PLO#6--utilize computer applications for audio recording and notation.
h) Does this activity span multiple academic years?
YES
NO
If yes, describe the action plan for completion of this activity.
This request will be a one-time project that will permanently create an electronic music studio that will
be accessible to the students in the electronic music class.
i) What measureable outcomes are expected from this activity? List indicators of
success.
This project should enable more students to take the electronic music classes (MUS 42 and MUS 43) and
complete projects. The semester after this is implemented, one could expect to see a 5% increase in
students in those classes and a 10% increase in the number of projects completed.
j) What are the barriers to achieving success in this activity?
Funding, responsiveness of IT.
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B. RESOURCE REQUESTS
If new/additional resources are needed for your program/discipline, it is important that you identify
them and project their cost, and that these resources and costs be considered through the College’s
integrated planning (governance, budget development, funding decision making, and resource
allocation) processes. A resource is likely to be something needed to support an activity that you have
identified in IIIA. above, in which case you must link the resource with a specific activity number (first
column below). ). All resource requests completed in the various columns of a specific row
must be linked to the new or continuing activity numbered on the first column of that
same row. A resource could also be something necessary for your program/discipline to function
properly to improve student learning, such as updated equipment in a classroom; in such case be sure
to note that the resource is NOT tied to a specific activity.
Activity No.
1.
Faculty and
Staff
Training
2.
Piano
Keyboards
3. Wenger
stands,
chairs &
folders
4.
Zoom &
condenser
microphones
5. complete
computer
lab
Personnel
Classified
Staff/
Faculty
(C/F/M)*
Supplies/
Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
Contract
Training
Services
Travel
Library
Materials
Science
Labs
$500
per
semester
$1,000
E
$6,000
E
$10,000
E
$1,000
H
* 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
$10,000
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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