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
Photography
Date Completed (must be
in final form by 3/31/14)*
3/21/2014
Date Submitted
to Dean
3/21/2014
*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
Eric Bosler: Instructor: Photography, Art
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
Photo 1
Photo 2
Photo 3
Photo 4
Course Name
Introduction to Photography
Beg. Black and White Photography
Advanced Photography
Portfolio Photography
Does the course have any DE
(online or hybrid) sections?
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.
Photo 1:
The enrollment data of Photo 1 peaked to 402 in the Fall of 2011. Consistent with the overall college
enrollment data, enrollment dropped to 290 in Fall of 2012. Photo 1 enrollment was still higher than the
overall college enrollment data at it’s lowest in Fall of 2012. Photo 1 enrollment has increased to 315 in
Spring 2013.
The success rate of Photo 1 has varied from 59% to a current 68%.
Photo 2:
It has considerably larger enrollment than the darkroom facility. The darkroom (J210) has only 24
enlarger workstations, however the course is regularly enrolled beyond this number, creating congestion
in the class and a shortage of resources. It is only the skill of the teacher Mr. Bosler that has made this
class so successful.
The success rate of Photo 2 has varied from 55% to a current 67%.
Photo 3:
It has larger enrollment than darkroom facility. The darkroom (J210) has only 24 enlarger workstations,
however the course is regularly enrolled beyond this number, creating congestion in the class and a
shortage of resources. It is only the skill of the teacher Mr. Bosler that has made this class so successful.
The success rate of Photo 3 has varied from 46% to a current 82%.
Photo 4:
It has larger enrollment than darkroom facility. The darkroom (J210) has only 24 enlarger workstations,
however the course is regularly enrolled beyond this number, creating congestion in the class and a
shortage of resources. It is only the skill of the teacher Mr. Bosler that has made this class so successful.
The success rate of Photo 4 has varied from 88% to a current 100%.
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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?
Enrollment data of Photography shows the following:
Photo 1: Fall 2010: 397, Spring 2011: 388, Fall 2011: 402, Spring 2012: 356, Fall 2012: 290, Spring 2013: 315
Photo 2: Fall 2010: 24, Spring 2011: 36, Fall 2011: 32, Spring 2012: 30, Fall 2012: 33, Spring 2013: 29
Photo 3: Fall 2010: 7, Spring 2011: 10, Fall 2011: 8, Spring 2012: 13, Fall 2012: 8, Spring 2013: 11
Photo 4: Fall 2010: 6, Spring 2011: 4, Fall 2011: 2, Spring 2012: 8, Fall 2012: 4, Spring 2013: 5
Photo 46: Fall 2010: 8, Spring 2011: 11, Fall 2011: 12, Spring 2012: 8
Over the three-year period of 2010-11, 2011-12 and 2012-13, Photo enrollment data peaked in
the Fall of 2011. Consistent with the overall college enrolment data, it dropped in the Fall of
2012, but it is now on the rise since Spring 2013.
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 of Photography shows the following:
Photo 1: Fall 2010: 66%, Spring 2011: 66%,, Fall 2011: 61%, Spring 2012: 59%,, Fall 2012: 68%, Spring 2013: 63%
Photo 2: Fall 2010: 58%, Spring 2011: 56%, Fall 2011: 62%, Spring 2012: 67%, Fall 2012: 58%, Spring 2013: 55%
Photo 3: Fall 2010: 71%, Spring 2011: 40%, Fall 2011: 75%, Spring 2012: 46% Fall 2012: 62%, Spring 2013: 82%
Photo 4: Fall 2010: 100%, Spring 2011: 100%, Fall 2011: 100%, Spring 2012: 88%, Fall 2012: 100%, Spring 2013:
100%
Photo 46: Fall 2010: 62%, Spring 2011: 45%, Fall 2011: 83%, Spring 2012: 100%
Over the three-year period of 2010-11, 2011-12 and 2012-13, the average overall college
success rate varied from a low of 67% and a high of 73%.
Over the three-year period of 2010-11, 2011-12 and 2012-13, the overall PHOTO success rate
varied from a low of 61% to a current high of 67%.
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.
AA degree Photography -1011:
2010-11: 2
2011-12: 5
2012-13: 8
From the year 2010-11 to 2012-13, the amount of students completing an Associate Art degree in
PHOTOGRAPHY the amount of students completing an Associate Art degree in
PHOTOGRAPHY has increased by four times.
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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 distant education online classes currently.
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, no distant education online classes currently.
C. CURRICULUM
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Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for
review during AY 201314 as previously
specified
Photo 1
Photo 2
Photo 3
Photo 4
Courses scheduled for
review during AY 201415
9|Page
Faculty member(s)
responsible for
coordinating
Bosler
Bosler
Bosler
Bosler
Faculty member(s)
responsible for
coordinating
(a) Was the course
reviewed and (b) taken
through the curriculum
process?
Yes
Yes
Yes
Yes
Date of approval (or
anticipated approval)
by Curriculum
Committee
2/20/2014
2/20/2014
2/20/2014
2/20/2014
Target semester and
year—Fa 2014 or Sp 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
PLO 1
PLO 2
What changes have occurred
in the program/discipline as
a result of dialogue?
PLO 3
List Program level outcome(s)
scheduled for assessment in
AY 14-15
PLO 4
PLO 5
Was the Program
Outcome Assessment
Summary completed?
Yes_ 1/31/2014
Yes_ 1/31/2014
Yes_ 1/31/2014
Have your course level
SLOs needed for this
program level outcome
been assessed or
scheduled for assessment?
Yes
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?
Photography PLO #1:
• Demonstrate effective technical proficiency with film and digital media.
• In order to assess this program outcome, we focused on the ability of the students in the Photo
1 and Photo 2 courses. In particular the case study involved the following:
•
Photography 1:
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•
We looked at the varying SLO results from all six sections to analyze both the assessment process and
student learning. Also, using the view of the courses this assessment provided, we compared assessments
to our classroom observations.
•
•
Photography 2:
We evaluated a capstone portfolio of 10 out of 12 class assignments. These are mounted, black and white
prints produced in the wet lab. We looked at the technical execution of each image, including primary
and wet lab exposures, contrast, focus and depth of field, spotting and other retouching, surface handling,
and mounting.
•
What we found:
•
•
Photography 1:
While the aggregate average of 80% of students achieving 80% or better was just met this semester, this
may be an overly lofty goal in the long run. While Photo 1 is an entry-level course that meets humanities
requirements for graduation and transfer, a large and growing number of students enrolling in this
course lack the skills and discipline needed to successfully perform college level course work. If this trend
continues, future classes will not be able to keep up this SLO result. Aside from the instructional changes
described below, the assessment may have to be rethought and possibly altered to reflect a more realistic
and consistently attainable outcome.
•
Instruction requires some changes to meet the challenges mentioned above. While there is no room in the
Photo 1 curriculum to take time-out to attempt to teach a portion of our students how to read,
comprehend, retain, and write at the levels required, we can assist students in the most prevalent area of
difficulty thus far identified – reading the text book. Classroom text book based exercises show that fully
40% of Photo 1 students don't read or even purchase the text, which is also available in the library.
Quizzes based on reading assignments are always lower than those based on lectures that use the
computer screen as the visual focus. This observation gave us a possible solution.
•
•
Photography 2:
While the course easily met the targeted SLO of 80% of students performing at 80% or better in SLO
evaluations, we found that students generally had difficulty control controlling the technical issues of wet
lab created contrast, and spot toning. Overall the students who completed the course appear to excel in
the other areas.
•
•
•
•
•
•
What our next steps are:
Photography 1:
We intend to use our off campus web site photo1salinas.org in class. This website, assembled by Trish
Sullivan and Eric Bosler, was intended to supplement the course materials as well as supplement other on
campus resources. We intend to use it as a classroom tool to attract the attention of all, but especially
those students who need help, yet who fail to acquire it. At this writing, the site provides enough material
to boost student outcomes if those who need it will use it, but we will attempt to add additional pertinent
materials over the course of this semester. We feel that using the site in class can encourage targeted
students to employ it more that they do currently.
Photography 2:
We feel that these issues can be best addresses by adding one additional practice session for contrast
control and spotting.
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Photography PLO #2:
• Structure visual information to produce images of intermediate level aesthetic quality
• In order to assess this program outcome, we focused on the ability of the students in the Photo
3 course.
•
•
Photography 3:
We evaluated a capstone portfolio of eight to ten finished and mounted photographs in wet lab and digital
media. These images were content driven assignments were the student, following pertinent instruction,
attempted to convey meaning through the image without the use of words.
•
What we found:
•
•
Photography 3:
While the class easily achieved the target of 80% of students achieving an SLO evaluation of 80% or
higher, they might be challenged to push toward the next level of development by adding an additional,
more advanced assignment.
•
•
•
What our next steps are:
Photography 3:
We will add an optional assignment in editorial photography.
Photography PLO #3:
• Interpret and produce photographs that communicate intellectually and emotionally
• In order to assess this program outcome, we focused on the ability of the students in the Photo
4 course.
•
•
Photography 4:
A portfolio (electronic and/or paper) of 12 to 25 high quality images was produced as a capstone project.
The portfolio had to contain, in addition to the images, an artist’s statement describing the desired effect
on the viewer, a “statement of intention” describing the methods used, and the images had to be germane
to a central theme/goal.
•
What we found:
•
•
Photography 4:
While the class achieved 100% success in SLO evaluation, we found that, apart from instruction, (1)
students getting to this level in our program are committed and capable individuals; (2) students stayed
motivated through weekly critiques and group interactions; (3) students were made aware that a
successful portfolio is a required tool for advancement through the undergraduate and post graduate
system; is a tool for job acquisition; and is the primary means of having work shown in galleries as well
as published in print and online.
•
•
What our next steps are:
Photography 4:
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•
We will work to analyze what works in order to evolve strategies to strengthen those components of the
course.
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?
We are at the stage of SLO and PLO assessment.
Concentration now is on completing the PLO assessment for all the PLO’s. After this is
completed, core competency assessment will begin.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for
SLO assessment as previously
specified
Photo 1,2,3,4
In what term was
the course
assessed?
Fall 2013
List courses scheduled for
SLO assessment in
AY 2014-15
Photo 1
Faculty member(s)
responsible for
coordinating
Eric Bosler
Was the Course
Assessment Summary
Report completed?
Yes
Target semester
and year—Fa 2014
or Sp 2015
Spring 2015
5. Describe course level assessments results and how they will influence your
plans moving forward.
Photography course level assessment results from Fall 2013 semester were the following:
Photo 1: SLO: Given technical guidelines, students will demonstrate their knowledge of
photographic technology.
Assessment criteria for all Photo 1 classes was based on: 10 question quiz that directly addresses the SLO.
5 questions were objective multiple choice and 5 questions were fill-in. Criteria was also based on the goal of 80%
of the students will achieve 80% or higher on the quiz
Photo 1 4335
13 students scored 90%-100%
10 students scored 80%-90%
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4 student scored 70%-79%
2 students scored 60%-69%
0 students scored 59%-0%
Review, discussion and analysis captured this assessment:
The results were near the target. 79.3% of students scored 80% - 100%
While the results were within .7% points of the target, it was determined that the off-campus website:
photo1salinas.org will be used as a classroom teaching tool to improve future success.
Assessment criteria:
Photo 1 4336
18 students scored 90%-100%
12 students scored 80%-90%
1 student scored 70%-79%
0 students scored 60%-69%
2 students scored 59%-0%
Review, discussion and analysis captured this assessment:
Yes, the results were higher than the target. 90.9% of students scored 80% - 100%
While the results were much better than anticipated, it was determined that the off-campus website:
photo1salinas.org will be used as a classroom teaching tool to ensure future success.
Assessment criteria:
Photo 1 4337
25 students scored 90%-100%
9 students scored 80%-90%
4 student scored 70%-79%
2 students scored 60%-69%
1 students scored 59%-0%
Review, discussion and analysis captured this assessment:
Yes, the results were higher than the target. 82.9% of students scored 80% - 100%
While the results were much better than anticipated, it was determined that the off-campus website:
photo1salinas.org will be used as a classroom teaching tool to ensure future success.
Assessment criteria:
Photo 1 4338
76% of the students scored an 80% or higher
Review, discussion and analysis captured this assessment:
While the results were within 4% points of the target, it was determined that the off-campus website:
photo1salinas.org will be used as a classroom teaching tool to improve future success.
Assessment criteria:
Photo 1 4339
23 students scored 90%-100%
11 students scored 80%-90%
5 student scored 70%-79%
2 students scored 60%-69%
2 students scored 59%-0%
Review, discussion and analysis captured this assessment:
The results were lower than the estimated target of 80% of students achieving 80% - 100% by just 1%.
The result was 79% of the students achieved 80-100%.
Because the results were lower than the target, it was determined that the off-campus website:
photo1salinas.org will be used as a classroom teaching tool to improve future success.
Assessment criteria:
Photo 1 4341
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11 students scored 90%-100%
8 students scored 80%-90%
3 student scored 70%-79%
2 students scored 60%-69%
0 students scored 59%-0%
Review, discussion and analysis captured this assessment:
While the results were within .9% points of the target, it was determined that the off-campus website:
photo1salinas.org will be used as a classroom teaching tool to improve future success.
Photo 2: SLO: Given the appropriate equipment and materials, the student will produce prints of
measurable quality.
Assessment criteria for Photo 2 was based on: a portfolio of 10 out of 12 photographic assignments that
addresses the SLO.
Criteria was also based on the goal of 80% of the students will achieve 80% or better on the portfolio rating.
Assessment criteria:
Photo 2 4342
Portfolio
4 students scored 90%-100%
5 students scored 80%-90%
4 student scored 70%-79%
0 students scored 60%-69%
0 students scored 59%-0%
Review, discussion and analysis captured this assessment:
Yes, the results were higher than the estimated target of 80% of students achieving 80% - 100%. The
result was 88.2% of the students achieved 80-100%.
Because the results were higher than the target, it was determined that the off-campus website:
photo1salinas.org will be used to supplement the course.
Photo 3: SLO: Given the appropriate equipment and materials, the student will produce prints of
measurable technical quality.
Assessment criteria for Photo 3 was based on: a selection of photographic assignments (8 out of 13) that
addresses the SLO.
Criteria was also based on the goal of 80% of the students will achieve 80% or better on the portfolio rating.
Assessment criteria:
Photo 3 4344
Portfolio
6 students scored 90%-100%
Review, discussion and analysis captured this assessment:
The results were higher than the estimated target of 80% of students achieving 80% - 100%. The result
was 100% of the students achieved 80-100%.
Because the results were higher than the target, it was determined that the off-campus website:
photo1salinas.org will be used to supplement the course.
Photo 4: SLO: Given the media, tools and an appropriate subject/content, students will utilize
photographic media to produce photographic artworks of measurable aesthetic quality.
Assessment criteria for Photo 4 was based on: a professional photographic portfolio presentation that
addresses the SLO.
Criteria was also based on the goal of 80% of the students will achieve 80% or better on the portfolio rating.
Assessment criteria:
Photo 4 4346
Portfolio
1 student scored 90%-100%
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Review, discussion and analysis captured this assessment:
Yes, the results were higher than the estimated target of 80% of students achieving 80% - 100%. The
result was 100% of the students achieved 80-100%.
Because the results were higher than the target, it was determined that the off-campus website:
photo1salinas.org will be used to supplement the course.
6. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
The faculty has worked hard to create an off-campus website: photo1salinas.org. This will be used to
supplement the course and as a classroom teaching tool to ensure student success.
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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?
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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.
Fig Group:
Science, Art,
Photography
2.
Photo 2,3,4
3.
Strategic
Plan
Goal(s)
No. &
Letter
(e.g.,
5A)*
Goal 1A
Goal 2A
Goal 2B
Goal 4A
Related
Courses,
SLOs, PLOs,
or goals
Goal 2A
Goal 2B
Goal 4A
PLO
1,2,3,4,5
All Photo
SLO’s
Desired
Outcome(s)
Resources
Needed
Supply and
capital
budget
Person
Responsible
Ann Wright
Eric Bosler
Jerri Nemiro
Lawrence
Yee
Eric Bosler
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)
Spring 2016
Spring 2016
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.
Activity #1
Consider:
• This activity: A Title V grant sponsored FIG group incorporating the collaboration of art and
science. Proposal: The “Symbiosis” of Science and Art Inside and Outside the Classroom.
•
Faculty: Ann Wright, Lawrence Yee, Eric Bosler and Jerri Nemiro
a) Describe the new activity or follow-on activity that this resource will support.
The art program will be involved in the creation of art that will visualize scientific processes and
principles for STEM.
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
Core competency:
This FIG addresses the Critical Thinking competency directly. The portion of that competency that will
be most affected by the FIG outcome is the following: Critically analyze, evaluate and synthesize
evidence in order to formulate logical arguments and make decisions. By providing instruction that not
only directs students to “think out of the box”, but provides them with method, examples and incentive
to do so will enhance their critical thought processes in new ways.
Program Learning Outcome:
This FIG addresses the Photography PLO having to do with conceptual and productive processes. This
specific PLO states: Interpret and produce photographs that communicate intellectually and
emotionally.
In order to both understand contemporary art and to produce significant works which are germane to
present times, students must constantly look outside their discipline for new resources for problem
solving (critical thinking) that form the basis of creativity. This FIG is designed to provide methods of
instructing students through the processes of this task.
Student Learning Outcome:
While we feel that this FIG is pertinent to all outcomes in this discipline, the following is one specific
example.
Photo 4 – Given the media, tools and an appropriate subject/content, students will utilize photographic
media to produce photographic artworks of measurable aesthetic quality. To do this, students must be
able to evaluate human situations outside of the logics practiced by their discipline. This FIG will
delineate a process by which students can analyze and understand these situations, then bring that
understanding into the problem solving processes of their discipline.
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Program-Discipline Goal:
This FIG supports the goal of the Photography Discipline by providing teachers in the discipline with
new, innovative teaching methodologies, and students with new mental tools with which to be creative.
Strategic Priority Goal:
This FIG directly supports Hartnell’s Strategic Priority 2: Hartnell College will provide a supportive,
innovative, and collaborative environment to help students pursue and achieve educational success.
This FIG directly supports the tenants of Strategic Priority 2 by addressing the issue of how to teach
critical thought as a cross discipline technique, rather than as a philosophy. By developing strategies for
critical thinking that combine the resources of multiple disciplines, this FIG fits this priority perfectly.
c) Does this activity span multiple academic years?
YES
NO
If yes, describe the action plan for completion of this activity.
This will be a three-year activity that will be completed Spring of 2016. Action plan:
Initial research, inventory and assessment of findings, assembly of findings into visual form, delivery to
entire faculty and students.
d) What measureable outcomes are expected from this activity? List indicators of
success.
The measurable outcomes will to develop a process of “teachable critical thinking skill sets to apply
to Photography, Visual Art, Digital Art, and STEM students”.
e) What are the barriers to achieving success in this activity?
The purpose of this project is to break through pre-conceived barriers that art and science are two
distinct mind-sets and experiences. Our goal is to create useful “outside the box” critical thinking for
the students by the realization that great scientists are artists and great artists are scientists.
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2. This item is used to describe how the new activity, or continuing new activity, will
support the program/discipline.
Activity #2
Consider:
• This activity: Photo 2,3,4.
•
Faculty: Eric Bosler
a) Describe the new activity or follow-on activity that this resource will support.
Photography, at its base, is a technology, without equipment or supplies, there is no photography.
Wet Lab and computer hardware/software replacements, upgrades, and expansion needs are
becoming acute issues as these technologies continue to advance at an increasingly fast rate, while
our equipment lapses into obsolescence. Wet lab needs are in the areas of the required ephemeral
supplies. This is due to photography programs being necessarily supply driven. New computer
resources are necessary (for Photo 3 and 4) in order for the program to expand in scope as well as
making expanding the program into new classes possible. Wet lab and ephemeral computer
supplies (photo printers, inks and paper) would facilitate increased retention and efficiency in
delivery of instruction.
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
Core competency:
New educational equipment and a dependable stream of supplies would facilitate the Communication
Skills Competency, as well as instruction in the Critical Thinking Competency. Without proper
equipment and supplies, no competency could be addresses with photography. Photography is a
discipline requiring hardware and their accompanying supplies.
Program Learning Outcome:
Equipment and supplies are as necessary as instructors because they are the basic tools with which
success of all PLO’s are achieved in this discipline.
Student Learning Outcome:
All of the SLO’s also require these resources to achieve success in this discipline.
Program-Discipline Goal:
All Program and Discipline Goals require the requested materials to succeed at current as well as improved rates.
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Strategic Priority Goal:
This request would enable the Photography Discipline to improve and expand its ability to achieve
Strategic Priorities 1 Student Access, 2 Student Success, and 4 Effective Utilization of Resources.
c) Does this activity span multiple academic years?
YES
NO
If yes, describe the action plan for completion of this activity.
The action plan is to continue to per sew these resources through the District, as well as solicit
donations from the community.
d) What measureable outcomes are expected from this activity? List indicators of
success.
Measurable outcomes include increased success with SLO’s, PLO’s, and the number of photo
majors.
e) What are the barriers to achieving success in this activity?
The only barrier is funding.
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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
2
Personnel
Classified
Staff/
Faculty
(C/F/M)*
Supplies/
Equipment
(S/E)**
S/E
S/E
Ephemeral
supplies
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Library
Materials
Science
Labs
H/S
Wet lab and
computer
equipment
* 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
$200
$20,000
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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