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
Psychology
Date Completed (must be
in final form by 3/31/14)*
March 31, 2014
Date Submitted
to Dean
March 31, 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
Yoshiko Matsushita-Arao, Psychology Instructor
Carol Kimbrough, Psychology Instructor
This PPA report is organized in 3 sections and 11 subsections as follows:
I. Comprehensive Review – a. Overall Program Effectiveness, b. Instructional Staffing,
c. CTE Programs – Labor Market & Achievement, and d. Program Goals.
II. Annual Review – a. Course Data & Trends, b. Teaching Modality, c. Curriculum,
d. Outcomes, and e. Previously Scheduled Activities.
III. Annual Action Plan – a. New Activities and b. Resource Requests.
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]
N/A as we are doing an Annual Review and not the Comprehensive Review for this year.
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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
N/A
2. What staffing factors/challenges have influenced the effectiveness of the program?
[Begin response here]
N/A as we are doing an Annual Review and not the Comprehensive Review for this year.
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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]
N/A as we are not a CTE program.
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]
N/A as we are not a CTE program.
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]
N/A as we are not a CTE program.
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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)
N/A as we are doing an Annual Review and not the Comprehensive Review for this year.
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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
PSY-41
PSY-42
Course Name
Psychology of Human Relations
Psychology of Women
Does the course have any DE
(online or hybrid) sections?
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?
In reviewing the enrollment data for the past 3 years (2009-2010; 2010-2011; 20112012) for PSY-41 (Psychology of Human Relations) the following occurred:
Semester
# of students enrolled
# of sections offered
Fall 2009
48
1
Spring 2010
87
2
Fall 2010
48
1
Spring 2011
93
2
Fall 2011
40
1
Spring 2012
90
2
One can see that the enrollment figures are higher in the spring semesters, but that is
because we offer two sections of the course instead of one. The second item to notice is the
numbers are consistently quite high, with the exception of Fall 2011. The average number of
students per class is 45.1. No action needs to be taken for this PSY-41 course as it
consistently attracts students to enroll in it. As this is an elective course, we do not need to
offer more sections than we are already doing.
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The enrollment data for the past 3 years (2009-2010; 2010-2011; 2011-2012) for
PSY-42 (Psychology of Women) are harder to evaluate as we have less data to work
with. Here is the information:
Semester
# of students enrolled
# of sections offered
Fall 2009
0
0
Spring 2010
0
0
Fall 2010
44
1
Spring 2011
0
0
Fall 2011
33
1
Spring 2012
0
0
One can see that this course has only been offered twice in the past 3 years and not since
then as the adjunct faculty member who was instrumental in its co-creation and who taught
the course for us retired. It is unclear why the enrollment for Fall 2011 was lower than the
enrollment for Fall 2010, but it may have been due to the competing number of PSY courses
we offered that semester which resulted in pulling students away into other PSY courses
instead. Our total enrollments for PSY in Fall 2011 was 1588 students (our second highest in
the 3 year span). The average number of students per class is 38.5. Two actions are
recommended to assist PSY-42. First, we need to find another excellent instructor to
commit to teach this course. We do have a possible person who has expressed interest.
However as our offerings have been cut back in the most recent years, we have not pursued
this option very hard. Second, we need to work to attract a greater audience to this course as
it tends to fill more slowly than our other PSY courses. This may happen if we offer it at a
more popular time (rather than in the evenings) during the day.
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?
In reviewing the success data for the past 3 years (2009-2010; 2010-2011; 2011-2012) for
PSY-41 (Psychology of Human Relations) the following was found:
PSY-41
College
Semester
Success Rate
Success Rate
# of sections offered
Fall 2009
90%
69%
1
Spring 2010
69%
66%
2
Fall 2010
90%
71%
1
Spring 2011
60%
70%
2
Fall 2011
68%
69%
1
Spring 2012
86%
67%
2
The range of success rate for PSY-41 is very wide (from 68-90%) in comparison to the
success rate of the College overall (from 66-71%). In 2 out of 3 semesters, the times we
offered 2 sections of the course had the lowest success rates (60 & 69%). This may be due to
the addition of the evening section where students generally do not perform as well. When
we offer a single section only, it is offered during the morning time. Another reason the
numbers may vary so greatly is there was a different instructor for the day versus the
evening sections. One possible suggestion to ensure continuous improvement is to have the
day instructor also teach the evening section. This would allow greater consistency
7|Page
throughout the course. The second interesting piece of data is that in 4 out of 6 semesters,
PSY-41’s success rate was higher than the Colleges and in 3 out of those 4 the rates were
significantly higher (90% vs. 69%; 90% vs. 71%; and 86% vs. 67%). With greater consistency
in instruction, it is predicted the success rate will continue to exceed the Colleges’.
In reviewing the success data for the past 3 years (2009-2010; 2010-2011; 2011-2012) for
PSY-42 (Psychology of Women) the following can be reported:
PSY-42
College
Semester
Success Rate
Success Rate
# of sections offered
Fall 2010
77%
71%
1
Fall 2011
64%
69%
1
Again with less data, it is harder to interpret the findings. In Fall 2010, the success rate
for PSY-42 exceeded the Colleges’ (77% vs. 71%), but for Fall 2011, it fell below the Colleges
(64% vs. 69%). Both of these sections were offered in the evening and it will be interesting
to see if the results might be higher if we offered the course during the daytime instead. Once
the new instructor comes aboard, it will be easier to make comparisons.
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.
For the past 3 years, the number of A.A. degrees earned in Psychology has been
impressive and we are very proud of this trend. When compared against our entire college for
A.A. degrees with a single majors (for example, excluding Liberal Studies), we rank #1 out of
15 other majors. This reflects the high interest in Psychology as a major across the U.S. as well
as the strength of our own program and faculty. This is the summary of the data from the
California Community College Chancellor’s Office (CCCCO):
Academic Year
# of A.A. Psychology Graduates
2010-2011
40
2011-2012
38
2012-2013
29
Total is 107 graduates
It is unclear why the numbers of graduates have been going down in this 3 year trend
(very slightly between 2010-2011 vs. 2011-21012; but more substantially the foll0wing year).
Although we did create an A.A.-T Psychology degree that may now be competing with our A.A.
degree that may explain the discrepancy. As the A.A.-T psychology degree is so new, we have
not had anyone graduate with that degree yet, however it is anticipated that this will be a more
popular choice as the requirements are fewer and most of our Hartnell College graduates tend to
transfer to the California State University system, rather than the University of California
system. Our first class of graduates who may earn the A.A.-T degree in Psychology will be in
2013-2014. It will be interesting to examine the next 3 years of graduation rates with this in
mind.
We may also consider those with a Liberal Studies degree with an emphasis on
Psychology as benefitting from our program. However as the Liberal studies degree is presented
as an entire whole and is not broken down by emphases, we are unable to discern how many
exactly are from Psychology. Although it is likely a large number of them based on what is
announced verbally annually at each Hartnell College Commencement ceremony.
At this time, there are no recommendations for improvement as we have an excellent
program that is at the #1 ranking overall for the A.A. degree in the single major category.
8|Page
B. TEACHING MODALITY
Not Applicable (N/A). Neither PSY-41 nor PSY-42 are taught as Distance Education
courses. They are only offered as face to face classes at this time.
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.
[Begin response here]
N/A
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.
[Begin response here]
N/A
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C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for
review during AY 201314 as previously
specified
Faculty member(s)
responsible for
coordinating
(a) Was the course
reviewed and (b) taken
through the curriculum
process?
Date of approval (or
anticipated approval)
by Curriculum
Committee
PSY-14
PSY-41
PSY-42
Carol Kimbrough
Carol Kimbrough
Yoshiko MatsushitaArao
Yes
Yes
Yes
February 20, 2014
February 20, 2014
February 20, 2014
Courses scheduled for
review during AY 201415
PSY-6
PSY-8
PSY-12
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Faculty member(s)
responsible for
coordinating
Yoshiko MatsushitaArao (Lyn Lanka)
Yoshiko MatsushitaArao (Lyn Lanka)
Carol Kimbrough
(Patrizia Ahlers)
Target semester and
year—Fa 2014 or Sp 2015
Fall 2014
Spring 2015
Fall 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
PLO #1 (for AA-T): Differentiate
between scientifically derived
knowledge vs. pseudoscience
within the field of psychology
What changes have occurred
in the program/discipline as
a result of dialogue?
Will change our PLOs so
both the A.A. and A.A.-T
degree programs match.
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?
They have been assessed
and will be re-assessed.
PLO #2: Apply knowledge of
basic research methods in
psychology, including research
design, data analysis, and
interpretation.
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?
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The Program Learning Outcome #1 for the AA-T degree was assessed using the PSY-8
(Research Methods in Psychology) course by adjunct faculty member, Mrs. Lyn Lanka. Data
was gathered at the course level as this is a single section course. A comprehensive summary of
the results, analysis, and recommendations have been placed on the ‘R’ drive at (R:\Student
Learning Outcomes\Program Level Assessment Reports\Social and Behavioral
Sciences\Psychology) and can be found in the PDF file named “PSY-8, PLO #1 (Spring 2014)”.
However as we are going to change the PLOs for our AA-T degree program to match the ones
from our AA degree program, this particular PLO will be deleted.
The 4 PLOs from our AA degree that we will use instead from now on include the
following:
PLO #1: Demonstrate familiarity with the major concepts, theoretical perspectives, empirical
findings, and historical trends in psychology.
PLO #2: Apply knowledge of basic research methods in psychology, including research design,
data analysis, and interpretation.
PLO #3: Use critical and creative thinking, skeptical inquiry, and the scientific approach to
solving problems related to behavioral and mental processes.
PLO #4: Apply psychological principles to personal, social, and organizational issues.
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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?
The Core Competency that relates most closely to our discipline is the Critical Thinking
(CT) competency. None of the other competencies seem to match with our area. We will be
gathering data from some of our courses to support this competency. Data has not been
compiled yet, but this is in progress.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for
SLO assessment as previously
specified
PSY-6
PSY-15
PSY-14
PSY-25
In what term was
the course
assessed?
Fall 2013
Fall 2013
Spring 2014
Fall ’13 & Spring
2014
Was the Course
Assessment Summary
Report completed?
Yes
Yes
In progress
In progress
PSY-41
Fall ’13 & Spring
‘14
In progress
List courses scheduled for
SLO assessment in
AY 2014-15
PSY-8
PSY-12
PSY-22
PSY-30
Faculty member(s)
responsible for
coordinating
Yoshiko & Lyn L.
Carol & Patrizia A.
Yoshiko & Carol
Yoshiko & Jeff K
Target semester
and year—Fa 2014
or Sp 2015
Fall 2014
Fall 2014
Spring 2015
Spring 2015
5. Describe course level assessments results and how they will influence your
plans moving forward.
For PSY-6 (Social Psychology) the first assessment of SLOs was conducted in Fall 2013.
The results clearly show that the students were able to recall information which was recently
covered, but were unable to recall material covered towards the start of the semester. This
would suggest that students would benefit from more rigorous content reinforcement and
perhaps more frequent examinations.
For PSY-15 (Human Sexuality) we collectively agreed to do an intervention in Fall 2013
with all of 5 our class sections and re-assess using the same quiz we used in Spring 2011 to see if
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there would be any differences in the results. The intervention was to conduct a class exercise
where we break students up into groups to research the 6 areas that were most challenging on
the first assessment measure (quiz). The students would then summarize and orally present the
information to the whole class. Students were given the topic areas, not the specific questions.
After the oral presentations, the original quiz was administered. For even more information,
please refer to the data for PSY-6 and PSY-15 SLOs located on the R drive.
As we are currently completing assessments and results for PSY-14 (Child Psychology),
PSY-25 (Developmental Psychology: Lifespan), and PSY-41 (Psychology of Human Relations), it
is premature to make any recommendations.
6. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
For PSY-6 (Social Psychology) the assessment activities suggest that further evaluative
techniques could benefit the students in their learning outcomes. More specifically, it was
recommended that area content which had been covered at the start of the semester was more
difficult for the students to recall. Therefore further efforts towards revisiting topics and greater
exam review would help the students to perform a higher level in the future.
The results for PSY-15 were somewhat useful and meaningful as our students' are
performing better than they were before. However, we still need to discuss how to make them
perform even better. A second issue is we are aware that we are comparing scores from students
in 2 completely different semesters, so it is impossible to determine if the intervention was truly
successful or if the Fall 2013 students were brighter or more prepared than those in Spring 2011.
A third issue could be the difference in instructors. We have 1 instructor who did not teach for us
in Spring 2011, and she currently teaches 2 of the sections. We also lost 1 instructor due to
medical leave. Because of the above, it is unclear how successful this intervention really was.
The recommendation we made was to continue to use the intervention but do it next time within
the same semester to better measure a pre-test vs. post-test result. We will in the future,
conduct a pre-test early in the semester, target the challenging areas, conduct an intervention,
and re-assess using the same test within the same semester. As there are several sections of
PSY-15 offered every semester, staying consistent can be an issue. There may be a move as a
department to standardize some chapter quizzes for us all to use in every class to help gain some
internal consistency.
As we are currently completing assessments and result for PSY-14 (Child Psychology),
PSY-25 (Developmental Psychology: Lifespan), and PSY-41 (Psychology of Human Relations), it
is premature to make any recommendations on what areas need to be strengthened or improved
yet.
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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?
What challenges
existed or
continues to exist?
Will activity
continue into
AY 14-15?
Will activity
continue into
AY 15-16?*
1.
2.
3.
* For each activity that will continue into AY 2015-16 and that requires resources, submit a separate
resource request in Section III.
1. Evaluate the success of each activity scheduled, including activities completed and
those in progress. What measurable outcomes were achieved? Did the activities
and subsequent dialogue lead to significant change in student learning or program
success?
Not applicable. No previously scheduled activities were planned other than what we have stated
above for our discipline.
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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.
3 faculty
meetings
with those
working on
SLOs, PLOs,
etc.
Strategic
Plan
Goal(s)
No. &
Letter
(e.g.,
5A)*
5A
Innovatio
n&
Relevanc
e for
Programs
&
Services
Related
Courses,
SLOs, PLOs,
or goals
Desired
Outcome(s)
Resources
Needed
Person
Responsible
Dependent
on the
courses that
are being
assessed
Increase
communicat
ion &
completion
of tasks on a
timely basis
Minimum
of 3 hours
faculty
time;
possibly
paper for
assessment
; scantron
& item
analyses for
results
Yoshiko
&/or Carol
2.
3.
4.
5.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
16 | P a g e
Estimated
Date of
Completion
(can be more
than one
year in
length)
Each
semester as
needed
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.
We are continuing to advocate for the hiring of 1 full-time Psychology and Alcohol and
Other Drug (AOD) instructor who can teach in both disciplines and serve as the program
supervisor for AOD. There is clearly a need in both disciplines (PSY and AOD) for full-time
faculty to be responsible for more of the load in both programs. PSY has one of the highest
enrollment and retention rates of any discipline at the College so we generate a great deal of
FTES. In PSY this semester, only 17% of our courses are taught by a full-time faculty member,
while in AOD, 0% of the courses are taught by a full-time faculty member. One of our full-time
faculty members due to having other important College responsibilities (examples: Curriculum
Committee chair, supervisor of the Crisis Counseling Service, and likely Academic Senate
President) may not get to teach any of the courses in PSY for the next 2 years. This would mean
that we would only have 1 full-time faculty member teaching. Having full-time faculty members
allows for greater stability and consistency for our disciplines and there is greater contribution
to the College and community as a whole.
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
As our adjunct faculty members have not always been compensated for their work in
assessing these outcomes, there is sometimes little incentive to do them. Full-time faculty
members are held responsible and accountable for this work getting done. With the large
number of courses as well as sections we offer in PSY and AOD, we would have greater
consistency if we had more of the courses taught by a full-time faculty member who could share
the load.
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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.
No, not once we successfully hire the faculty member. Time frame for hiring is
recommended within this academic year 2014-2015 so the new faculty member can begin
teaching by Fall 2015.
d) What measureable outcomes are expected from this activity? List indicators of
success.
Greater amount of assessments can be conducted with the addition of another faculty
member. We will also keep track of how our enrollment, retention, and success rates change
(we anticipate improve) as well as graduation numbers in PSY.
e) What are the barriers to achieving success in this activity?
The main barrier is the College not deeming this as a priority and therefore not funding
our recommendation even though our data clearly supports 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
Activity
No.
1. Hiring
of FT PSY
& AOD
Instructor
Personnel
Classified
Staff/
Faculty
(C/F/M)*
Faculty
Supplies/
Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Library
Materials
Science
Labs
Projected
Costs
$75, 000
(estimate)
salary
2.
3.
4.
5.
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.
* 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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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.
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Priority 5:
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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