Program Planning and Assessment (PPA)
for Academic Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2015
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
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data for a periodic comprehensive review that shows evidence of improvement and outlines long-range goals.
The Program Planning and Assessment process improves and increases the flow of information about student learning, student success
and student behavior at Hartnell College. The result of the process also improves institutional effectiveness.
Program/Discipline
Date Completed (must be in final
form by 3/27/15)*
Date Submitted to Dean
Administration of Justice
*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
Name
Lisa Storm: Part II. D, E; Part III., A, B.
Lindsey Bertomen: Part II. A, B, C.
Title/Position
Faculty
Faculty
Dean’s Comments (required): The Administration of Justice PPA documents follow through from dedicated faculty, caring for students and
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graduates as well as for serving our community. Our instructors are creative and involved in cutting edge teaching methodology which helps
support students access, success and completion. The department is requesting basic funding to allow for the repairs of arms used in preparing
students through a stringent process. The pieces requested are needed for safety reasons.
_____________________
Typed Name of Area Dean
_________
Date
VPAA Comments (required for comprehensive reviews):
_______________________
Typed Name of VPAA
_________
Date
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
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➔ For programs/disciplines scheduled for comprehensive review in spring
2015, please complete Sections I, II, and III.
➔ For programs/disciplines scheduled for annual review, please complete
Sections II and III.
Please complete this section for programs/disciplines scheduled for comprehensive review in spring 2015. Go
to Section II for programs/disciplines scheduled for annual review in spring 2015.
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?
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∙
∙
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]
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
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2. What staffing factors/challenges have influenced the effectiveness of the program?
[Begin response here]
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]
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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]
D. PROGRAM GOALS
1. List and describe program/disciplinary goals for the next comprehensive review cycle. Be sure to
highlight innovative, unique, or other especially noteworthy aspects.
In considering your program’s future goals, please review Hartnell’s vision and mission 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.
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[List and describe program goals here]
1)
2)
3)
4)
5)
This section must be completed for ALL academic programs, including those scheduled for a comprehensive
review in spring 2015.
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
ADJ 1
Course Name
Introduction to Administration of Justice
Does the course have any DE (online or
hybrid) sections?
Yes
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ADJ 11
Law Enforcement Report Writing
Yes
ADJ 4
Criminal Evidence
Yes
ADJ 8
Introduction to Investigations
Yes
Please use the data that have been provided. Analyze trends that you observe with respect to the data for the identified courses
and answer the following questions.
ENROLLMENT
2. Review the enrollment data. Describe and analyze any patterns or anomalies that you notice. What do you
make of these patterns or anomalies? What actions should be taken to ensure continuous improvement?
ADJ classes generally enjoy a strong enrollment in both face-to-face and DE.
Enrollment for ADJ classes generally dropped in Spring ’13 to Fall ’14 because we reduced the number of offerings for the reviewed
classes. Enrollment, retention and success rate increased in all of the reviewed classes in Fall 2014 have increased.
In order to continuously improve, the following actions should be taken:
1. Increase the availability of counselors, especially the ability for timely responses to email inquiries to counselors. We have the
capability to answer career choice questions, but students often email questions about scheduling changes. It is common for them to
report that they initially tried to contact a counselor via email. Our counselors are very competent, so the assumption is about
workload.
2. Automate early intervention warnings for both face-to-face and DE students.
3. MOOCSICLE was available in 2014. It centralized much of the communication across the board for ADJ students. This has aided in
improving our data. It is recommended that we continue and bolster MOOCSICLE.
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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 rates of ADJ classes has remained consistent for the classes evaluated.
ADJ 1 had a lower success rate in Fall 2014, based on the common definition of success, not the overall success of the program. The
success rate for ADJ 11 and ADJ 4 has improved.
When CDCR (California Department of Corrections and Rehabilitation) began its largest recruitment in its history, Hartnell students
enrolled in 2014 Fall and Spring semesters were in the best position of any other student in the community college system. Lindsey
Bertomen personally coached about 30 students through the hiring process and about 20 other students had already applied. He
received over 25 CDCR background letters about student applicants. A background investigation is initiated when a candidate has
received a conditional offer for the job.
It is impossible to capture the data correctly, but approximately 25 students left our program for jobs paying $55,000 in the first year.
This will lower our success rate, but it is a different definition of success.
The following are actions that should be taken to ensure continuous enrollment.
1. Before 2009 we had a fully staffed tutoring center which ADJ students used regularly. This type of center, and its resulting
intervention, has never been restored to its original capabilities.
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2. Hartnell College has ADJ 1 as an approved and fielded OEI course in the Readiness Cohort. This means that this class currently has
an Online Readiness inserted into the DE class. Eventually, this will be a Full Launch class in OEI. This will add counseling resources,
and automated early intervention. It is recommended that Hartnell College become fully involved in the development of OEI courses.
3. OEI will place ADJ 1 into a statewide repository where students will have a streamlined pathway to enrollment, and Hartnell
manages the enrollments and receives the FTES. This will increase the enrollment, retention, and success rate of every aspect of our
program. It is recommended that Hartnell College be proactive in OEI participation.
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.
In 2012-2013, 54 Degrees were awarded and 59 Certificates. In 2013-2014, 29 AS-T Degrees, 25 AS Degrees, and 57 Certificates were
awarded in Administration of Justice. The Administration of Justice program is one of the most successful and effective programs at
Hartnell College.
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
Full-time
Faculty
Adjunct Faculty
Spring 2015
28
2
10
18
Summer 2015
5
0
2
3
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2. Compare student success in the DE teaching environment with success in the face-to-face teaching environment in
the same course. Are there differences? To what do you ascribe the differences in your program?
There are no differences in the course objectives and materials taught between an online course and a DE course.
There are differences in success and retention in the DE teaching environment than in the face-to-face teaching environment. These
differences may be ascribed to the following factors:
● Financial aid fraud occurs much more frequently in online courses, leading to reduced success rates in these courses;
● Success rates encompass students that drop or are dropped after first census, and students drop online courses much more
frequently than face-to-face courses;
● Student support such as tutoring and lab support are not as robust for online students as for face-to-face students, leading to
reduced success and retention rates in the online environment.
.
3. Describe the process to change and improve student success in DE courses/sections in your program.
The California Community College Chancellor’s Office uses a formula that measures success based on the first census, rather than success
of students enrolled at the end of the term. That is, the students not enrolled at the time grades are calculated are figured into the overall
success of the course. This particular method of measuring success will always show that DE classes have lower success rates.
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If we were to remove the number of “students” who appear on our initial rosters continually as potential financial aid abusers, we would
make room for students who actually enroll for the purposes of education. The “students” in question seem to do just enough to overcome
the initial drop, then disappear altogether.
ADJ classes are often waitlisted and it is likely that we are unable to capture all of the students on a waitlist, or others who see a full
classroom and look at another institution.
Recommendation: We need to have more robust fraud processes in place.
See above comments about OEI. OEI will significantly change our DE program.
4. Compare student retention in the DE teaching environment with retention in the face-to-face teaching
environment in the same course. Are there differences? To what do you ascribe the differences in your program?
Please see above comments on the prevalence of financial aid fraud.
One other thing we have noticed on a statewide level is a problem that continues to reappear at Hartnell. Students are under the
impression that DE classes are easier. They enroll, and then find out that the amount of work is significant. Unfortunately, we have
been informally polling our students and some of this impression comes from our own faculty. In a DE conference, Lindsey Bertomen
was told that this is common in most community colleges. The non-DE faculty helps to perpetuate the myth that DE is “easier than the
face-to-face version”.
5. Describe the process to change and improve student retention in DE courses/sections in your program.
See comments about financial aid fraud and #4.
6. Describe any other relevant factors regarding diverse teaching modalities and environments, such as specific
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locations.
None.
C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for review
during AY 2014-15 as previously
specified
Faculty member(s) responsible for (a) Was the course reviewed
and (b) taken through the
coordinating
curriculum process?
Date of approval (or anticipated
approval) by Curriculum
Committee
ADJ 33
Storm
Yes/yes
Fall 2014
ADJ 45
Storm
Yes/Yes
Fall 2014
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Courses scheduled for review during AY
2014-15
Faculty member(s) responsible for
coordinating
Target semester and year—Fa 2015 or Sp
2016
ADJ 1
Bertomen
Fall 2015
ADJ 4
Storm
Fall 2015
ADJ 8
Bertomen
Fall 2015
ADJ 34
Storm
Spring 2016
ADJ 50
Bertomen
Spring 2016
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
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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?
Was the Program Outcome
Assessment Summary completed?
Analyze the United States legal system, describing The discipline decided to create
the sources of law, the branches of government, and MOOCSICLE to centralize SLO and PLO
the federal and state court systems.
assessment. MOOCSICLE assessed the PLO
for second-year students enrolled in an ADJ
course.
Because of the recent adoption of
elumen, the results have not been
entered. The results will be entered
into elumen when the process for
entering PLO assessment data into
elumen becomes clear.
List Program level outcome(s) scheduled for assessment in AY 15-16
Have your course level SLOs needed for this program
level outcome been assessed or scheduled for
assessment?
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Analyze the United States legal system, describing the sources of law, the All course-level SLOs needed for this program-level
branches of government, and the federal and state court systems.
outcome have been assessed and the data has been entered
into elumen.
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?
Data was gathered at the course level for every course supporting the stated program-level outcome. There was review and analysis of
the data, and discussion between discipline faculty. There were interventions conducted such as strengthening course materials in
areas where there was significantly lower achievement. Now that MOOCSICLE is developed and being facilitated, all adjunct
instructors have their course-level student learning outcomes assessed, and the data is available to them so that they can consistently
improve their course materials and teaching pedagogy. All adjunct instructors in the ADJ discipline have been informed that their
course-level student learning outcome assessment data is available in elumen.
CORE COMPETENCIES
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3. Describe how Core Competencies (Communication Skills, Information Skills, Critical Thinking/Problem
Solving, Global Awareness, Aesthetic Appreciation, Personal Growth and Responsibility) 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?
ADJ offers multiple Degrees and a Certificate, so Core Competencies were not specifically addressed during the past year.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for SLO assessment as
previously specified
All courses in the ADJ discipline offered in fall
were assessed in fall, 2014.
In what term was the course
assessed?
Fall.
Was the Course Assessment
Summary Report completed?
All assessment data was entered into
elumen.
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List courses scheduled for SLO assessment in
AY 2015-16
Faculty member(s) responsible
for coordinating
All courses in the ADJ discipline will be assessed in Lisa Storm
2015-2016 through MOOCSICLE as long as
MOOCSICLE is funded and approved.
Target semester and year—Fa
2015 or Sp 2016
Fall 2015 and spring 2016.
5. Describe course level assessments results and how they will influence your plans moving forward.
If the assessment data fails to meet ADJ discipline faculty expectations, the areas of emphasis will be strengthened in course
materials and pedagogy. Since all instructors-including adjunct instructors-will see their course-level SLO assessment results, they
will know which areas of the course need to be enhanced to improve student mastery of the subject matter. Anomalies can be
immediately noted and corrected every semester, which is far superior to assessing courses intermittently.
6. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving
these improvements?
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Since every student learning outcome in every ADJ course will now be assessed every semester, assessment activities do not need to
be strengthened or improved; this is the best possible scenario for the discipline. New challenges may arise, but the centralized
assessment portal should enhance consistency and expose anomalies immediately, improving student mastery and achievement in
all ADJ courses and programs.
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?
1. MOOCSICLE development All course-level and one
and facilitation.
program-level SLO were
assessed in fall, 2014. There
was also remediation,
tutorials, student support, and
ADJ discipline information
provided to all ADJ students.
What challenges existed or Will activity
continue to exist?
continue into AY
15-16?
Assessing an entire program Yes, as long as
is a monumental endeavor. funding is provided.
It takes time and effort to
convince students to take an
assessment, and in this case
there were over 500
students. All assessment
results had to be entered
into elumen as well, which
is quite labor intensive. In
addition, it is extremely
time consuming to provide
remediation, tutorials, and
support to so many
students.
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Will activity
continue into AY
16-17?*
Yes, as long as
funding is provided.
2. New curriculum was
introduced: ADJ 76,
Introduction to Forensics.
The class has been launched
and its first iteration was
successful. Please refer to the
narrative for its impact.
3. A new Degree was approved; Since spring of 2013, 48
AS-T Degree for transfer.
students attained the AS-T
Degree for transfer.
This class requires lab
fixtures that must be
available for certain
procedures.
Yes.
Yes.
None.
Yes.
Yes.
* For each activity that will continue into AY 2016-17 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?
MOOCSICLE was successful in fall, 2014. Information about employment, internships, academies, and new legislation was
immediately distributed to all ADJ students when it came in. Students that had questions could get answers quickly and efficiently.
Occasionally, adjunct instructors do not have broad knowledge when it comes to Degree attainment, course requirements, and other
educational issues because they have career experience but little to no training in education. With one senior faculty member
facilitating MOOCSICLE, all student questions could be answered quickly and accurately. Students with no technological experience
were gently introduced to technology when taking SLO assessments and the Online Student Readiness Assessment online. The
writing and ADJ tutorial modules helped students with all materials supporting the PLO. Many students expressed gratitude and
relief for MOOCSICLE. Students did not appear overly confused by MOOCSICLE or the assessment process.
ADJ 76 was introduced in Spring 2014, after review and recommendation from our Advisory Committee. This class was developed
to aid the first responder and investigator. We enlisted the aid of Senior Investigator David Doglietto to advise on the curriculum.
Besides being an adjunct instructor at Hartnell College, he is a regular speaker at international forensic conferences and a wellknown blood spatter expert.
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ADJ 76 has impacted several of our first responder and investigator courses in several ways. First, students going from ADJ 76 to
ADJ 11, Law Enforcement Report Writing, have brought with them investigative techniques that enhance the class. For example,
several students articulated a search method in ADJ 11 that spurred a discussion about admissibility learned from ADJ 3.
The greatest impact from ADJ 76 has been in ADJ 8, Introduction to Investigations. In the online class, it is common to have 4-6
working peace officers completing their Degrees. The students who have taken ADJ 76 prior enter ADJ 8 on a similar level as
working peace officers. This creates an extremely enhanced environment. The impact to our Degree program is unknown at this
time, but ADJ 76 has been worth the investment.
The AS-T Degree was the second-most popular AS-T Degree in Social and Behavioral Sciences, so clearly this Degree was needed
and will most likely continue to be attained in great numbers. The AS-T Degree is such a benefit for students because it allows for
seamless transfer to a California State University.
PAGE 24 |
This section must be completed for ALL academic programs, whether scheduled for annual or
comprehensive review in spring 2015.
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:
a. NEW CURRICULUM
b. FURTHER DEVELOPMENT OF THE PROGRAM OR SERVICE
c.
d.
e.
f.
g.
GRANT DEVELOPMENT AND PROPOSALS
FACULTY AND STAFF TRAINING
MARKETING/OUTREACH
ENROLLMENT MANAGEMENT
STUDENT SERVICES
h. ADMINISTRATIVE SERVICES
i. SUPPORT OPERATIONS
j.
FACILITIES
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1. List information concerning new projects or activities planned. The first activity listed should be the most important; the
second activity listed the second most important, etc. Please keep in mind that resources needed, if funded, would not be
approved until spring 2016 and provided until FY 2016-17. Ongoing activities involving resources that will no longer be
available from grant funds starting FY 2016-17 must be planned for appropriately.
Activity
1.
MOOCSICLE
2.
Travel
Strategic
Related
Plan
Courses, SLOs,
Goal(s)
PLOs,
or goals
No. &
Letter
(e.g., 5A)*
2A, 2B, 4C, 4D, All courses; all
5A
course-level/one
program-level
SLOs
3B, 4C, 5A
All ADJ courses
and programs
Desired
Outcome(s)
Resources
Needed
Person
Responsible
Estimated
Date of
Completion
(can be more than
one year in length)
Comments
Assessment of all $3,500 to
Lisa Storm
course and
facilitate
program-level
MOOCSICLE each
SLOs; improved
semester
student success and
retention rates in
ADJ courses and
programs
Spring 2017
Funds will be
requested from
VTEA/Perkins for
2015-2016
ADJ faculty raises $10,000
Hartnell College’s
profile, and stay
current on ADJ,
educational trends
and the effective
use of technology in
education
Spring 2016
Funds will be
requested from
VTEA/Perkins for
2015-2016
Lisa Storm
Lindsey Bertomen
PAGE 24 |
3.
4.
5.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
*** 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.
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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.
1. MOOCSICLE: ADJ faculty would like to enhance student retention and success rates by facilitating MOOCSICLE for another year.
All ADJ students are automatically enrolled in MOOCSICLE, and all ADJ course and program-level student learning outcomes will
be assessed in MOOCSICLE. The three purposes of MOOCSICLE will be to remediate/support students, to assess all ADJ courselevel student learning outcomes, and to assess all ADJ program-level student learning outcomes. MOOCSICLE materials will
include PowerPoint, printable study notes, discussion boards, assessments, interactive exercises, puzzles, games, and videos
designed to support student mastery of course and program-level student learning outcomes. MOOCSICLE should provide an
example to other disciplines and programs at Hartnell College, and also to other California Community Colleges in the state system.
b) Describe how this activity supports all of the following that apply:
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1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
MOOCSICLE will support student success in ADJ courses and programs (Strategic Priority 2). Students in MOOCSICLE will gain a
more complete understanding of the core topics which buttress both of the ADJ Degrees, naturally leading to an increased likelihood
that they will pass the ADJ courses in which they are enrolled. Eventually, these students will be able to persist until they complete the
Degree program of their choice.
MOOCSICLE also leads to effective utilization of resources (Strategic Priority 4). MOOCSICLE utilizes existing resources (Etudes shell)
to remediate/support, evaluate, and assess all ADJ students.
MOOCSICLE’s remedial modules will be structured to enhance student mastery of ADJ course and program-level student learning
outcomes, which will further augment the probability that students will successfully complete ADJ courses and eventually, an ADJ
program (Strategic Priority 2, 5).
Since course and program-level student learning outcomes will be assessed frequently, any anomalies will be immediately noted,
leading to dialogue and intervention that will gradually increase performance of all ADJ student learning outcomes (Strategic Priority
2).
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
MOOCSICLE will be offered each academic year that it is approved and funded.
d) What measureable outcomes are expected from this activity? List indicators of success.
MOOCSICLE will enhance student success and retention rates in all ADJ courses and programs.
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e) What are the barriers to achieving success in this activity?
If MOOCSICLE is not approved or funded, it will enjoy limited success as it will not run long enough to see actual results.
PAGE 24 |
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.
2
Travel: Both full-time faculty members can benefit Hartnell College and specifically Hartnell College ADJ programs and courses by
attending pertinent conferences and presenting-both at the conferences and at relevant Hartnell College forums-about the
information they have learned.
PAGE 24 |
b) Describe how this activity supports all of the following that apply:
2) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
Instructor travel and conference attendance will provide relevant and substantial professional development activities (Strategic Priority
3), and innovation that leads to improved institutional effectiveness (Strategic Priority 5). Training in distance education and
technology-something in which both full-time faculty members are involved- will strengthen technology use in a way that benefits
students (Strategic Priority 4).
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
Both full-time faculty members will attend and present at conferences each academic year, to remain current.
d) What measureable outcomes are expected from this activity? List indicators of success.
Faculty professional development will benefit the ADJ discipline, courses, and programs. It will also benefit other faculty and staff at
Hartnell College, because both faculty members are represented on many campus committees where they will utilize the information
they have learned and also pass it on to others. Presentations at local and national conferences will raise the profile of Hartnell College,
putting Hartnell College in a position to participate in specialized activities and grant-funded opportunities such as the Online
Education Initiative.
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e) What are the barriers to achieving success in this activity?
Lack of funding to support travel and conference attendance.
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. The first activity listed should be the most important; the second activity
listed the second most important, etc. 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.
Personnel
Classified
Staff/
Faculty
(C/F/M)*
Supplies/
Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Library
Materials
1. MOOCSICLE F
Projected
Costs
$3,500 each
semester
2.Instructor travelF
3.Instructional
Supplies and
Equipment for
Facilities
/Space
e.g.,
Science
Labs
$10,000
each
academic
year
$10,000 each
academic year
S/E
$5,000 each
academic year
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ADJ 102
4.Instructional
Supplies for ADJ
76
S
$1,000 each
academic year
5.
2. Supplies:
parts for firearm
Cleaning supplies
holster belts and
replacement holsters ($50
a piece for 30 plus 10x50)
$2000
$1000
$2000
* 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.
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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 real- world needs of its diverse student
population, while also developing and employing a culture of innovation that will lead to improved institutional effectiveness and
student learning.
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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