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 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)*
3/27/15
Chemistry
Date Submitted to Dean
3/26/15
*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
Amy Taketomo
Elizabeth Hutchins
Slava Bekker
Lawrence Yee
Title/Position
Chemistry Instructor
Chemistry Laboratory Technician
Chemistry Instructor
Chemistry Instructor
Dean’s Comments (required):
Chemistry is a strong program with increasing enrollments. With increased/stable lab support and guaranteed supply money,
additional sections need to be added to meet the increase of students in the STEM pipeline. The chemistry faculty are engaged in
improving success in their classes, indicated by recent prereq changes and their engagement in the Chemistry Academy.
Typed Name of Area Dean Shannon Bliss
Date
5/27/15
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
è For programs/disciplines scheduled for comprehensive review in spring
2015, please complete Sections I, II, and III.
è 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 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?
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
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]
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.
[List and describe program goals here]
1)
2)
3)
4)
5)
II.
ANNUAL REVIEW
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
CHM 22
CHM 60
CHM 1A
CHM 1B
Course Name
The Science of Chemistry
Principles of Chemistry
General Chemistry I
General Chemistry II
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.
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?
[Begin response here]
Enrollment
Course
CHM 22
CHM 60
CHM 1A
CHM 1B
Fall 2011
193
27
72
Spring 2012
160
24
48
59
Fall 2012
184
30
60
Spring 2013
184
32
50
64
Fall 2013
246
25
68
Spring 2014
224
28
53
67
CHM 22 is the highest enrolled chemistry course and is required for allied health students, a prerequisite for CHM 1A, and fulfills the science with
laboratory general education requirement for non-science majors. Enrollment increased from 353 students in 2011-12 to 470 in 2013-14, excluding
summers (33.1% increase over three years, 10.0% increase year-over-year). This increase is due to 17 sections, excluding summer, offered during the
2013-14 year compared to 13 and 14 sections, respectively, during the previous two years.
CHM 22 generated about 110 FTES in 2013-14, excluding summers.
This course continues to see very high demand from STEM majors, allied health students, and non-science majors. To continue to offer 17 sections of this
course and maintain course quality and safety during the fall and spring semesters, we require additional lab technical support and support staff,
additional adjunct chemistry instructors, and additional funds for chemistry lab equipment and supplies.
Ms. Taketomo is the lead instructor and coordinates the CHM 22 lab sections and schedules with the lab technical support staff and adjunct instructors.
CHM 60 enrollment varied from 51 students in 2011-12 to 62 in 2012-13 to 53 in 2013-14 (3.9% increase over three years, 1.3% year-over-year). This
course fulfills the science with laboratory general education requirement for non-science majors.
One section of CHM 60 is offered each semester with 90% or higher enrollment each semester. These enrollment data show the student demand justifies
the number of sections offered each year. Dr. Bekker is the lead instructor and continues to make improvements in this course.
CHM 1A enrollment increased from 120 students in 2011-12 to 121 in 2013-14 (0.8% increase over three years, 0.3% year-over-year). This course is
required for STEM majors and pre-medical, pre-pharmacy, pre-veterinary medicine students. To continue to maintain course quality and safety in our
program, we require additional lab technical support.
CHM 1A enrollment data show sections are at 80-90% of maximum class size and justify the number of sections offered each semester.
CHM 1B enrollment has increased from 59 students in 2012 to 64 in 2013 to 67 in 2014 (13.6% increase over three years, 4.3% year-over-year). This course
is required for chemistry, biology, chemical engineering, pre-medical, pre-pharmacy, pre-veterinary medicine students. To continue to maintain course
quality and safety in our program, we require additional lab technical support.
The Chemistry Program discussed offering additional a CHM 1B lab section. To continue to maintain course quality and safety in our program, we require
additional lab technical support and support staff, additional adjunct chemistry instructors, and additional funds for chemistry lab equipment and supplies.
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?
[Begin response here]
Success
Course
CHM 22
CHM 60
CHM 1A
CHM 1B
Fall 2011
78%
89%
88%
Spring 2012
80%
88%
77%
95%
Fall 2012
80%
77%
88%
Spring 2013
83%
62%
76%
89%
Fall 2013
74%
60%
88%
Spring 2014
78%
68%
83%
97%
CHM 22:
Success rates averaged 79% during the 2011-12, 82% in 2012-13, and 76% in 2013-14.
The Chemistry Program considers this success rate as high due to the diverse needs of the STEM, allied health, and non-science majors. This success rate is
attributed to the hiring of Amy Taketomo, our second full-time chemistry instructor, in Fall 2011. Ms. Taketomo became lead instructor for CHM 22 and
revised the CHM 22 lab manual to include the use of computer data acquisition instrumentation and lab sensors and probes to improve student’s critical
thinking skills.
One way to ensure these success rates is to hire additional lab technical support to maintain course quality and safety and additional funds for chemistry
lab equipment and supplies.
CHM 60:
Success rates averaged 89% during the 2011-12, 70% in 2012-13, and 64% in 2013-14.
Although the data show success rates have declined over 2011-14, we anticipate the CHM 60 success rates to rise in the future. Dr. Bekker will bring
stability to this course as lead instructor who is updating and improving this course by making the course content more relevant to students.
One way to ensure these success rates is to hire additional lab technical support to maintain course quality and safety and additional funds for chemistry
lab equipment and supplies.
CHM 1A and 1B:
Success rates in CHM 1A and CHM 1B are above 76% and 89%, respectively since 2011. The STEM students who take general chemistry plan to transfer to
a four year university and are very motivated to succeed in these courses.
One way to ensure these success rates is to hire additional lab technical support to maintain course quality and safety and additional funds for chemistry
lab equipment and supplies.
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.
[Begin response here]
Enrollment:
The Chemistry Program has seen enrollments increase from 656 in 2011-12 to 702 in 2012-13 to 825 in 2013-14 (48.9% over three
years, 17.5% increase year-over-year). This increase is the result of 25 total sections (excluding summer) offered in 2011-12, 26 sections
in 2012-13, and 30 sections in 2013-14.
This increase in enrollment and continued demand for chemistry courses led to the hiring of Dr. Slava Bekker, our third full-time
chemistry instructor, in Fall 2013.
The Chemistry Department is attempting to meet the high demand for chemistry classes by offering additional sections, e.g., CHM 22.
However, we have had and continue to have difficulty recruiting and hiring adjunct chemistry instructors to staff our classes.
Additional lab sections also require additional lab technical support and staff to prepare and set up labs.
Increased Lab Technical Support:
The Chemistry Program cannot meet the increase in demand and offer more sections without additional lab technical support.
Elizabeth Hutchins is currently our only full-time chemistry lab technician and is responsible for preparing, setting up, and supporting
all of our chemistry labs. The Chemistry Program shared a full-time biology/chemistry lab technician who supported chemistry for 10
hours per week but this person left Hartnell for another position in January 2014. The College hired Michelle Christopher for Fall 2014
at 30 hours per week chemistry, 10 hours per week biology. In Spring 2015, the College added two CHM 22 sections (10 total) and one
1B section (3 total) to the schedule. Ms. Christopher was assigned to 40 hours per week chemistry to help support the additional
chemistry sections.
In March 2015, Ms. Christopher resigned as Science Lab Technician due to health reasons. With her resignation, the Chemistry
Department is trying to run 18 chemistry lab sections (the most the department has ever offered) with only one full-time chemistry lab
technician and two or three student assistants. The Chemistry Program cannot provide chemistry students with safe, effective, and
engaging hands-on lab activities that prepare them for future classes, transfer to a four year university, and employment without
adequate lab technical support to prepare, set up, and manage waste in our three lab rooms for scheduled experiments.
The Chemistry Program needs a second full-time lab technician and a third 30 hour per week lab technician to meet the increase in
demand for chemistry classes so we can offer chemistry courses that meet the needs of our students, grow our program, and continue
to provide quality instruction and safe lab environment to our students as we prepare to move into the new Science Building.
Success Rate:
The Chemistry Program’s success rate has been relatively constant from 83% in 2011-12 to 83.5% in 2012-13 to 80.5% in 2013-14.
We anticipate the success rates in chemistry will be maintained or improved with Ms. Taketomo as our CHM 22 and CHM 23 Lead
Instructor and Dr. Bekker as our CHM 60 Lead Instructor. Our two new full-time instructors are updating these courses to engage our
students in learning chemistry and improve retention and success.
Chemistry/Science Academy:
With support from a Title V grant, the Chemistry Program offered a one week Chemistry Academy during Summer 2012 for incoming
CHM 22 students to learn the skills needed to succeed in this course and additional chemistry courses. A second Chemistry Academy
was offered in January 2013 and a Science Academy with a chemistry component was offered in Summer 2013, January 2014, Summer
2014, and January 2015.
Data show that students who participate in the Chemistry/Science Academy have better retention and success rates in CHM 22 than
students who did not.
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
The Chemistry Program does not offer any chemistry course in a Distance Education modality.
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?
[Begin response here]
Not applicable.
.
3. Describe the process to change and improve student success in DE courses/sections in your program.
[Begin response here]
Not applicable.
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?
[Begin response here]
Not applicable.
5. Describe the process to change and improve student retention in DE courses/sections in your program.
[Begin response here]
Not applicable.
6. Describe any other relevant factors regarding diverse teaching modalities and environments, such as specific
locations.
[Begin response here]
Not applicable.
C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for review
during AY 2014-15 as previously
specified
none
CHM 1A – to add one year of high
school chemistry as prerequisite
Faculty member(s) responsible for (a) Was the course reviewed
coordinating
and (b) taken through the
curriculum process?
Bekker, Taketomo, Yee
yes
Date of approval (or anticipated
approval) by Curriculum
Committee
Spring 2015
Courses scheduled for review during AY
2015-16
Faculty member(s) responsible for
coordinating
Target semester and year—Fa 2015 or Sp
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
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?
Apply appropriate chemical theories, concepts,
principles, methods, and laboratory skills to relevant
science and engineering settings.
Chemistry faculty developed and designed a one yes
week Chemistry Academy in Summer 2012 to
address this outcome for incoming CHM 22
students.
demonstrate competence in chemistry laboratory
techniques and experimental methods.
We continually update and revise our lab courses yes
to enhance student learning and lab skills.
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?
Apply appropriate chemical theories, concepts, principles, methods, and
laboratory skills to relevant science and engineering settings.
Yes
demonstrate competence in chemistry laboratory techniques and experimental
methods.
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?
[Begin response here]
We gathered course level SLO data so we can assess the Program Outcome described above during the upcoming academic year. These data from
lecture and lab courses were reviewed by chemistry faculty. Faculty participated in discussions at discipline meetings and at the flex day in January
2013. These discussions are ongoing.
We have identified skills in which chemistry students need improvement and developed and designed a one week Chemistry Academy for
incoming CHM 22 students in Summer 2012. A second Chemistry Academy was offered in Winter 2013. This one week workshop was expanded in
Summer 2013 to include biology students in a Science Academy. The Science Academy was offered in January 2014, Summer 2014, and January
2015.
We do not plan to make any changes to our degree program but continue to assess SLO data to improve teaching and student learning.
We plan to implement a Chemistry AS-T degree in the future.
CORE COMPETENCIES
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?
[Begin response here]
For each chemistry course, Critical Thinking/Problem Solving (Students will use quantitative and logical reasoning to analyze
information, evaluate ideas, and solve problems) was identified as a Core Competency.
This Critical Thinking Core Competency is embedded within the Program Level Outcomes and Student Learning Outcomes for each
course and will be reviewed and analyzed when the SLO for the course are assessed.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for SLO assessment as
previously specified
In what term was the course
assessed?
Was the Course Assessment
Summary Report completed?
CHM 1A
CHM 22
CHM 60
List courses scheduled for SLO assessment in
AY 2015-16
CHM 23
CHM 22
CHM 60
Fall 2014
Fall 2014, Spring 2015
Fall 2014
Faculty member(s) responsible
for coordinating
Target semester and year—Fa
2015 or Sp 2016
Fall 2015
Spring 2016
Spring 2016
5. Describe course level assessments results and how they will influence your plans moving forward.
[Begin response here]
Assessment of student learning and success suggest several areas in need of improvement. For example, when given experimental data,
students should be able to analyze data, calculate results, and interpret results to draw rational conclusions. Students, especially in CHM 22,
have difficulty with these critical thinking skills. The CHM 22 Lab Manual is being updated and revised to include the use of computer data
acquisition instrumentation and lab sensors and probes. The use of these instruments and sensors allow students to collect data faster so they
can spend more time learning to analyze data and results. Further, the use of computer data acquisition instrumentation better prepares
science and engineering students for jobs in their field of interest. The CHM 22 assessment results also indicate that more time and an
emphasis on more practice of specific topics and concepts are needed to increase student success.
CHM 60 assessment results showed a similar action plan will be implemented to increase student success.
In CHM 1A, assessments vary from semester to semester. We are still evaluating these data. The CHM 1A Labs have been using the computer
data acquisition instrumentation and lab sensors and probes since 2000. The CHM 1A Lab experiments are constantly revised to better engage
students in learning chemistry and improve critical thinking skills. Some instructors are incorporating more group and collaborative learning
activities in lecture since chemical education research indicates peer learning is more effective than lecturing.
6. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving
these improvements?
[Begin response here]
The Chemistry Program continually assesses student learning, retention, and success and strives to strengthen and improve these
assessments. We continue to update our courses and seek better ways to engage our students in learning chemistry.
Our main challenge is maintaining quality and safety in our chemistry labs. Our classes are in high demand and have led to enrolling
more than the class size maximum in some cases. We need additional lab technical support in personnel, equipment, and supplies to
ensure our students learn and apply the critical thinking skills when they complete our classes.
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
1. course scheduling grid
What success has been
achieved to date on this
activity?
Enrollment increase in CHM
22, CHM 1A, and CHM 1B
What challenges existed or Will activity
continue to exist?
continue into AY
15-16?
An increase in enrollment yes
means additional lab
sections. A limited
chemistry supply budget, a
need for additional
technical support, and
difficulty finding and hiring
qualified adjunct instructors
are the main challenges.
Will activity
continue into AY
16-17?*
yes
2. purchase of equipment and A high performance liquid
supplies
chromatograph (HPLC), IR
spectrometer, UV-VIS
spectrophotometers, and
additional Vernier data
acquisition hardware, sensors,
and probes were purchased
between 2009-2012. A gas
chromatograph and HPLC
were refurbished during this
period.
Funding is a major
yes
challenge. These equipment
were purchased using grant
funds. We cannot rely on
this funding source for our
equipment needs.
yes
This Activity is grant
yes
funded. We will continue to
offer a Science Academy as
long as funding continues.
yes
In 2014, a gas chromatograph
auto sampler and nuclear
magnetic resonance
spectrometer were purchased.
3. Chemistry/Science Academy 20 students completed the
Summer 2012 Chemistry
Academy.
40 students completed the
Winter 2013 Chemistry
Academy.
52 students completed the
Summer 2013 Science
Academy.
32 students completed the
Winter 2014 Science Academy.
27 students completed the
Summer 2014 Science
Academy.
33 students completed the
Winter 2015 Science Academy.
4. new Science Building
planning
Chemistry faculty and staff
participated in designing
chemistry teaching labs,
instrument room, stockroom,
and storage areas.
The Hartnell Foundation is yes
seeking donors to make
contributions to purchase
science equipment.
Identifying donors is a
challenge.
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?
[Begin response here]
Each activity is in progress.
The STEM faculty have worked to minimize scheduling conflicts between STEM classes so STEM students can complete their course
transfer requirements in a reasonable time. The demand for chemistry classes has increased so additional sections have been added in
CHM 22, CHM 23, and CHM 1B. These additional chemistry sections have been added to the STEM scheduling grid.
The Chemistry Program purchased scientific instruments, equipment, supplies, and chemicals through STEM grant funds. Chemistry
faculty and staff continue to design and develop lab activities that use these instruments to enhance student retention and success. Our
students need to use modern science instruments and equipment to prepare for future classes and employment and learn the critical
thinking vital for success. Funding is not available in our Chemistry Supply budget for these types of purchases.
For the Chemistry/Science Academy, data show that students who attend the Academy have better retention and success rates in CHM
22 than students who do not.
The new Science Building is scheduled to open Spring 2016. Faculty and staff participated in designing new classrooms, laboratory
space, and stockroom areas to better engage science students in learning chemistry. However, our science students need and deserve to
use and operate modern scientific instruments and equipment to prepare for future classes and employment. The Chemistry Program
was able to purchase two modern instruments in 2014 but will need additional instruments in our lab classes to enhance student
retention and success. The Hartnell Foundation is seeking donors to make contributions to purchase instruments. Funding is not
available in our Chemistry Supply budget for these types of purchases.
III.
ANNUAL ACTION PLAN
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.
b.
c.
d.
e.
f.
g.
h.
i.
j.
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. 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. additional CHM 22,
23, and 1B sections
Strategic
Plan
Goal(s)
No. &
Letter
(e.g., 5A)*
1A
2A
2. SI for chemistry
classes
1A
2A
Related
Courses, SLOs,
PLOs,
or goals
Desired
Outcome(s)
Resources
Needed
Person
Responsible
CHM 22, 23, and Meet student
Additional funds Taketomo
1B
Bekker
demand for CHM for lab
equipment
and
Yee
22
supplies for the
additional lab
sections.
Additional lab
technical
support for
additional lab
sections.
Adjunct
chemistry
instructors to
staff additional
lab sections.
all
Increased
retention and
success
Funding to
recruit, hire,
and train
students as SI
leaders.
Taketomo
Bekker
Yee
Estimated
Date of
Completion
(can be more than
one year in length)
ongoing
ongoing
Comments
3. Science Academy
1A
CHM 22, 1A
Increased
retention and
success
Taketomo
Funding for
staff, technical Bekker
Yee
support,
equipment, and
supplies for
chemistry
component of
Science
Academy
ongoing
all
Increased
retention and
success
Funding for
equipment and
supplies
purchases
Taketomo
Bekker
Yee
ongoing
2A
4. purchase of
equipment and
supplies for new
Science Building
1A
5. Chemical hygiene
plan
2A
2A
4B
All chemistry
meet Laboratory Funding to design Hutchins
classes and classes standard to protect and develop a
in other
workers from harm chemical hygiene
departments that due to hazardous plan by a trained
use chemicals
chemicals
chemical
hyygiene officer.
Hire a chemical
hygiene officer
Worker training in
safety, handling,
and disposal.
ongoing
6. STEMArt lab
1A
2A
all
Increased
retention and
success
5A
Taketomo
Funding for
equipment and Bekker
Yee
supplies.
ongoing
Lab technical
support.
* 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.
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.
[Begin response here]
CHM 22 is a high demand class for STEM and allied health students. CHM 23 is a high demand class for allied health students. CHM 1B is a
high demand class for STEM students. The Chemistry Program has discussed offering additional sections for these courses.
To meet the demand by offering more sections, we require the following:
1. Additional lab technical support for additional lab sections.
2. Additional funds for lab equipment and supplies for the additional lab sections.
3. Adjunct chemistry instructors to staff additional lab sections.
b) Describe how this activity supports all of the following that apply:
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)
[Begin response here]
Additional CHM 22, 23, and 1B sections support Strategic Priority Goal 1A by providing student access and Goal 2A by by
helping students pursue educational and achieve educational success.
c) Does this activity span multiple academic years?
☐ YES
☐ NO
If yes, describe the action plan for completion of this activity.
[Begin response here]
The Chemistry Program can offer a limited number of additional CHM 22, 23, and 1B sections due to limited facilities space, lab technical
support, lab equipment and supplies, and adjunct chemistry instructors.
d) What measureable outcomes are expected from this activity? List indicators of success.
[Begin response here]
Additional CHM 22, 23, and 1B sections are measured by enrollment. Success is indicated by an increase in enrollment in CHM 22. 23, and
1B.
e) What are the barriers to achieving success in this activity?
[Begin response here]
Barriers for achieving success in meeting CHM 22, 23, and 1B demand include:
1. inadequate lab technical support for additional lab sections.
2. Inadequate funds for lab equipment and supplies for the additional lab sections.
3. Inadequate adjunct chemistry instructors to staff additional lab sections.
4. Chemistry lab facilities space for additional lab sections.
*** 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.
[Begin response here]
Students find chemistry to be a difficult subject to learn and master. Our students require support services, such as tutoring, to succeed in our
courses. Supplemental Instruction (SI) is a peer-led student support service that has been shown to improve student success and grades by
one-half to one full letter grade. SI is used in our CHM 22, 1A, 1B, 12A, and 12B courses and occasionally in our CHM 23 and 60 courses. Grant
funding has paid for our student SI Leaders so far. SI will end when the grants end.
To offer SI for all of our chemistry courses, we require the following:
1. Funding to recruit, hire, and train students to be SI leaders.
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
Students who attend SI sessions learn and develop critical thinking and problem solving skills that are applied to each course.
2) Program level Outcome (list applicable program outcome)
Students who attend SI sessions further develop chemistry PLO 1: apply appropriate chemical theories, concepts, principles, methods, and laboratory
skills to relevant science and engineering settings.
3) Course level Outcome (list applicable course level outcome)
Students who attend SI sessions apply critical thinking and problem solving skills to accomplish course SLO’s.
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
[Begin response here]
Chemistry SI sessions support Strategic Priority Goal 1A by providing student access and Goal 2A by by helping students pursue
educational and achieve educational success.
c) Does this activity span multiple academic years?
☐ YES
☐ NO
If yes, describe the action plan for completion of this activity.
[Begin response here]
SI sessions are currently offered in chemistry classes and are paid through grant funding. SI will end when the grants end. We seek a plan
to institutionalize SI so this student support service can continue to help our students.
d) What measureable outcomes are expected from this activity? List indicators of success.
[Begin response here]
SI sessions are measured by student retention and success. Success is indicated by an increase success rates in our chemistry classes.
e) What are the barriers to achieving success in this activity?
[Begin response here]
Barriers for achieving success in chemistry SI include:
1. Lack of funding to recruit, hire, and train students to be SI leaders.
2. Inability to recruit and hire qualified students to be SI leaders.
*** 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.
[Begin response here]
Analysis of SLO data for CHM 22 and CHM 1A show incoming CHM 22 students lack study skills, test taking skills, math skills, and basic
chemistry lab skills to be successful in CHM 22. With support from a Title V grant, the Chemistry Program designed and developed a one week
Chemistry Academy starting in Summer 2012 for incoming CHM 22 students to learn the skills needed to succeed in this course and additional
chemistry courses. Additional Chemistry Academies and Science Academies (with chemistry and biology components) have been offered every
Winter and Summer session since.
To continue to offer the Science Academy for incoming CHM 22 students, we require the following:
1. Funding to recruit and hire instructors and tutors and technical support staff.
2. Funding for chemistry equipment and supplies.
3. Funding for Science Academy food, transportation, and activities.
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
Students who attend SI sessions learn and develop critical thinking and problem solving skills that are applied to each course.
2) Program level Outcome (list applicable program outcome)
Data show that students who participate in the Chemistry/Science Academy have better retention and success rates in CHM 22 than students
who did not. For example, 90% of the students who completed the Winter 2014 Chemistry component of the Science Academy were successful
in CH 22 vs. 78% of the students who did not participate in the Chemistry/Science Academy.
3) Course level Outcome (list applicable course level outcome)
Students who attend the Science Academy apply critical thinking and problem solving skills to accomplish course SLO’s.
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
[Begin response here]
Science Academy support Strategic Priority Goal 1A by providing student access and Goal 2A by helping students pursue
educational and achieve educational success.
c) Does this activity span multiple academic years?
☐ YES
☐ NO
If yes, describe the action plan for completion of this activity.
[Begin response here]
The Science Academy is currently offered and are paid through grant funding. Science Academy will end when the grants end. We seek a
plan to institutionalize the Science Academy so this student support service can continue to help our students.
d) What measureable outcomes are expected from this activity? List indicators of success.
[Begin response here]
Science Academy outcomes are measured by student retention and success. Success is indicated by an increase success rates in our
chemistry classes.
e) What are the barriers to achieving success in this activity?
[Begin response here]
Barriers for achieving success in chemistry Science Academy include:
1. Lack of funding to recruit, hire, and train instructors, tutors, and technical support staff.
2. Lack of funding for chemistry equipment and supplies.
3. Lack of funding for Science Academy food, transportation, and activities.
*** 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.
[Begin response here]
The Chemistry Program purchased scientific instruments, equipment, supplies, and chemicals through STEM grant funds. Chemistry faculty
and staff continue to design and develop lab activities that use these instruments to enhance student retention and success. Our students need
to use modern science instruments and equipment to prepare for future classes and employment and learn the critical thinking vital for
success. Funding is not available in our Chemistry Supply budget for these types of purchases.
The new Science Building is scheduled to open Spring 2016. Faculty and staff participated in designing new classrooms, laboratory space, and
stockroom areas to better engage science students in learning chemistry. However, our science students need and deserve to use and operate
modern scientific instruments and equipment to prepare for future classes and employment. The Hartnell Foundation is seeking donors to
make contributions to purchase instruments. Funding is not available in our Chemistry Supply budget for these types of purchases.
To purchase chemistry instruments, equipment, and supplies, such as an ion chromatograph and x-ray fluorescence spectrometer, we require
the following:
1. Funding to purchase these instruments, equipment, and supplies.
2. Facilities to use, operate, and store these instruments, equipment, and supplies.
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
Students who use these instruments, equipment, and supplies learn and develop critical thinking and problem solving skills
that are applied to each course.
2) Program level Outcome (list applicable program outcome)
Students who use modern science instruments and equipment have better retention and success rates and are better prepared for future
classes and employment.
3) Course level Outcome (list applicable course level outcome)
Students who use these instruments, equipment, and supplies apply critical thinking and problem solving skills to accomplish course SLO’s.
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
[Begin response here]
Students who have the opportunity to learn to use and operate modern science instruments and equipment support Strategic
Priority Goal 1A by providing student access and Goal 2A by helping students pursue educational and achieve educational
success.
c) Does this activity span multiple academic years?
☐ YES
☐ NO
If yes, describe the action plan for completion of this activity.
[Begin response here]
Purchase of science instruments, equipment, and supplies are based on funding available through STEM grants.
d) What measureable outcomes are expected from this activity? List indicators of success.
[Begin response here]
Outcomes from students who have the opportunity to learn to use and operate modern science instruments and equipment are measured
by student retention and success. Success is indicated by an increase success rates in our chemistry classes.
e) What are the barriers to achieving success in this activity?
[Begin response here]
Barriers for achieving success in science instruments, equipment, and supplies purchases include:
1. Lack of funding to purchase these instruments, equipment, and supplies.
*** 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.
[Begin response here]
Many departments in the Hartnell College, including the Chemistry Department in the Science Division, use chemicals. These chemicals must
be stored, handled, and disposed of safely and in accordance to federal and state rules and regulations. To comply with these regulations, the
College should develop and design a college-side Chemical Hygiene Plan that meets the Occupational Safety and Health Administration
(OSHA) Occupational Exposure to Hazardous Chemicals in Laboratories standard (“the Laboratory standard”). The Laboratory standard
protects workers (faculty, staff, and students) from harm due to hazardous chemicals. The Chemistry Department has several barrels of
hazardous waste that needs to be removed and disposed. Due to a lack of funding, this waste has not been removed and may present safety and
exposure risk to our lab staff.
To meet the OSHA Laboratory standard, we require the following:
1. Funding to design and develop a chemical hygiene plan for the College by a trained chemical hygiene officer.
2. Funding to hire a chemical hygiene officer.
3. Worker training in safety, handling, and disposal of chemicals.
b) Describe how this activity supports all of the following that apply:
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)
[Begin response here]
A Chemical Hygiene Plan supports Strategic Priority Goal 2A by providing a safe and supportive environment to help students
pursue and achieve educational success and Goal 4B by having the College’s physical plant, furnishings, and grounds
maintained and replaced in a planned and scheduled way to support learning, safety, security, and access.
c) Does this activity span multiple academic years?
☐ YES
☐ NO
If yes, describe the action plan for completion of this activity.
[Begin response here]
The College does not currently have a chemical hygiene plan. The following are required:
1. Funding to design and develop a chemical hygiene plan for the College by a trained chemical hygiene officer.
2. Funding to hire a chemical hygiene officer.
3. Worker training in safety, handling, and disposal of chemicals.
d) What measureable outcomes are expected from this activity? List indicators of success.
[Begin response here]
Chemical hygiene plan outcomes are measured by a safer lab worker environment. Success is indicated by fewer accidents, days missed due to
accidents and exposure, and better overall employee health.
e) What are the barriers to achieving success in this activity?
[Begin response here]
Barriers for achieving success in chemistry hygiene plan:
1. Lack of funding to develop and design a chemical hygiene plan by a trained chemical hygiene officer.
2. Lack of funding to recruit and hire a chemical hygiene officer.
3. Lack of funding for worker training in safety, handling, and disposal of chemicals.
*** 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.
[Begin response here]
Eric Bosler (Art Instructor) and Ann Wright and Lawrence Yee (Science Instructors) formed a Faculty Inquiry Group (FIG) two years ago to
develop novel teaching strategies for art and STEM students to collaborate to improve critical thinking and problem solving skills. The
STEMArt lab is a new collaborative, hands-on learning space for art and STEM students to apply critical thinking and problem solving to
manufacture physical works to elucidate art and science ideas and concepts, e.g., using a 3D printer.
To make the STEMArt lab available and useful to our students, we require the following:
1, auxiliary supplies, such as:
a. filament for 3D printer
b. raw materials, such as wood, plastic, and plaster
2. remodel of the foundry space in the VAF Building
3. staffing to support the various components of the STEMArt lab, e.g, the wood and metal shop, 3D modeling on 3D printers, and laser
cutting.
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
Students and develop critical thinking and problem solving skills that are applied to each course. Further, students gain an
aesthetic appreciation of art and science.
2) Program level Outcome (list applicable program outcome)
Students develop chemistry PLO 1: apply appropriate chemical theories, concepts, principles, methods, and laboratory skills to relevant science and
engineering settings.
3) Course level Outcome (list applicable course level outcome)
Students apply critical thinking and problem solving skills to accomplish course SLO’s.
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
[Begin response here]
The STEMArt lab supports Strategic Priority Goal 1A by providing student access, Goal 2A by helping students pursue
educational and achieve educational success, and Goal 5A by developing a culture of innovation that is relevant to the realworld needs of art and science students that will lead to improved student learning..
c) Does this activity span multiple academic years?
☐ YES
☐ NO
If yes, describe the action plan for completion of this activity.
[Begin response here]
Funding needs to be secured to construct the STEMArt lab, remodel the foundry space, purchase equipment and supplies, and hire
personnel to staff this space. Art and Science Faculty will develop teaching materials for students to use this lab.
d) What measureable outcomes are expected from this activity? List indicators of success.
[Begin response here]
We expect students who use the STEMArt lab will have higher retention and success rates.
e) What are the barriers to achieving success in this activity?
[Begin response here]
Barriers for achieving success in STEMArt lab include:
1. Lack of funding to complete the lab, remodel the foundry space, purchase equipment and supplies.
2. Lack of personnel to staff the lab.
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
Facilities
/Space
e.g.,
Science
Labs
Projected
Costs
1. Lab
C
Technical
Support
Office space $65,000
1. Faculty F
Office space $10,000
1.
equipment
and
supplies
money
2. SI
S
E
students
SI leader
training
3. Science C
Academy
S
F
E
Varies for each
additional lab
class.
SI session
space
$2,500 per SI
leader per
course
Science lab
space
$6,000 per
Science
Academy for
chemistry
component
$90,000 for ion
chromatograph
Lecture hall
space
M
4.
purchase
of
chemistry
instrumen
ts,
equipment
, and
supplies
Stockroom
space
E
Computer and
related software
For ion
for each
chromatograph and x- instrument
ray fluorescence
spectrometer
Training in
use and
operation of
each
instrument
Science lab
space
$22,000 for xray
fluorescence
spectrometer
4.
C
Chemical
hygiene
plan
Chemical Includes
hygiene worker
officer to training
design and
develop
chemical
hygiene
plan
5.
C
Chemical
hygiene
officer
Office space $80,000
6.
STEMArt
lab.
S
7.
STEMArt
lab.
E
$70,000
For 3D printing
filament and raw
materials
E.g., laser cutters,
wood and metal shop
tools
8.
C
STEMArt
lab.
Foundry
space
remodel
$150,000
$65,000
* 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.
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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