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
Construction Technology Date Completed (must be in final form by 3/27/15)*
27 March 2015
Date Submitted to Dean
30 March 2015
*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
R. Burton Ward John Anderson Title/Position
Instructor Sustainable Design & Construction Instructor Construction Technology Dean’s Comments (required):
Zahi Kanaan-Atallah
_________
Typed Name of Area Dean
Date
VPAA Comments (required for comprehensive reviews):
Lori Kildal
Typed Name of VPAA
_________
Date
This PPA report is organized in 3 sections and 11 subsections as follows:
I.
Comprehensive Review – a. Overall Program Effectiveness, b. Instructional Staffing, c. CTE Programs – Labor Market &
Achievement, and d. Program Goals.
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.
II.
III.
INSTRUCTIONS
 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.
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.
Overall the Construction Technology program can benefit from revising and refocusing course content on the needs of students and construction industry served by Hartnell College District. The Construction Technology Advisory Committee, Construction Faculty, and Area Dean have become dissatisfied with the overall effectiveness of present academic program over recent years, especially when compared to Hartnell’s construction program in the previous decade. New faculty, with broad strong construction industry professional experience has identified the following curriculum deficiencies which presently undermine the efficiency of the construction technology program: 1. Existing Construction Program Outcomes as presently stated in the Hartnell Course catalog are inadequate and substandard for the range of career options available today to the diverse student population and existing construction industry served by Hartnell College. 2. In contrast to certain past years, Hartnell is now failing to enroll substantial numbers of graduating high school students interested in construction. Additional articulation efforts need to be strengthened. 3. In 2015, with a growing resurgence in construction, and the development of a strong local construction employment market, local construction industry employers report they are failing to find adequate numbers of Hartnell students prepared for construction employment. 4. Construction technology courses have not developed articulation agreements with California State University and University of California construction management bachelor degree programs. 5. In recent years, Hartnell College Construction Technology courses have come to focus on, and advocate construction careers based upon “principles of sustainability”. This focus and advocacy of sustainability represented a shift in emphasis from prior a successful program a several years ago. According to advisory committee meetings, this shift in course emphasis has failed to support the prime Program Outcome, which is to “demonstrate construction experience and knowledge to prospective employers in the Industry”. 6. Moving emphasis to “principles of sustainability” in Hartnell’s construction curriculum coincided with a dramatic downturn in the construction industry. During this period, construction technology failed to attract the number and diversity of students necessary to support and sustain a strong educational program at Hartnell. 7. Faculty acknowledges the importance of including “principles of sustainability” within the construction technology curriculum, to support society’s demonstrated need to conserve resources and improve environmental quality. Compliance with environmental regulations has become an integral part of construction. However, advocacy of sustainability in a curriculum must not be substituted for student acquisition of construction knowledge, skills and experience. Rather than teaching principles of sustainability as a separate discipline, faculty sees value in integrating sustainability into core technical skills and knowledge taught in construction technology. 8. Recent advances in technology being adopted by leading construction industry employers have not yet been fully integrated into the Hartnell construction curriculum. 9. Students must be offered clear basic course choices for selection of career pathways into construction. Superfluous courses not leading to practical realistic career pathways need to be cut from the curriculum in order to better meet the needs of students and construction industry employers. 10. Hartnell College’s construction management curriculum is not accredited by the recognized national accreditation body for construction education, the American Council for Construction Education. 11. There is no direct information database or statistics gathering mechanism in construction technology program which allows real‐
time monitoring of a. names and numbers of declared student majors in the construction technology program, b. numbers certificates or degrees awarded in the construction technology program, and c. employment statistics for graduates or students who fail to complete degrees or certificates in the construction technology program. Without these pieces of information, measurement of the effectiveness of the construction program will remain substantially subjective. Until and unless these deficiencies are corrected the effectiveness of any construction technology program will continue to be unknown or disappointing to students, local construction industry employers, faculty, and administration. Proposed activities to move toward correction of the above deficiencies are described in Section III of this review. Please consider the questions below in describing your program/discipline/area.

How are students/employees served by the program?
As presently configured, the curriculum program provides very limited training for students desiring careers in construction industry, provides no path to skilled apprenticeship training, and no education related to contractor licensing, and no transferable credit to CSU and UC Bachelor degree programs. 
What are the unique aspects of the program?
The only unique aspect to the existing program is faculty to student ratios ranging from 1 to 2 up to 1 to 12. 
How does the program relate to the needs of the community?
The program presently fails to serve the needs of the construction industry. 
How does the program interface/collaborate with other programs on campus?
Overlap with other academic program on campus occurs with Drafting Technology, where a small concurrent student enrollment exists. The Area Dean suggestion that the Drafting Program be combined with Construction Technology has been examined seriously by both Construction and Drafting faculty. Faculty has determined this combination is would not a good fit for students pursuing a career in mechanical engineering or manufacturing. Drafting currently draws students seeking careers in engineering and manufacturing processes unrelated to construction. Furthermore, students pursuing a career in construction do not take advantage of the important 3D CAD curriculum which Drafting offers presently for engineering and welding careers. Construction program overlap with engineering is confined to students seeking civil engineering careers. 
What is working well in the program/discipline?
Personal relationship between faculty and students is good. 
If there is a sequence of courses in your program, what process or framework is used to ensure alignment?
A progressive sequence of courses accomplished by required prerequisites, does exist within the program. 
How is consistency maintained between/among multiple sections of a single course?
Present enrollment numbers do not support multiple sections. 
Has the program explored alternative scheduling approaches?
Yes, major courses with significant numbers of students employed in the construction industry are offered in the evening hours. 
Do prerequisites, co-requisites and strongly recommended skills continue to meet program needs? Are there special considerations
regarding capabilities of incoming students?
Prerequisites, co‐requisites, and recommended skills do not pose significant issues within the program. Courses address the range of incoming student capabilities well. 
What professional activities have faculty recently (last three years) participated in?
Full time faculty maintain professional continuing education courses associated with licenses and certificates held. In addition, most faculty are active in the construction profession. Present faculty members require additional support in college funding and scheduling of proposed professional development activities. 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
Fall 2011 Spring 2012 Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 Spring 2015 No. of Active Sections
(estimated)
12
9
10
10
5
6
7
10
Full-time Faculty
(estimated)
3
3
3
2
2
2
2
2
Adjunct Faculty
(estimated)
6
3
5
5
3
2
1
2
[This information is not definitive. This information should form a part of a readily accessable program database tracking system proposed in Section III.] 2. What staffing factors/challenges have influenced the effectiveness of the program?
The construction technology program has lacked strong sustained faculty leadership and continuity in recent years. The sole single tenure track faculty member enjoys only limited administration support, and possible retirement is being discussed by both he and the administration. A new probationary non‐tenured full time faculty member has been hired for academic years 2014‐2025 and 2015‐16 and has been asked to review the program. Leadership in planning, organizing, and executing an effective construction program has been, and should remain the responsibility of faculty. The observed turnover in lead full‐time faculty within the program, lack of proper direction in revision of curriculum content, coupled with a strong downturn in the economy has led to loss of confidence in the program by prospective students, advisors, and college administration. The observed lack of effectiveness in the current program is directly traceable to ineffectiveness of full time faculty leading the program. Upon review, present faculty, including adjuncts, faults weaknesses in selecting full time faculty to lead the program. Long term planning for faculty staffing is necessary, should Hartnell College offer a viable construction technology program in future years. A primary program goal at this point in time must be implementation of effective faculty recruitment and selection processes. Faculty recommends minimum required qualifications for all candidates for appointment to full‐time a full‐time faculty position in Construction Technology program: ‐ Minimum Educaton: Masters degree in Civil Engineering, Construction Management, or Architecture ‐ Minimum Construction Skill Experience: combined 3 three years full‐time field experience in carpentry, concrete & masonry, drywall/lath, and finishes ‐
‐
Minimum Advanced Technology Skills: fluency in MS Excel and at least one of the following AutoCad, SketchUp, or BIM Licenses: California Contractors License, Architectural License, or Engineers license 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.
No information was available for number degrees or certificates awarded over past years by construction technology. No information was available for employment statistics of students or graduates in the construction technology. At present there is no organized tracking statistics mechanism in place which reliably demonstrates effectiveness of the program. [This information is not definitive. This information should form a part of a readily accessable program database tracking system proposed in Section III.]
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.
•Last previous Advisory Committee Meeting was held 20 February 2014 •Agenda attached •Sign‐In list of members attending Advisory Committee meeting attached •Meeting minutes not available •Meeting Proposed flow chart for addition of new courses CONS‐160 and CONS‐161 attached •Curricunet Outlines for new courses CONS‐160 and CONS‐161 were prepared, but not yet submitted to Curriculum Committee for action Rececnt past Community Advisory Meetings have not included portions of important construction industry participants associated with skilled construction trade union employment. Faculty has observed relationships between non‐union and union industry organizations to be inherently competitive. For the benefit of the construction technology program and students, until such time as union and non‐
union relationships in Monterey County cease to be problematic, faculty recommends investigation of integrating union employment advisory support into construction program planning to supplement the present non‐union Community Advisory Board. 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?
A. FMI, a leading source for statistics and forecast information on the construction industry begins the 1st Quarter report for 2015 states: “Despite the long list of challenges the economy is facing, we expect total construction put in place to grow 8% in 2015 or somewhat faster than in 2014. The biggest challenge faced by contractors this year continues to be finding and retaining the best talent. Residential construction is expected to grow 9%, lodging, 16%; office construction, 11%; commercial construction, 15%; and manufacturing, 11%. Even though markets like education and health care will grow a more modest 3%and 4% respectively, continued slow growth is finally catching up to capacity in some parts of the country, and there is more urgency to grow the talent pool or some contractors will need to turn down new projects.” B. Difficulty finding trained experienced construction management personnel is forecast to be the greatest need in the construction industry. C. The necessity of rebuilding a decaying civic infrastructure in the U.S. promises solid construction employment for the next decade. D. Construction is becoming increasingly cost competitive and dependent on technology for effective delivery of high quality projects. Construction industry demand for cost efficiency and quality, demands a better educated and trained work force in coming years. E. The United Sates Bureau of Labor Statistics reports ‐ Median pay $82,790 ($39.80 per hour) ‐ Entry Level Education: Bachelor’s degree ‐ Number of jobs: 485,000 ‐ Job Outlook 2012‐22: 16% growth ‐ Employment Change 2012‐22: 78,200 ‐ 76 % of construction managers have a Bachelors degree, 16% have a lower division college education F. An Associate Degree in Construction Management from an accredited college qualifies for 1.5 years of a required 4 years of experience credit towards eligibility to sit for the California Contractors License Examination. G. An Associate Degree in Construction Management from an accredited college, or enrollment in a construction management showing progress towards and Associate Degree enables a student to receive priority for entrance into skilled trade apprenticeship programs. D. PROGRAM GOALS List and describe program/disciplinary goals for the next comprehensive review cycle. Be sure to highlight
innovative, unique, or other especially noteworthy aspects.
Consider Program Goals in relation to 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.
Even though recent years have been difficult, construction remains a large employer across the nation and in Monterey County. Furthemore, construction is forecast to be one the stronger growing industry in the coming decade. The U.S. Bureau of Labor Statistic (BLS) predicts total employment in all occupations to reach 7,394,100 in 2022. The construction industry is forecast to reach 4,532,600, which represents 61.3% on all employment in the nation, and an increase of 29.1% over 2012 levels. (U.S. Bureau of Labor Statistics Employment by Industry, occupation and percent distribution, 2012 and projected 2022) BLS states “The construction industry, as well as the occupations that support it, also will experience rapid growth in employment and output. Employment in the construction sector is expected to return to its long‐term trend of increase, a rebound consistent with expectations about future population growth and the need to replace older structures. Although the projected growth in this sector appears rapid because of a low starting point occasioned by the Great Recession (the recession left the sector well below trend growth in 2011), construction employment and output are not expected to reach their prerecession levels.” (U.S. Bureau of Labor Statistics Monthly Labor Review December 2013) Building and construction employment decreased by 23% over the years from 2005 to 2014 due to the “Great Recession” monetary collapse. Recent forecasts indicate that although agriculture will continue to provide the greatest number of new jobs in Monterey County (Economic Modeling Specialists International), employment in construction related occupations accounts for 16 % of total employment in the county. (U.S.Census Bureau, 2009 American Community Survey) As a Career and Technical Education (CTE) program, the Construction Technology program, the prime responsibility if Hartnell is to ready local students for employment. Despite the dramatic decline in the construction industry over the past decade, construction promises to be a major employer, both nation‐wide and locally in future years. Weaknesses in this important academic program need to be corrected to provide clear pathways to ready local students for employment in construction. Readying students for careers in construction requires setting the following goals for the Program: 1) Prioritize Achievement of Program Goals A relatively large number of serious deficiencies has been identified in the existing construction technology program by faculty. Construction faculty members’ typical fulltime course load requires preparation, administration and taching of five (5) different subject courses each semester. Any realistic plan to correct program deficiencies will necessarily require multiple semesters to implement . The Annual Action Plan, part III offers solutions to each deficiency. Some critical deficiencies require immediate action due to time frame requirements for formulation and necessary Curriculum Committee and Academic Senate approvals for course revisions. Correcting other deficiencies requires the cooperation and coordination with key players in the area’s construction industry. To be effective, faculty must first secure the support of Hartnell College administration, and achieve consensus on solutions. Then faculty can plan, prioritize, and organize various tasks required to correct these deficiencies. 2) Define Successful Study Pathways for Students to Enter the Construction Industry Faculty needs to focus on the re‐tailoring the content of existing courses to better prepare students for success in each of the four (4) career pathways to construction employment, depending upon student career choices: 1st Career Pathway: Industry Certificated Skill and Safety Program for Entry Level Construction Employment (offering high school articulation credit) Articulated with area high schools Minimum Low Level Entry Skill Path (refer to section; 2nd Career Pathway: Associate Degree Course Work Leading to Entry into Skilled Trade Apprenticeship Training Programs open to students required by has identified four athways have now been identified has found the he scope of the course curriculum Recently appointed faculty is saddled with a course curriculum mistailored to the needs of students and requirements of the construction industry; 3rd Career Pathway: Associate Degree in Construction Management professional course of study including preparation for California State Contrators License Examination (B Classification); 4th Career Pathway: Transfer to California State University or University of California course of study including minimum of four (3) construction courses articulated for transfer lower division credit towards a Bachelor’s Degree program in Construction Management or Business. 3) Redefine Construction Program Outcomes to Match Student Actual Construction Industry Identified Career Pathways
4) Drop Courses from the Construction Technology Program Which Fail to Concentrate Instruction on Student Acquisition of Construction Experience and Knowledge Relevant to Employment in the Construction Industry
5) Strengthen Articulation Agreements with High Schools within the Hartnell College District 6) Develop Intern Relationships with Construction Industry Employers 7) Develop Articulation Agreements with California State University and University of California Construction Management Bachelor Degree Programs 8) Integrate Substantial recognized Advances in Construction Technology Into the Hartnell Construction Curriculum 9) Tailor Existing Construction Technology Curriculum to Create Effective Courses of Study for Career Pathways
Revise course outlines and student learning objectives for courses leading to an Associate Degree in Construction Management:
a. Reformulate desired Program Outcomes to better serve needs of students seeking careers in construction b. Define clear course curriculum for each career pathway which are flexible enough to serve the diversity of students at Hartnell; c. Engage employers and serve industry employment needs; d. Eliminate barriers to student completion; e. Encompass an introductory range of basic construction skills, experience, and project managment; f. Allow students mulitiple access and exit points along the pathway to permit students and industry employers to adapt to available career opportunities as they arise; g. Coordinate program course credits with both high schools and university transfer bachelor degree programs; h. Integrate advances in construction technology and sustainability into the course program; i. Attain accreditation with nationally recognized j. Grow the enrollment and student career success in the construction technology program; k. Reduce the number of course offerings which fail to support desired Program Outcomes: l. Prioritize Program Goals in order to move forward in discrete steps towards overall program improvement. 10) Establish a Useful and Accessible Statistic Database Which Tracks Indiviual Student Status and Success in the Program and Allows Evaluation of Program Effectiveness and Career Employment Outcomes: a. Make registration for construction technology courses require collection of student major information by the faculty responsible for teaching the course. b. Develop information questionnaire to be distributed and collected by faculty member responsible for teaching the construction technology course. c. Require faculty report student performance in construction technology courses to lead faculty responsible for program data collection d. Include the following in collected data i.
numbers of declared student enrolled in program and date of program enrollment, ii.
construction technology courses successfully completed by students in the program, iii.
numbers of certificates or degrees awarded by the program, and iv.
employment statistics for both graduates, and students who fail to complete degrees or certificates in the program. 11) Investigate program accreditation by recognized national construction management education organizations such as American Council for Construction Education. 12) Develop and implement a faculty recruitment and selection process as part of long term planning for an effective career relevant construction technology program. 13) Investigation into integrating union employment advisory support into construction program planning to supplement the present non‐union Community Advisory Committee. 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.
The trend over the past few years has been a perceived decline in high school graduate entering Hartnell’s construction technology program. Building articulation and concurrent relationships with local high schools I seen by faculty key to reversing this trend, Consummation of agreements with local high schools requires revaluation of courses selected for articulation. Course Number
CONS‐101
CONS‐104
[3]
[3] Course Name
Introduction to Sustainable Construction Print Reading & Modeling
Does the
course have
No
No
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?
CONS‐101 Enrollment dropped consistently from 70 students in Fall 2011 to 19 in Fall 2013 CONS‐104 Enrollment dropped from 36 students in Fall 2011 to a low of 12 in Fall 2012 and up to 21 in Fall 2013. The drop in enrollment reflects a decline in enrollment in the for program. The sharp drop in entrollment for CONS‐104 reflects a college wide sharp drop in Hartnell College enrollment in Fall 2012. 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?
CONS‐101 Success rates ranged between 81% to a low of 32%. Wide variations are entirely dependent upon variations in student abilities. CONS‐104 Success rates varied from 94% to 54%. Variations are with normal ranges and entirely dependent upon variations in student abilities 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.
Construction Technology currently offers the following degrees: • Associate of Science Degree in Sustainable Construction. which offers three (3) areas of specialized electives for careers in ‐ Green Building ‐ Sustainable Design ‐ Construction Management Since this degree was first offered the number awarded are as follows: ‐ Spring 2012: 1 ‐ Spring 2013: 1 ‐ Summer 2013: 1 ‐ Fall 2014:1 ‐ Spring 2015: Unknown • Associate of Science Degree in Sustainable Design No degrees in this major have been awarded to date. Faculty and the Construction Advisory Committee have concluded the required major courses for this degree offer no substantial value to students seeking careers in construction. These major course focus on best practices for sustainability, not instruction in construction technology or acquisition of construction skills. These major courses have no hope of articulation with CSU or UC construction, engineering, or architecture programs because they lack discipline related technical prerequisites. CSU and UC construction, engineering, architecture, and other academic programs typically integrate sustainability into their curriculum for professional construction education. Overwhelmingly, recognition for career credentials for sustainability expertise in construction and environmental design rests primarily with national and international organizations founded for the purpose of advocating sustainable construction practices. Such recognition is unlikely to change given present trends. ‐
‐
‐
‐
The U.S. Bureau of Labor Statistics (BLS) report dated June 2011, prepared by researcher Drew Liming, which focused on employment opportunities in sustainable construction states the “… on a green construction site … (skilled trade) workers do not require much specialized training.” “Many organizations, both national and local offer training for green construction. “The U.S Green Building Council (USGBC), a nonprofit organization … created and maintains standards to rate buildings by their sustainability,… These standards… (are)…known as Leadership in Energy and Environmental Design (LEED)… Using these standards, the sister organization of USGBC, the Green Building Certification Institute (GBCI) … not only provides certification of buildings, but also accredits professional in the green building field. “Architects, engineers, and urban planners who work in green building design usually have at least a bachelor’s degree in a relevant discipline. … and have LEED Accredited Professional (AP) credentials. It is the recommendation of construction technology faculty and the construction advisory committee that the Associate of Science in Sustainable Design be dropped from the program. There is a need to establish if there are students currently pursuing this degeree, and if so these students must be given the opportunity to graduate with the degree. • Certificates of Achievement presently available from Construction Technology include: ‐ Construction Management (1 awarded Spring 2012) ‐ Green Building (1 awarded Spring 2013 & 1 awarded Summer 2013) ‐ Sustainable Design (1 awarded Spring 2012) • Certificates of Achievement which were previous available from the Construction program prior to revision of curriculum in 2011 were also awarded as follows: ‐
‐
‐
‐
Trade Skills Management Carpentry (Nome awarded from Fall 2010 through Spring 2014) (1 awarded Fall 2010, 1 awarded Summer 2012, & 1 awarded Spring 2013) (1 awarded Summer 2012) There is no substantiated construction industry wide recognition for these certificates. However the construction industry does offer several certificates recognized nationally. Faculty needs to investigate the merit of including preparation and possibly testing for these industry recognized certificates in the program. It is the recommendation of construction technology and the construction advisory committee that the Hartnell Certificates of Achievement not recognized the the construction industry be dropped from the program. There is a need to establish if there are students currently pursuing these certificate, and if so these students must be given the opportunity to compete these courses of study. 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.
No distance education course are offered or contemplated as part of the construction technology proram at Hartnell. Term
No. of DE/Online
Sections
None
No of Hybrid
Sections
Full-time
Faculty
Adjunct Faculty
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? Not Applicable . 3. Describe the process to change and improve student success in DE courses/sections in your program. 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?
Not Applicable 5. Describe the process to change and improve student retention in DE courses/sections in your program.
Not Applicable 6. Describe any other relevant factors regarding diverse teaching modalities and environments, such as specific
locations. 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
CONS‐150 CONS‐150 Faculty member(s) responsible for (a) Was the course reviewed
and (b) taken through the
coordinating
curriculum process?
R. Burton Ward R. Burton Ward Courses scheduled for review during AY
2014-15
No No Faculty member(s) responsible for
coordinating
Date of approval (or anticipated
approval) by Curriculum
Committee
Spring 2015 Spring 2015 Target semester and year—Fa 2015 or Sp
2016
CONS‐160 (New Course) R. Burton Ward Robert Beery John Anderson Fall 2015 CONS‐161 (New Course) R. Burton Ward Robert Beery John Anderson Fall 2015 D. OUTCOMES
Use your Program Outcome Maps to assist you in this subsection. As you plan your course assessments, keep the higher level program
outcome in mind. While course level assessment serves the purpose of examining the teaching and learning for that particular course, it also
provides the data that will be viewed collectively for assessment of the associated program level outcomes.
PROGRAM LEVEL OUTCOMES
1. Please complete the following tables.
List Program level outcome(s) scheduled for
assessment as previously specified
None What changes have occurred in the
program/discipline as a result of dialogue?
Was the Program Outcome
Assessment Summary completed?
None
In order to better satisfy the career need of students seeking careers in construction, two(2) of the present three (3) Program Outcomes need reassessment, revision, and refocusing. 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?
Analyze and interpret construction blueprints and other SLO’s are scheduled for simultaneous assessment
Compare and contrast conventional construction SLO’s are scheduled for simultaneous assessment materials and methods with green building.
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?
No formal assessments were conducted. 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?
Core Competencies in construction technology are directly reflected and recorded in assessment of student success in program courses. Full time faculty emphasizes the necessary development of a technical vocabulary and effective verbal communication skills. In the construction program, assessment of core competencies, requires evaluation of student success in acquisition and application of important non‐verbal core skills, central and critical to construction. Faculty evaluation of non‐verbal core competencies includes ‐ student fluency in various visual graphic communication media, ‐ student knowledge and application of craft skill levels necessary to satisfy physical fabrication craft quality standards, ‐ deriving solutions to physical construction assembly and fabrication problems in the shop and in the field, ‐ solving scheduling and logistic problems associated with management of construction projects, ‐ compliance with established physical aesthetic value systems, ‐ personal responsibility and ‐ pride in one’s work. Components of the construction curriculum relating to sustainability give the student global awareness. 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?
None List courses scheduled for SLO assessment in
AY 2015-16
CONS‐125 [3] Green Building Materials & Methods CONS‐126 [3] Green Building Remodel & Retrofit CONS‐140 [3] Construction Management & Scheduling CONS‐142 [3] Construction Estimating CONS‐144 [3] Construction Law and Contracts CONS‐149 [3] Commercial Construction CONS‐154 [3] Technology Tools For Construction CONS‐127 [3] Construction Surveying (NEW COURSE) Faculty member(s) responsible
for coordinating
R. Burton Ward & John Anderson R. Burton Ward & John Anderson R. Burton Ward & John Anderson R. Burton Ward & John Anderson R. Burton Ward & John Anderson R. Burton Ward & John Anderson R. Burton Ward & John Anderson R. Burton Ward & John Anderson
Target semester and year—Fa
2015 or Sp 2016
Fall 2015 5. Describe course level assessments results and how they will influence your plans moving forward.
No course level assessments were completed. Assessments shall be made according to proposed revised Program Outcomes in coming semesters. 6. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving
these improvements?
Program Outcomes require reassessment to respond the need to ready students for employment needs. 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.
Hire new faculty What success has been
achieved to date on this
activity?
New faculty hired What challenges existed or continue to Will activity
exist?
continue into AY
15-16?
Assessment of Program Outcomes Assessment of Course Level Outcomes Adjustment of Course Outlines & Content
Yes Will activity
continue into AY
16-17?*
Conditional Upon Activity Success and Grant Funding * For each activity that will continue into AY 2016-17 and that requires resources, submit a separate resource request in Section III.
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?
Hiring faculty has been successful and sufficient in the judgement of Hartnell administration to offer the probationary new grant funded faculty member a 2nd year contract to continue teaching course work, and to pursue program assessment and to recommend revision of Program Outcomes and Course Outcomes. Measurement of course outcomes, change in student learning, and program success are continuing at this point in time, and are projected to be complete by conclusion of Spring 2016 semester.
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.
NEW CURRICULUM
FURTHER DEVELOPMENT OF PROGRAM OR SERVICE
GRANT DEVELOPMENT AND PROPOSALS
FACULTY AND STAFF TRAINING
MARKETING/OUTREACH
f.
g.
h.
i.
j.
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.
The listed new activities reflect program goals and weaknesses discussed above. Activity
1. Prioritize Strategic
Plan
Goal
No. &
Letter
(e.g.,
5A)*
Related
Courses, SLOs,
PLOs,
or goals
Primary
Desired
Outcome(s)
Resources
Needed
Person
Responsible
1A, 2A, Clear Priority of Increased Faculty Time R. Burton Ward 2B,3B,4A,5 Revised PLO’S Program Activities Beyond Class Preparation John Anderson A, 6A and Instruction
2. Define Successful 1A, 2A, 2B Clear Career Options Increased Faculty Time R. Burton Ward Career Pathways
for Students Beyond Class Preparation John Anderson Revised PLO’S and Instruction Achievement of Program Goals
Estimated
Date of
Completion
(can be more
than one year in
length)
Spring 2015 Comments
Spring 2015 3. Redefine R. Burton Ward John Anderson Spring 2016 R. Burton Ward John Anderson Spring 2016 1A, 2A, 2B, Increased Enrollment Increased Faculty Time R. Burton Ward Beyond Class Preparation John Anderson 4A, 5A, 6A Revised PLO’S and Community and Instruction Outreach Faculty Access to Support Clerical Staff
6. Develop Industry 1A, 2A, 2B, Improved Student Increased Faculty Time R. Burton Ward Intern Beyond Class Preparation John Anderson Career Pathway 5A, 6A Revised PLO’S Relationships
and Instruction Outcomes Faculty Access to Support Clerical Staff
7. Achieve CSU & UC 1A, 2A, 2B, R. Burton Ward Enhanced Student Increased Faculty Time Articulation
Transfer Success Beyond Class Preparation John Anderson 5A, 6A Revised PLO’S and Instruction Faculty Access to Support Clerical Staff 8. Integrate R. Burton Ward Increased Student Software Purchase 1A, 2A, 2B, Advanced & John Anderson Career Success 4C, 4D, 5A, Revised PLO’S Technology
IT Support Outcomes 6A 9. Tailor Courses for 1A, 2A, 2B, Increased Student Increased Faculty Time R. Burton Ward Career Beyond Class Preparation Career Success John Anderson 5A, 6A Revised PLO’S Effectiveness and Instruction Outcomes 10. Tracking Program 1A, 2A, 2B, Improved Program Increased Faculty Time R. Burton Ward P Goal 10
Enrollment Beyond Class Preparation John Anderson Effectiveness and 4A, 4C, 4D, Revised PLO’S Status & and Instruction Outcomes
Student Career 5A, 6A Faculty Access to Support Outcomes Clerical Staff Spring 2016 Spring 2016 Spring 2016 Spring 2016 Spring 2016 Spring 2016 1A, 2A, 2B, Construction Program Outcomes 4A,5A, 6A Revised PLO’S 4. Drop Non‐Relevant 1A, 2A, 2B, Courses
5. Strengthen High School Articulation
4A, 5A, 6A Revised PLO’S Clarify Program Instructional Objectives Improved Program Effectiveness and Student Career Increased Faculty Time Beyond Class Preparation and Instructron Increased Faculty Time Beyond Class Preparation and Instruction 11. Investigate 1A, 2A, 2B, P Goal 11
National Program 3B, 5A, 6A Revised PLO’S Accreditation
12. Develop Effective 2A, 2B, 3B, P Goal 12
Faculty 5A, 6A
Revised PLO’S Recruitment and Selection process
13. Integrate Advisory
Board to Include Both Non‐Union &
Union Representation 1, 5, 6 P Goal 13
College Commitment to Provide the Faculty Resoucres Necessary to Satisfy Accreditation Standards Increased Faculty Time Beyond Class Preparation and Instruction Faculty Access to Support Clerical Staff Improved Program Increased Faculty Time Beyond Class Preparation Effectiveness and Instruction Faculty Access to Support Clerical Staff Improved Program Effectiveness and Student Career Outcomes Improved Program Effectiveness R. Burton Ward John Anderson Spring 2016 R. Burton Ward
John Anderson Spring 2016 Increased Faculty Time R. Burton Ward
Beyond Class Preparation John Anderson
and Instruction Faculty Access to Support Clerical Staff Spring 2016 Enlist Dean Zahi Kanaan Atallah support for this activity * See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
2. Describe how the new activity, or continuing new activity, will support the program/discipline.
New activity support for the program/discipline are provided in the above table. Faculty foresees an extensive effort extending well into the future to achieve goals proposed above. More detailed descriptions of the full nature of the support each activity’s support for the construction program/discipline shall be forthcoming in following semesters as each proposed activity becomes more fully developed. SUMMARY The overall scope of the proposed activities to achieve a program which readies students for a career in construction requires significant long term faculty time and effort. Faculty foresees a growing local economy, cooperation by the construction industry, and community participation, extending well into the future to achieve goals proposed above *** Complete Pages for Each New Activity Follow***
Activity 1: Prioritize Achievement of Program Goals Strategic
Plan
Goal
Related
Courses, SLOs,
PLOs,
1A, 2A, 2B,3B,4A,5 Revised PLO’S A, 6A Primary
Desired
Outcome(s)
Clear Priority of Program Activities Resources
Needed
Person
Responsible
Increased Faculty Time R. Burton Ward Beyond Class Preparation John Anderson and Instruction
Estimated
Date of
Completion
Spring 2015 a) Describe the new activities or follow-on activity that this resource will support

Faculty:

Travel:
Consultation with o Community Advisory Committee o CSU and UC institutions with construction programs o Local High School faculty o Skillled Craft Trade Union Apprenticeship Programs o Past, Present, and Prospective Students As necessary for consultation with industry and educators c) Does this activity span multiple academic years? ☐ YES ☒ NO
If yes, describe the action plan for completion of this activity.
As program goal expectations are raised, specific action plans will be required to improve the program. d) What measureable outcomes are expected from this activity? List indicators of success.
As activities are completed a more effective construction technology program will measured by increased diversity of successful Hartnell College students entering the local, regional, and national construction industry.
e) What are the barriers to achieving success in this activity?
Outreach to a broad spectrum of the construction industry.
Activity 2: Define Successful Career Pathways Strategic
Plan
Goal
Related
Courses, SLOs,
PLOs,
Primary
Desired
Outcome(s)
Revised PLO’S Clear Priority of Program Activities 1A, 2A, 2B Resources
Needed
Person
Responsible
Increased Faculty Time R. Burton Ward Beyond Class Preparation John Anderson and Instructrion
Estimated
Date of
Completion
Spring 2015 a) Describe the new activities or follow-on activity the resource will support

Faculty:
Consultation with o Community Advisory Committee o CSU and UC institutions with construction programs o Local High School faculty o Skillled Craft Trade Union Apprenticeship Programs o Past, Present, and Prospective Students  Travel:
As necessary for consultation with industry and educators The overall scope of the proposed activity requires a commitment of faculty time, support by the construction industry, and community participation in the effort . c) Does this activity span multiple academic years? ☐ YES ☒ NO
If yes, describe the action plan for completion of this activity.
As program goal expectations are raised, specific action plans will be required to improve the program. d) What measureable outcomes are expected from this activity? List indicators of success.
As activities are completed a more effective construction technology program will measured by increased diversity of successful Hartnell College students entering the local, regional, and national construction industry.
e) What are the barriers to achieving success in this activity?
Outreach to a broad spectrum of the construction industry, community, and local high schools.
Activity 3: Redefine Construction Program Outcomes Strategic
Plan
Goal
Related
Courses, SLOs,
PLOs,
1A, 2A, 2B, 4A,5A, 6A Revised PLO’S Primary
Desired
Outcome(s)
Clear Priority of Program Activities Resources
Needed
Person
Responsible
Increased Faculty Time R. Burton Ward Beyond Class Preparation John Anderson and Instructrion
Estimated
Date of
Completion
Spring 2015 b) Describe the new activities or follow-on activity the resource will support

Faculty:
Consultation with o Community Advisory Committee o CSU and UC institutions with construction programs o Skillled Craft Trade Union Apprenticeship Programs o Past, Present, and Prospective Students As necessary for consultation with industry and educators  Travel:
The overall scope of the proposed activity requires a commitment of faculty time, support by the construction industry, and community participation in the effort . c) Does this activity span multiple academic years? ☒ YES ☐ NO
If yes, describe the action plan for completion of this activity.
Raising program goal expectations requires specific action plans will be required to revision of course outlines and student outcomes to improve program effectiveness. d) What measureable outcomes are expected from this activity? List indicators of success.
As activities are completed a more effective construction technology program will measured by increased numbers of successful Hartnell College students entering the local, regional, and national construction industry.
e) What are the barriers to achieving success in this activity?
Approval timelines for proposed revisions by Academic Senate.
Activity 4: Drop Non‐Relevant Courses Strategic
Plan
Goal
Related
Courses, SLOs,
PLOs,
1A, 2A, 2B, 4A,5A, 6A Revised PLO’S Primary
Desired
Outcome(s)
Clear Priority of Program Activities Resources
Needed
Person
Responsible
Increased Faculty Time R. Burton Ward Beyond Class Preparation John Anderson and Instructrion
Estimated
Date of
Completion
Spring 2015 a) Describe the new activities or follow-on activity the resource will support

Faculty:
Consultation with o Community Advisory Committee o CSU and UC institutions with construction programs o Local High School faculty o Skillled Craft Trade Union Apprenticeship Programs o Past, Present, and Prospective Students  Travel:
As necessary for consultation with industry and educators The overall scope of the proposed activity requires a commitment of faculty time, support by the construction industry, and community participation in the effort . c) Does this activity span multiple academic years? ☒ YES ☐ NO
If yes, describe the action plan for completion of this activity.
As program goal expectations are raised, specific action plans will be required to improve the program. d) What measureable outcomes are expected from this activity? List indicators of success.
As activities are completed a more effective construction technology program will measured by increased course enrollment numbers of successful Hartnell College students entering the local, regional, and national construction industry.
e) What are the barriers to achieving success in this activity?
Lack of data on impact upon existing student participation in existing degree and certificates of achievement. Activity 5: Strengthen High School Articulation Strategic
Plan
Goal
Related
Courses, SLOs,
PLOs,
1A, 2A, 2B, Revised PLO’S 4A,5A, 6A Primary
Desired
Outcome(s)
Increased Enrollment Resources
Needed
Person
Responsible
Estimated
Date of
Completion
Increased Faculty Time Beyond Class Preparation R. Burton Ward and Instructrion John Anderson Spring 2015
Faculty Access to Support Clerical Staff a) Describe the new activities or follow-on activity the resource will support

Faculty:
Consultation with o Community Advisory Committee o CSU and UC institutions with construction programs o Local High School faculty o Skillled Craft Trade Union Apprenticeship Programs o Past, Present, and Prospective Students  Travel:
As necessary for consultation with industry and educators  Other Staffing: Access to clerical support staff as necessary for meeting preparation, scheduling, coordination, and documentation of agreements. The overall scope of the proposed activity requires a commitment of faculty time, support by the construction industry, and community participation in the effort . c) Does this activity span multiple academic years? ☒ YES ☐ NO
If yes, describe the action plan for completion of this activity.
Specific action plans will be required to accomplish this activity d) What measureable outcomes are expected from this activity? List indicators of success.
As activities are completed a more effective construction technology program will measured by increased enrollment and diversity of local high school students entering Hartnell College construction technology program and entering construction careers.
e) What are the barriers to achieving success in this activity?
Limited existing program outreach to local high schools and lack of clerical support staff. Activity 6: Develop Industry Intern Relationships
Strategic
Plan
Goal
Related
Courses, SLOs,
PLOs,
1A, 2A, 2B, 5A, 6A Revised PLO’S a)

Primary
Desired
Outcome(s)
Resources
Needed
Person
Responsible
Estimated
Date of
Completion
Improved Student Career Pathway Outcomes Increased Faculty Time Beyond Class Preparation and Instruction Faculty Access to Support Staff Outreach to Local Construction Industry Employers R. Burton Ward John Anderson Spring 2016 Describe the new activities or follow-on activity the resource will support
Faculty:
Consultation with o Community Advisory Committee o Skillled Craft Trade Union Apprenticeship Programs o Local Construction Industry Employers  Other Staffing: Access to clerical support staff as necessary for meeting coordination, and documentation of agreements. The overall scope of the proposed activity requires a commitment of faculty time, support by the construction industry, and community participation in the effort . c) Does this activity span multiple academic years? ☒ YES ☐ NO
If yes, describe the action plan for completion of this activity.
Specific action plans will be required to accomplish this activity d) What measureable outcomes are expected from this activity? List indicators of success.
Increased success of Hartnell College students entering construction careers.
e) What are the barriers to achieving success in this activity?
Limited existing program outreach to local construction employers and lack of clerical staff to support an internship program.
Activity 7: Achieve CSU & UC Articulation
Strategic
Plan
Goal
Related
Courses, SLOs,
PLOs,
1A, 2A, 2B, 5A, 6A Revised PLO’S Primary
Desired
Outcome(s)
Resources
Needed
Person
Responsible
Estimated
Date of
Completion
Enhanced Student Transfer Success Increased Faculty Time Beyond Class Preparation and Instruction Faculty Access to Support Clerical Staff R. Burton Ward John Anderson Spring 2016 a) Describe the new activities or follow-on activity the resource will support

Faculty:
Consultation with o CSU and UC Bachelor Degree Programs o Administration Articulation Staff  Other Staffing: Administration articulation staff coordination and documentation of agreements. The overall scope of the proposed activity requires a commitment of faculty time, support by the educational institutions industry. c) Does this activity span multiple academic years? ☒ YES ☐ NO
If yes, describe the action plan for completion of this activity.
Specific action plans will be required to accomplish this activity d) What measureable outcomes are expected from this activity? List indicators of success.
Success of Hartnell College students transferring lower division credit to construction management Bachelor degree programs .
e) What are the barriers to achieving success in this activity?
A relationship has been established with Cal Poly San Luis Obispo (CPSLO) construction management program in which CPSLO has expressed desire to articulate three (3) existing courses, and one (1) proposed Hartnell construction surveying course, as meeting transfer requirements for CPSLO’s lower division credit. This relationship requires faculty cultivation along with outreach to other CSU institutions, which has been lacking in the Hartnell College program. Activity 8: Integrate Advanced Technology Into Hartnell Construction Program
Strategic
Plan
Goal
Related
Courses, SLOs,
PLOs,
1A, 2A, 2B, 4C, 4D, 5A, Revised PLO’S 6A Primary
Desired
Outcome(s)
Resources
Needed
Person
Responsible
Estimated
Date of
Completion
Increased Student Career Success Outcomes Software Purchase Funds Faculty Professional Development IT Licensing and Installation Support R. Burton Ward John Anderson Spring 2016 a) Describe the new activities or follow-on activity the resource will support

Faculty:
Consultation with
o Construction Technology Software Development Corporations o Other Academic Institutions Participating in Academic Use of Advanced Capital Project Management Software o Construction Industry Users of Advanced Construction Software Depends Upon Recruitment and Selection of Faculty Skilled in Use of Advanced Technology  Travel: As necessary to conferences and industry activities to keep current with significant development in the field.  Hardware: Current computer hardware resources at East Alisal Campus suitable for installation of proposed software  Software: Leading software development organization (Trimble) committed to academic programs for providing software for reduced academic pricing and strong commitment to faculty support and training. c) Does this activity span multiple academic years? ☒ YES ☐ NO
If yes, describe the action plan for completion of this activity.
Specific action plans will be required to accomplish this activity d) What measureable outcomes are expected from this activity? List indicators of success.
Success of Hartnell College students in entering the increasing portion of the construction industry planning or undergoing technological transformation. e) What are the barriers to achieving success in this activity?
Faculty correct identification of major strong leading trends in construction technology software Activity 9: Tailor Courses for Career Effectiveness
Strategic
Plan
Goal
Related
Courses, SLOs,
PLOs,
1A, 2A, 2B, 5A, 6A Revised PLO’S Primary
Desired
Outcome(s)
Resources
Needed
Person
Responsible
Estimated
Date of
Completion
Increased Student Career Success Outcomes Increased Faculty Time Beyond Class Preparation and Instruction Utilizing Curricunet Processes R. Burton Ward John Anderson Spring 2016 a) Describe the new activities or follow-on activity the resource will support


Faculty:
Consultation with o Community Advisory Committee o CSU and UC institutions with construction programs o Local High School faculty o Skillled Craft Trade Union Apprenticeship Programs o Past, Present, and Prospective Students o Curriculum Committee Approval o Academic Senate Approval Timeline: As necessary to secure approval of curriculum revisions c) Does this activity span multiple academic years? ☒ YES ☐ NO
If yes, describe the action plan for completion of this activity.
Specific action plans and approval schedules will be required to accomplish this activity by conclusion of spring 2016 d) What measureable outcomes are expected from this activity? List indicators of success.
More career relevance for construction technology courses. Greater diversity of students entering program and more successful career outcomes for Hartnell College students in entering the construction industry at all skill and academic levels. A successful articulation programs with CSU and UC ‘Bachelor programs in construction management. e) What are the barriers to achieving success in this activity?
Making sufficient faculty time available apart from teaching duties over the course of the next 2 ½ semesters. Activity 10: Data Tracking Program Student Enrollment Status & Outcomes
Strategic
Plan
Goal
Related
Courses, SLOs,
PLOs,
Primary
Desired
Outcome(s)
Improved Program 1A, 2A, 2B, 4A, 4C, 4D, Revised PLO’S Effectiveness and Student Career 5A, 6A Outcomes Resources
Needed
Person
Responsible
Estimated
Date of
Completion
Increased Faculty Time Beyond Class Preparation and Instruction Faculty Access to Support Clerical and Data Entry Staff R. Burton Ward John Anderson Spring 2016 a) Describe the new activities or follow-on activity the resource will support


Faculty:
Classroom gathering of student program enrollment, course of study choices, and career objectives Other Staffing: As necessary for data entry and database maintenance c) Does this activity span multiple academic years? ☒ YES ☐ NO
If yes, describe the action plan for completion of this activity.
Specific action plans and approval schedules will be required to accomplish this activity d) What measureable outcomes are expected from this activity? List indicators of success.
More directly available statistics for faculty program assessment. Direct faculty accessible records o Identities of students enrolled in program o numbers of declared student enrolled in program and date of program enrollment o listing of construction technology courses successfully completed by each students in the program o numbers of certificates or degrees awarded by the program o career statistics for both graduates, and students who fail to complete degrees or certificates in the program e) What are the barriers to achieving success in this activity?
Faculty organization of database is required, along with coordination within the faculty to gather data from the classroom. Available staff assistance for data entry and maintenance Activity 11: Investigate National Program Accreditation
Strategic
Plan
Goal
Related
Courses, SLOs,
PLOs,
Primary
Desired
Outcome(s)
Resources
Needed
Improved Program College Commitment to Provide the Faculty 1A, 2A, 2B, Resources Necessary to Satisfy National 4A, 4C, 4D, Revised PLO’S Effectiveness and Accreditation Standards Student Career 5A, 6A Increased Faculty Time Beyond Class Outcomes Preparation and Instruction Person
Responsible
Estimated
Date of
Completion
R. Burton Ward John Anderson Spring 2016 a) Describe the new activities or follow-on activity the resource will support

Faculty:

Faculty investigation of national accreditation requirements Initiate conversations with area dean and academic vice president to assess possibility of securing accreditation Faculty preparation of report on feasibility of achieving national accreditation Administration: Area Dean and Academic Vice President:
o
o
o
Determination of program success level sufficient for provision of resources necessary for Hartnell to commit to accreditation process. c) Does this activity span multiple academic years? ☒ YES ☐ NO
If yes, describe the action plan for completion of this activity.
Specific action plans and approval schedules will be required to accomplish this activity d) What measureable outcomes are expected from this activity? List indicators of success.
Improved Program Effectiveness and Student Career Outcomes National Recognition of Hartnell Constrution Technology program e) What are the barriers to achieving success in this activity?
Overcoming current weaknesses in the construction program Activity 12: Develop Effective Faculty Recruitment and Selection Process Strategic
Plan
Goal
Related
Courses, SLOs,
PLOs,
Primary
Desired
Outcome(s)
2A, 2B, 3B, Improved Program 5A, 6A Revised PLO’S Effectiveness and Student Career Outcomes Resources
Needed
Person
Responsible
Estimated
Date of
Completion
Increased Faculty Time Beyond Class Preparation and Instruction Faculty Access to Support Clerical Staff R. Burton Ward John Anderson Spring 2016 a) Describe the new activities or follow-on activity the resource will support

Faculty: Formalize determination of minimum full‐time faculty qualifications: o Faculty investigation of national accreditation requirements o Initiate conversations with area dean and academic vice president to assess possibility of securing accreditation o Faculty preparation of report on feasibility of achieving national accreditation Determination of program success level sufficient for provision of resources necessary for Hartnell to commit to accreditation process. c) Does this activity span multiple academic years? ☐ YES ☒ NO
If yes, describe the action plan for completion of this activity.
Specific action plans and approval schedules will be required to accomplish this activity d) What measureable outcomes are expected from this activity? List indicators of success.
Securing qualified faculty Improved Program Effectiveness and Student Career Outcomes Improved probability of acheiving national accreditation for Hartnell Constrution Technology program e) What are the barriers to achieving success in this activity?
Finding and recruiting quality faculty to support improved program effectiveness and student career outcomes Activity 13: Integrate Advisory Committee to Include Both Non‐Union & Union Representation
Strategic
Plan
Goal
Related
Courses, SLOs,
PLOs,
Primary
Desired
Outcome(s)
Person
Responsible
Estimated
Date of
Completion
. Burton Ward John Anderson Resources
Needed
Increased Faculty Time Beyond Class Improved Program Preparation and Instruction Revised PLO’S Effectiveness and 1A, 5A, 6A Faculty Access to Support Clerical Staff Dean Student Career Zahi Kanaan Atallah support for activity Outcomes Spring 2016 a) Describe the new activities or follow-on activity that this resource will support


Faculty: Formalize determination of minimum full‐time faculty qualifications: o Faculty investigation of national accreditation requirements o Initiate conversations with area dean and academic vice president to assess possibility of securing accreditation o Faculty preparation of report on feasibility of achieving national accreditation Area Dean:
Secure current Construction Advisory Committee and Foundation support for integration of Union Trade apprentice representatives into construction advisory process. c) Does this activity span multiple academic years? ☒ YES ☐ NO
If yes, describe the action plan for completion of this activity.
Specific action plans and approval schedules will be required to accomplish this activity d) What measureable outcomes are expected from this activity? List indicators of success.
More balance advisory committee information for improved program effectiveness and broadening of career pathways for students. e) What are the barriers to achieving success in this activity?
Industry competition between non‐union contractors and skilled trade unions 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)*
Technology
Hardware/
Software
(H/S)***
Supplies/
Equipment
(S/E)**
Training
Contract
Services
Travel
Library
Materials
Projected
Costs
Facilities
/Space
e.g.,
Science
Labs
1.
2.
3.
4.
5.
* 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.
35 | P a g e 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.
36 | P a g e