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)*
Date Submitted to Dean
Elementary Teacher Education
*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
Jeanne Hori-Garcia
Laverne Cook
Celine Pinet
Title/Position
ECE Instructor
Counselor, Articulation Officer
Dean of Academic Affairs, Curriculum
and Instruction, Social and Behavioral
Sciences and Fine Arts
Dean’s Comments (required): There are no Full Time Faculty in the department of Elementary Education. This program review would not have
been possible were it not for the cooperative efforts of other area faculty and Administration across Student Services and Instruction. The climate
of collaboration and mutual respect across areas makes the analysis presented herein all the more valuable.
______Celine Pinet_____
Typed Name of Area Dean
__09/2015_____
Date
VPAA Comments (required for comprehensive reviews):
_______________________
Typed Name of VPAA
_________
Date
This PPA report is organized in 3 sections and 11 subsections as follows:
I.
II.
III.
Comprehensive Review – a. Overall Program Effectiveness, b. Instructional Staffing, c. CTE Programs – Labor Market &
Achievement, and d. Program Goals.
Annual Review – a. Course Data & Trends, b. Teaching Modality, c. Curriculum,
d. Outcomes, and e. Previously Scheduled Activities.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
 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.
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)
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
EDU 1
FCS 14
Math 12
Course Name
Multicultural Perspective of Education
Child Development
Number Systems
Does the course have any DE (online or
hybrid) sections?
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]
different disciplines.
The first required course is EDU 1, Multicultural Perspective of Education. This course was offered Spring 2008, Fall
2008, and Spring 2009. In March 2013, the curriculum committee approved EDU -1 revisions and approved the
Elementary Teacher Education major.
Course
EDU 1
Semester
FALL 24
1st census
17
Last census
11
Completed
11
Enrollments and Retention:
First censes
Last census
% retention
24
17
70.83%
Enrollment in FTES 14 has been stable whereas enrollment in Math 12 have tripled. Math 12, Number Systems, is a course
intended primarily for Elementary teacher Education. The emphasis is on problem solving strategies, the structure of
mathematical systems, and the ideas underlying the common arithmetic algorithms taught to children. Topics include
number theory, sets and relations, numeration systems, and geometric concepts.
FCS-14
2013FA
2014FA
2015FA
MAT-12
2012SP
2013SP
2014SP
40
40
45
35
39
39
39
39
33.17
34.50
34.50
30.50
20.67
14
12
36
33.50
36.00
33.00
31.50
22
18
12
36
Student success in completion of the AA-degree:
A total of 3 students completed the Elementary Teacher Education major by Summer 2009. Another three students
completed this major in Fall 2014 and 2015.
Several factors limit the number of Elementary Teacher Education majors.
a) If EDU-1 is not offered consistently, students will not be able to complete the major in a timely manner. Many
students will have to complete coursework in another related major.
b) In 2009, California had drastically reduced the school budgets. Schools had to lay off teachers, not fill teaching
positions due to attrition, and increase class sizes. Many credentialed teachers in California accepted teacher assistant
jobs to stay current in the teaching field.
During this 2009 to 2014 period, many incoming college students bypassed teaching as a possible career.
This fall, the teacher job market has changed. School districts needed to fill openings before the school start date.
With increased state funds, more teacher retirements, and increased student enrollment, school administrators had to
find qualified teachers. Several school districts have hired teachers who are still working on their credentials at the local
CSUs.
Secondly, the Early Childhood Education field has expanded its education requirements to include a BA degree and
eventually a teaching credential. Most ECE majors are transferring to complete a BA degree and a teaching credential.
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]
The success so far, has been the revision and update with curriculum committee approval and the
course offerings.
Student Success for EDU-1
%
D grade or better
47%
8 of 17 enrolled passed with D grade or better
58.82%
10 of 17 enrolled passed with a C grade or better
90.01%
10 of 11 completed final exam and service learning hours
Passed the course
100%
11 out of 11 completed 41 – 45 service learning hours
82%
9 out of 11 completed 45+ service learning hours
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]
Major
Elementary Teacher Prep AA-T (new 12-13)
Type
SP13
SU13
F13
SP14
SU14
F14
SP15
TOTAL
0
0
0
0
0
1
2
3
Sp 09
3
Su 09
0
AA
Major
Elementary Teacher Preparation
Type
AA
F09
0
Sp10 SU10
1
0
Total
4
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.
Elementary Teacher Education is a multi-disciplinary major of 12 different disciplines.
Each discipline that offers distance education courses include student outcomes of students with different majors,
not just the Elementary Teacher Education major.
The data is as follows:
English 1A
Term
No. of DE/
Online
Sections
Fall 13 hybrid 7
Spring 14 hybrid 10
Fall 13 online
4
Spring 14 online 4
Spring 15 online 4
No of
Hybrid
Sections
1
2
1
1
1
Fulltime
Faculty
2
2
1
1
1
Adjunct
Faculty
HISTORY 17A AND 17B
Term
F10
S11
F11
S12
F12
S13
S14
S15
No. of DE/
Online
Sections
5
4
5
5
3
5
5
5
No of
Hybrid
Sections
0
0
0
0
1
2
2
2
No. of DE/
Online
Sections
No of
Hybrid
Sections
0
0
0
0
1
2
2
2
Fulltime
Faculty
1
1
1
1
1
1
1
2
Adjunct
Faculty
2
1
2
2
0
2
3
5
POLITICAL SCIENCE
Term
Fall 2010
Spring 2011
Fall 2011
Spring 2012
Fall 2012
Spring 2013
Spring 2014
Spring 2015
1
2
2
2
2
2
2
3
1
1
1
1
1
1
1
1
Fulltime
Faculty
Adjunct
Faculty
4
4
4
4
4
4
4
5
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]
English 1A
Distance Education: Far fewer students were enrolled in DE courses (approximately 150 per semester). Retention was higher in face- toface courses (approximately 77%) than in DE courses (70%). This could be due to a lack of any support system for DE students.
There are no trainings for this mode of education.
Because the overall enrollment for the college was highest during Spring 2011 through Spring 2012 (peak of 28,444), and lowest in Fall
2012 and Spring 2013 (23,638 and 24,707), it makes sense that these courses would also follow a similar pattern. In addition, lower
spring enrollments than fall is a general trend in most institutions. And finally, the economic recession might explain the peak
enrollment in 2010 and 2011. With so many losing employment there was a sudden influx into educational institutions, especially
community colleges during 2010 and 2011. This influx has now stabilized though demand for English 1A continues to exceed offerings.
History 17A and 17B
Student success in online courses is lower than face to face courses. There are many reasons for this difference including:
1. The absence of support for online students. Statistically, the students most likely to succeed in online learning have access to a
computer and the internet. Many Hartnell students come from poverty and do not have the internet or a computer at home.
Cutbacks in lab hours and other support programs have made it very difficult for at risk students to succeed.
2. The Hartnell College schedule of classes is confusing for students and many do not know they actually enrolled in an online
course.
3. Many students who enroll in online courses have no understanding of how to navigate the Etudes learning platform. Many
students drop because of the confusing nature of the platform.
4. Many students do not possess basic internet skills including navigating the internet, downloading files and installing necessary
programs such as Adobe Acrobat.
5. The bookstore consistently fails to order enough textbooks to meet student needs. This is a common problem that the bookstore
refuses to address.
6. Fasttrack courses are a special problem for retention and success because many students are unaware they have enrolled in a 6
week long course.
7. The Hartnell email system is another problem for online students. Many don’t have a Hartnell account or even know about
Hartnell email so they miss crucial information at the beginning of the semester. This problem will be exacerbated by the new
campus policy that forbids faculty from responding to non-campus email from students.
8. The absence of additional full time faculty make it difficult to collaborate and work on strategies to improve online learning.
POLITICAL SCIENCE
There is a visibly clear difference in the success rates of face to face classes when compared to distance education classes. After the fall
2010 semester rate of 68% the success rates in DE sections of POL-1 fell off dramatically: 56%, 35%, 49%, 49%, and 38%. I believe the
difference is found in the assignment of a DE instructor that teaches Political Science at the college level as opposed to the previous
instructor that designed the course to be too easy and more along the lines of high school civics.
POL-1:
The success rate in POL-1 is a two-tiered pattern based on the fall and spring semesters. The fall semester has greater variance than
the spring semesters:
fall 2010 = 67% spring 2011 = 59%
fall 2011 = 57% spring 2012 = 65%
fall 2012 = 72% spring 2013 = 63%
fall 2013 = 70% spring 2014 = 64%
fall 2014 = 70% spring 2015 = 62%
Instructors pointed that the need for more study that influence student success
a) Different levels of academic rigor
b) Different academic standards between face-to-face and distance education classes
c) Analysis of the grades earned students enrolled in the day sections, evening sections, and at King City Center.
3. Describe the process to change and improve student success in DE courses/sections in your program.
[Begin response here]
The Teacher Elementary Education program is a multi-disciplinary degree with 12 different disciplines.
The process to change and improve student success in DE courses/sections are presently been done by individual disciplines.
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]
English 1A
Distance Education: Far fewer students were enrolled in DE courses (approximately 150 per semester). Retention was higher in face- toface courses (approximately 77%) than in DE courses (70%). This could be due to a lack of any support system for DE students.
There are no trainings for this mode of education.
History 17A and 17B
Student success in online courses is lower than face to face courses. There are many reasons for this difference including:
1. Limited access to computers, Internet, and materials to complete a course on-line
2. Limited training and computer skills to complete an on-line course successfully.
POLITICAL SCIENCE
1. Disparity of the academic rigor and standards between DE and Face-to-Face courses and by individual instructors.
5. Describe the process to change and improve student retention in DE courses/sections in your program.
[Begin response here]
The Teacher Elementary Education program is a multi-disciplinary degree with 12 different disciplines.
The process to change and improve student success in DE courses/sections are presently been done by individual disciplines.
6. Describe any other relevant factors regarding diverse teaching modalities and environments, such as specific
locations.
[Begin response here]
This discussion can’t take place until the Elumen project to group the courses is completed and a multi-disciplinary faculty team meets to
discuss the outcomes and concerns per each individual discipline.
Faculty will be able to identify needs and skills of students but may not know the individual students who are Elementary Teacher
Education majors.
It seems that the success rate of the courses with high academic rigor is between 57% to 72% for DE and face-to-face coursework.
However other disciplines have addressed the following in their PPA reports:
Many students do not possess basic internet skills including navigating the internet, downloading files and installing
necessary programs such as Adobe Acrobat.
The bookstore consistently fails to order enough textbooks to meet student needs. This is a common problem that the
bookstore refuses to address.
Fasttrack courses are a special problem for retention and success because many students are unaware they have enrolled in
a 6 week long course.
The Hartnell email system is another problem for online students. Many don’t have a Hartnell account or even know about
Hartnell email so they miss crucial information at the beginning of the semester. This problem will be exacerbated by the new
campus policy that forbids faculty from responding to non-campus email from students.
The absence of additional full time faculty makes it difficult to collaborate and work on strategies to improve online learning.
C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses
scheduled for
review during
AY 2013-
EDU-1
Eng 1A
ENG 2
ENG 1B
COM-1
POL-1
HIS-17A
HIS-5A
FCS-14
CHM-22
PHY-10
BIO-10
GEL-1
Math 12
GEG 10
Courses
scheduled for
review during
N/A
Faculty member(s)
responsible for
coordinating
Daniel Perez
Rhea Mendoza-Lewis
Rhea Mendoza-Lewis
Rhea Mendoza-Lewis
Jason Hough
Larry Adams
Ann Riley
Ann Riley
Hori-Garcia
YEE
Fatuzzo
Hughey
Barmiski
Jim Riley
Kimbrough
Faculty member(s)
responsible for
coordinating
(a) Was the course
reviewed and (b) taken
through
the
curriculum
process?
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
Date of approval (or
anticipated approval) by
Curriculum Committee
05/07/2015
11/06/2014
04/16/2015
04/16/2015
03/01/2012
04/19/2012
10/20/2011
03/21/2013
11/06/2014
05/02/2013
03/20/2014
02/19/2015
03/06/2014
02/21/2013
12/04/2014
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
Transfer to CSU/UC
List Program level outcome(s) scheduled for
assessment in AY 14-15
What changes have occurred in the Was the Program Outcome
program/discipline as a result of Assessment Summary
dialogue?
completed?
Better assessment strategy
No
Have your course level SLOs needed for this program level outcome
been assessed o rescheduled for assessment?
This will happen when the multi-disciplinary group convenes to discuss the
Not completed yet
This will occur as soon as the Elumen can group courses Lead discipline, review the PLOs and SLOs of each discipline, and analyze the
Pertaining to the Teacher Elementary Education
Findings.
Program
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]
Was there review and analysis of the data? Each discipline has data of all the majors enrolled in each course. At this time,
unable to identify the success and retention of the Elementary Teacher Education majors at this time.
How did the discipline faculty engage in discussion? There was no meeting to discuss specific outcomes of Elementary Teacher
Education program.
Was there review and analysis of the data? Not for the Elementary Teacher Education, only for each individual discipline.
How did the discipline faculty engage in discussion? Each discipline had its own procedure to discuss program outcomes.
Were any interventions conducted? n/a
Are there any plans to make changes to certificate/degree programs or improvements in teaching and student learning? n/a
Discussion started about using Elumen to aggregate data pertaining just to the Elementary Teacher Education majors.
challenging to group coursework from 12 different disciplines for this multi-disciplinary major.
It will be
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]
Core competencies are individually addressed by each program/discipline.
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?
ENG-1A
ENG-2
ENG-1B
COM-1
POL-1
HIS-17A
HIS-5A
FCS-14
CHM-22
PHY-10
BIO-10
GEL-1
2013-2014
2013-2014
2013-2014
2013-2014
2013-2014
2013-2014
2013-2014
2013-2014
2013-2014
2013-2014
2013-2014
2013-2014
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
List courses scheduled for SLO assessment in
AY 2015-16
Faculty member(s) responsible
for coordinating
Target semester and year—Fa
2015 or Sp 2016
EDU-1
ENG-1A
ENG-2
ENG-1B
COM-1
POL-1
HIS-17A
HIS-5A
FCS-14
CHM-22
PHY-10
BIO-10
GEL-1
GEG-10
MAT-12
Daniel Perez
various
various
various
various
various
various
various
various
various
various
various
various
various
various
Fall 2014
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
5. Describe course level assessments results and how they will influence your plans moving forward.
[Begin response here]
Course level assessments completed by individual disciplines. However no data found for EDU-1 and GEG-10 completed.
With the demand for more qualified credential teachers, plans must be made to
a) Recruit students in the Elementary Teacher Education program
b) Develop a master calendar/schedule to offer EDU-1 and GEG 10 in a predictable pattern
c) Review with the Physics faculty of alternative coursework for elementary teacher education majors
d) Discuss strategies in reviewing and assessing data for Elementary Teacher Education majors only using Elumen.
6. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving
these improvements?
[Begin response here]
Right now, assessments of student learning outcomes and program learning outcomes are identified by each individual discipline.
For example, FCS 14, Child Development, is a required course for Elementary Teacher Education as well as Early Childhood
Education.
Many students also enroll in FCS 14 to satisfy one of the requirements for Area D or E for other majors.
Therefore, the data does not assess specifically the Elementary Teacher Education majors.
Before assessment activities can be strengthened or improved for the Elementary Teacher Education program, the college needs to
set up a system to gather data regarding just the Elementary Teacher Education majors. At this time, the data identifies just
general student needs and areas for improvement for all students enrolled in each course from the 12 disciplines of this Elementary
Teacher Education program.
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.
Update EDU-1
2.
Update GEG-10
What success has been
achieved to date on this
activity?
What challenges existed or Will activity
continue to exist?
continue into AY
15-16?
Will activity
continue into AY
16-17?*
Staffing and scheduling
Yes
Assess SLOs
No
Assess SLOs
Staffing and scheduling
3.
* 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]
EDU-1 approved by the curriculum committee. In Fall 2014, this course was offered. This course was not offered in
Spring 2015 or Fall 2015.
GEG-10 was revised and approved by the curriculum committee. In Spring 2015, this course was offered. This course is
not being offered Fall 2015.
Only three students completed the AS-T Elementary Teacher Education by Spring 2015. This program is just starting up
after a 7 year hiatus. It will take time to build up student enrollment.
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
Elumen
implem
entat
ion
Strategic
Plan
Goal(s)
No. &
Letter
(e.g.,
5A)*
2A, 2B
Related
Courses,
SLOs, PLOs,
or goals
Desired
Outcome(s)
All required
courses,
PLOs of
degree
Course
group created for
AA-T in ETE
Resources
Needed
Faculty
volunteers
Person
Responsible
Estimated
Date of Completion
(can be more
than one year in
length)
Dean
June 2016
Comments
Still need to
Continue this activity
Review
infrastructure
to increase
student
enrollment.
1A, 2A, 2B
Increased
Multistudent enrollment disciplinary
faculty team
Dean
June 2016
Unclear lead discipline
for outreach,
recruitment
Develop
materials and
information
about this
program.
1A, 2A, 2B
Increased student Multidisciplinary
enrollment
faculty team
Dean
June 2017
Find grant funds to
support outreach and
recruitment
Dean
June 2017
Must revise, get multidisciplinary approval,
and finally curriculum
committee approval
Revise the
2A, 2B
Chem and Phy
requirement
For the AA-T
program
* 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.
Continue project of Elumen implementation for 2015-16. The required courses will be “grouped” so that course level assessment
data can be aggregated for this degree.
b) Describe how this activity supports any of the following:
1) Core Competency
2) Program level Outcome
3) Course level Outcome
4) Program/Discipline Goal
5) Strategic Priority Goal
Outcomes for courses in this degree are mapped to core competency outcomes and are assessed at the core competency level
as well as at the course level.
Course level outcomes need to be mapped to program level outcomes, which will be accomplished during this activity.
c) Does this activity span multiple academic years?
YES
NO
If yes, describe the action plan for completion of this activity.
[Begin response here]
d) What measureable outcomes are expected from this activity?
List indicators of success.
Program level outcome assessment system established to review and analyze data regarding Elementary Teacher Education majors’
learning outcomes.
e) What are the barriers to achieving success in this activity?
Faculty need to be trained and have time to get assessment data into Elumen. Lead discipline or designated person must coordinate the
data among the 12 different disciplines.
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.
1.
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
See note below
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.
The multi-disciplinary team must meet to review the data and discuss strategies in increasing enrollment in the Elementary
Teacher Education.
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.
25 | 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.
26 | P a g e