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
Engineering
*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
Melissa Hornstein
Tito Polo
Parviz Entekhabi
Laura Fatuzzo
Title/Position
Engineering instructor
Science lab technician
Engineering instructor
Physics instructor
Dean’s Comments (required):
Engineering majors encompass 1/3 of Hartnell’s current STEM majors, but the majority of course work is in other disciplinesengineering capacity is highly dependent on the pipeline. In the past engineering class sizes have been on the small size; with the
growth of the pipeline, most engineering classes have risen to near capacity and second sections will be needed for key classes going
forward.
Due to high number of classes needed EGN has struggled to put in place a model curriculum, but these efforts have been completed
now. Melissa has been very proactive about knowing the C-ID and MC changes coming and implementing them in a very timely
manner once decisions have been made.
Typed Name of Area Dean Shannon Bliss
Date
5/26/15
VPAA Comments (required for comprehensive reviews):
_______________________
Typed Name of VPAA
_________
Date
This PPA report is organized in 3 sections and 11 subsections as follows:
I.
II.
III.
Comprehensive Review – a. Overall Program Effectiveness, b. Instructional Staffing, c. CTE Programs – Labor Market &
Achievement, and d. Program Goals.
Annual Review – a. Course Data & Trends, b. Teaching Modality, c. Curriculum,
d. Outcomes, and e. Previously Scheduled Activities.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
 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?
The Hartnell engineering program serves to transfer students to four-year institutions. Among other academic
programs at Hartnell, the engineering program is unique in that it encompasses a large number of majors (mechanical
engineering, electrical engineering, civil engineering, aerospace engineering, manufacturing engineering, computer
engineering, chemical engineering, biomedical engineering, industrial engineering, etc.), each with their own unique and
diverse set of course requirements. This presents challenges to scheduling, counseling, and student success.
Engineering students account for one-third of all STEM students and nearly one-half of all summer internship
applicants (see Figure 1). However, the engineering program only has one full-time faculty member. This is because
engineering students accumulate most of their units from classes in mathematics, physics, chemistry, and computer
science. Engineering students would benefit from additional faculty advocate voices, especially coming from the disciplines
of mathematics and chemistry. As a result of the low representation of engineering majors among our faculty, STEM
seminar topics cover disproportionately low amount of engineering topics. Internship opportunities are disproportionately
tilted toward research internships, while engineering graduates rarely engage in research as a profession and would benefit
more from industrial internships instead. The lack of representation could be rectified if at least one mathematics
instructor, one physics instructor, one chemistry instructor, and one computer science instructor were designated as
engineering student advocates. Further, this program planning and review process inadequately suits the needs of our
students, given, for example, that there are twelve full-time math instructors planning for Mathematics AS-T program
outcomes, which only serve a handful of math majors.
Hartnell College Spring 2014 STEM interns, breakdown by major
Mathematics
Physics
Biology
Biology
Chemistry
Chemistry
Computer Science
Engineering
Computer
Science
Engineering
Mathematics
Physics
Figure 1. Hartnell College Spring 2014 STEM intern applicants, breakdown by major. Data taken from the 2014 STEM internship interest
form database.
Another unique challenge is that engineering courses require more prerequisites than any other discipline, which means
that we need to make sure that there are enough sections of engineering support classes, such as CHM-1A, PHY-4A, PHY4B, MAT-3A, MAT-3B, MAT-3C, MAT-5, MAT-24, and MAT-25, otherwise students will not be able to transfer to a fouryear institution in a timely fashion.
According to the National Action Council for Minorities in Engineering (NACME), “Latinos make up 16 percent of the
population, but only 6 percent of the engineers.” According to the 2010 U.S. Census, Hispanics or Latinos make up 75% of
the population of Salinas. While the Salinas Valley does not have many job openings for engineers, there is an
extraordinarily large demand for engineers in the Silicon Valley, located only 60 miles to the north.
The engineering program interfaces with many other programs on campus. For instance, engineering students must
take their support classes in mathematics, physics, chemistry, and computer science. While we have been working on
coordinating the scheduling for math, physics, and chemistry, it is difficult to schedule computer science effectively given
that they have a large program of their own and are located on another campus.
The engineering program will explore offering its introductory course, Introduction to Engineering (EGN-1) on-line
during the Spring 2016 semester. This may help alleviate scheduling difficulties for a student in addition to freeing up
lecture space. The engineering program will also explore blocking classes such as EGN-6 during the Spring 2016 semester.
Since several other STEM disciplines such as biology and chemistry are already blocked, this will ameliorate scheduling in
the new Science building.
Pre-requisites and co-requisites within the engineering program have been set based upon the C-ID’s. Engineering
courses have the highest level of pre-requisites of any courses at the College. For example, Circuit Analysis (EGN-6)
requires that a student take MAT24, MAT25, MAT3A, MAT-3B, MAT-3C, PHY-4A, and PHY-4B as pre-requisites; MAT-5 is
a co-requisite. If we created a new special section of Math Academy to focus on physics and engineering skills, engineering
students would benefit. The topics in such a Math Academy would include (1) solving two equations and two unknowns, (2)
reading a graph and finding slope of a linear graph, (3) using a quadratic equation, (4) converting units, (5) working with
significant figures, (6) basic geometry such as areas of circles, spheres, geometry of triangles etc., (7) sine, cosine, tangent,
and the Pythagorean theorem, (8) how to convert from degrees to radians, (9) using simple Excel functions and writing
math equations using word and Excel, and (10) solving word problems of all levels starting at pre-algebra.
Dr. Hornstein continues to attend Engineering Liaison Council (ELC) meetings. At these meeting, engineering faculty
from all over the state of California meet to discuss the state of the community college engineering pipeline, uniform
transfer curricula, reviewing course descriptors, Senate Bill 1440 – The Student Transfer Achievement
Reform Act; C-ID Project, and teaching techniques among other issues.
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
Spring 2015
Fall 2014
Spring 2014
Fall 2013
Spring 2013
Fall 2012
Spring 2012
Fall 2011
Full-time Faculty
No. of Active Sections
4
3
3
3
3
4
3
4
1
1
1
1
1
1
1
1
Adjunct Faculty
0
0
0
0
0
0
0
0
2. What staffing factors/challenges have influenced the effectiveness of the program?
In the past, in any given semester, there is not normally a full load of courses for a single engineering instructor to teach. The full-time
engineering instructor, Dr. Hornstein, has had to make up the remainder of her load by teaching mathematics classes. However, due to
increasing enrollments in STEM this has been changing, and Spring 2015 was the first semester in which there has been a full load solely
made up of engineering classes. Unfortunately, the mathematics department has been short staffed over the past several terms resulting
in most instructors teaching overload. It has been a challenge for Dr. Hornstein to both run the engineering department and teach an
overload in math classes.
Scheduling and limited classroom space has also been a challenge. Between Spring 2014 and Spring 2015 there was a dramatic increase
in enrollment in EGN-6. Due to this increase in enrollment, we would have liked to add a second lab section of EGN-6. Unfortunately,
the classroom that houses the equipment was unavailable during any timeslot in which the engineering students would be free. As a
result, a second section was not created.
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) Goal: to move into the new Science building.
a. Moving existing equipment and purchasing new equipment (such as computers)
b. Setting up the new lab space
c. Re-evaluating scheduling with the extra available space
2) Goal: Two Years to Transfer: To allow students to complete an engineering associate’s degree with the most compact schedule
possible and in the shortest time possible.
a. Offer Introduction to Engineering (EGN-1) as a hybrid class with an on-line lecture and in-person laboratory.
b. To obtain enough supplies/equipment such that we are able to offer two physics labs or a physics and engineering lab
simultaneously.
c. Work with other STEM disciplines who offer engineering pre-requisites or degree requirements (such as Math, Physics,
Chemistry, and Computer Science) to eliminate scheduling conflicts.
d. Create more new sections of math, physics, and chemistry support courses.
3) Goal: Student success
a. Provide supplemental instruction for engineering and engineering support classes.
4) Goal: Revise the engineering associate’s degree to match the Model Curricula (when it finally gets ratified).
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
EGN-2
EGN-4
EGN-8
Course Name
Engineering Graphics and Design
Materials Science and Engineering
Statics
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?
Enrollment has been fairly constant over the three-year period for both EGN-4 and EGN-8. Enrollment for EGN-2 more than
quadrupled over the three-year period. This significant increase likely occurred due to a re-examination of class scheduling. That
is, the class had been overlapping the Calculus series. After that conflict was removed, enrollment jumped. In order to ensure
continuous improvement, we should be vigilant for scheduling conflicts.
SUCCESS
3. Review the success data. Describe and analyze any patterns or anomalies that you notice. What do you make
of these patterns or anomalies? What actions should be taken to ensure continuous improvement?
Success for all three classes has remained high.
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.
No data for degree and certificate completion.
B. TEACHING MODALITY
1. Enter the number of Distance Education Courses, both fully online and hybrid sections, along with the
number of full-time and adjunct faculty.
Term
No. of DE/Online
Sections
No of Hybrid
Sections
Full-time
Faculty
Adjunct Faculty
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]
.
3. Describe the process to change and improve student success in DE courses/sections in your program.
[Begin response here]
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]
5. Describe the process to change and improve student retention in DE courses/sections in your program.
[Begin response here]
6. Describe any other relevant factors regarding diverse teaching modalities and environments, such as specific
locations.
[Begin response here]
C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for review
during AY 2014-15 as previously
specified
EGN 1
Faculty member(s) responsible for (a) Was the course reviewed
coordinating
and (b) taken through the
curriculum process?
Melissa Hornstein
Yes
Date of approval (or anticipated
approval) by Curriculum
Committee
02/05/2015
Courses scheduled for review during AY
2014-15
Faculty member(s) responsible for
coordinating
Target semester and year—Fa 2015 or Sp
2016
D. OUTCOMES
Use your Program Outcome Maps to assist you in this subsection. As you plan your course assessments, keep the higher level
program outcome in mind. While course level assessment serves the purpose of examining the teaching and learning for that
particular course, it also provides the data that will be viewed collectively for assessment of the associated program level
outcomes.
PROGRAM LEVEL OUTCOMES
1. Please complete the following tables.
List Program level outcome(s) scheduled for
assessment as previously specified
PLO #1: Employ science and mathematical skills
required for occupational needs
What changes have occurred in the
program/discipline as a result of dialogue?
No changes have been made
Was the Program Outcome
Assessment Summary completed?
Yes
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?
PLO #4: demonstrate appropriate technical communication skills (written, verbal Yes
and drawing).
PLO #5: work effectively in a team, exercise initiative and function in a
Yes
leadership role.
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?
Engineering program SLOs and one PLO were assessed, and the physics, astronomy and engineering faculty engaged, in a weekly
basis during lunch, in discussions on how to improve courses and student success.
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?
The Critical Thinking/Problem Solving, Global Awareness were addressed by looking at the SLOs and the PLOs for Engineering.
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?
No classes schedule for AY 2014-15
List courses scheduled for SLO assessment in
AY 2015-16
EGN 2
EGN 4
EGN 8
EGN 1
EGN 5
EGN 6
Faculty member(s) responsible
for coordinating
Parviz Entekhabi
Melissa Hornstein
Melissa Hornstein
Melissa Hornstein
Melissa Hornstein
Melissa Hornstein
Target semester and year—Fa
2015 or Sp 2016
Fall 2015
Fall 2015
Fall 2015
Spring 2016
Spring 2016
Spring 2016
5. Describe course level assessments results and how they will influence your plans moving forward.
[Begin response here]
6. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving
these improvements?
[Begin response here]
E. PREVIOUSLY SCHEDULED ACTIVITIES
This subsection focuses on activities that were previously scheduled. An activity can address many different aspects of your
program/discipline, and ultimately is undertaken to improve or enhance your program/discipline, and keep it current.
Activity scheduled
What success has been
achieved to date on this
activity?
What challenges existed or Will activity
continue to exist?
continue into AY
15-16?
Will activity
continue into AY
16-17?*
1.
2.
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]
III.
ANNUAL ACTION PLAN
This section must be completed for ALL academic programs, whether scheduled for annual or
comprehensive review in spring 2015.
A. NEW ACTIVITIES
This subsection addresses new activities for, and continuing new activities into, AY 2015-16. An activity can address many
different aspects of your program/discipline, and ultimately is undertaken to improve, enhance, and or keep your program/discipline
area current. A new activity may or may not require additional resources. Activities can include but are not limited to:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
NEW CURRICULUM
FURTHER DEVELOPMENT OF THE PROGRAM OR SERVICE
GRANT DEVELOPMENT AND PROPOSALS
FACULTY AND STAFF TRAINING
MARKETING/OUTREACH
ENROLLMENT MANAGEMENT
STUDENT SERVICES
ADMINISTRATIVE SERVICES
SUPPORT OPERATIONS
FACILITIES
1. List information concerning new projects or activities planned. The first activity listed should be the most important; the second
activity listed the second most important, etc. Please keep in mind that resources needed, if funded, would not be approved
until spring 2016 and provided until FY 2016-17. Ongoing activities involving resources that will no longer be available
from grant funds starting FY 2016-17 must be planned for appropriately.
Activity
1.
Update
engineering/physics
labs and develop new
engineering/physics
labs
2.
Student success:
Supplemental
Instruction, STEM
tutoring, Math
Academy, Math
Learning Center,
STEM Summer
Bridge
Strategic
Plan
Goal(
s)
No. &
Letter
(e.g.,
1A, 2A, 2B,
4C
2A, 2B
Related
Courses,
SLOs, PLOs,
or goals
Analyze and
debug circuits
using electronic
equipment and
software tools.
All SLOs and
PLOs
Desired
Outcome(s)
Resources
Needed
Person
Responsible
Estimated
Date of
Completio
n
(can be
more than
one year in
Have students work 60 laptops for both Melissa Hornstein, One year
in groups of two in lecture and lab, 28
Laura Fatuzzo
order to get hands- desktop computers for Tito Polo
on experience with the physics and
engineering labs in
modern lab
the new Science
equipment to be
able to experience Building, supplies for
the concepts
updating physics and
learned in class,
engineering labs
learn data
collection and data
analysis techniques
Have a 80%
Stipends for SI’s and Melissa Hornstein Ongoing
success rate in all tutors, STEM
Laura Fatuzzo
engineering classes scholarships, supplies
for Math Academy
and Summer Bridge
Comments
Recruit SI’s for physics and engineering,
develop Math Academy for
Physics/Engineering, other STEM success
initiatives
3.
Transfer engineering 1A, 2A, 2B
students to four-year
institutions in two
years
4 math instructors, 1 Melissa Hornstein, Ongoing
physics/astronomy Laura Fatuzzo
instructor, 1
chemistry technician,
training for math
adjuncts, STEM
scholarships
4.
Support STEM clubs 6A
and their outreach
efforts, projects,
events, etc.
Supplies for STEM
clubs and outreach
such as STEM
Olympics
5.
Revise engineering 1A and 5A
degree program to
align with the
proposed Engineering
Model Curricula and
align individual
engineering courses to
their C-ID descriptors
Offer an A.S.-T.
degree in
Engineering
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
Club officers
Tito Polo
Ongoing
Melissa Hornstein Ongoing
Examine grid for scheduling conflicts for
engineering majors. Schedule enough
sections of support courses, such as MAT24/25/3 series/4/5, PHY-4 series, and
CHM-1 series to meet student demand.
Capability of opening up sections on
demand after scheduling is complete.
Develop a larger Math part-time instructor
pool by recruiting and training engineers
from Silicon Valley. Hire more full-time
tenure-track instructors in Math and
Physics, plus a Math learning lab
instructor. Develop a physics and
engineering substitute instructor pool.
Scholarships. Provide our students with a
more compact schedule.
*** Update engineering/physics labs ***
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.
This activity is to do a comprehensive update to the engineering and physics labs. This activity is embedded inside several STEM
grants, including Title 3 CUSP and Title 5 STP.
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
This activity will support the following core competencies
• information skills
• critical thinking/problem solving.
This activity will support the following program level outcomes:
• employ science and mathematical skills required for occupational needs.
• design a system, component, or process with supervision of a licensed engineer to meet desired needs.
• analyze engineering problems and make appropriate decisions with supervision of a licensed engineer.
• demonstrate appropriate technical communication skills (written, verbal and drawing)
This activity will support the following course level outcomes:
• EGN-6: Analyze and debug circuits using electronic equipment and software tools.
• EGN-6: Determine an electrical circuit’s operating performance by applying the appropriate circuit analysis technique.
• EGN-5: Use MATLAB to solve basic technical problems in engineering, math and science.
• EGN-4: Upon satisfactory completion of the course, students will be able to: develop the engineering materials background to
justify and recommend materials appropriate for different engineering applications and environments based on the properties
and performance of different materials.
• EGN-2: Communicate a complete design through multi-views, auxiliary views, section views, isometric views, dimensioning,
and tolerance.
• EGN-2: Given the necessary tools, students take an engineering design idea; systematically identify necessary processes and
steps to arrive at a feasible and workable design.
This activity will support the following program/discipline goals:
• Move into new science building
• Student Success
This activity will support the following strategic plan goals:
• Student Success
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
This activity may span several years if the approval process is slow.
d) What measureable outcomes are expected from this activity? List indicators of success.
More than one physics or engineering class will be able to be scheduled during one lab slot.
e) What are the barriers to achieving success in this activity?
Barriers to achieving success include not being able to access funds set aside for this activity inside the CUSP and STP grants.
*** Student success: Supplemental Instruction, STEM tutoring, Math Academy,
Math Learning Center, STEM Summer Bridge ***
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.
This activity is to enhance student success through Supplemental Instruction, STEM tutoring, developing a new section of Math
Academy specifically geared toward Physics and Engineering success, developing a Math Learning Center, and the STEM Summer
Bridge.
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
This activity will support the following core competencies
• All
This activity will support the following program level outcomes:
• All
This activity will support the following course level outcomes:
• All
This activity will support the following program/discipline goals:
• Student Success
This activity will support the following strategic plan goals:
• Student Access
• Student Success
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
This activity will take as long as it takes to secure funding.
d) What measureable outcomes are expected from this activity? List indicators of success.
The measureable outcome of this activity is for students to transfer to four-year institutions in two years.
e) What are the barriers to achieving success in this activity?
Barriers to achieving success in this activity include not securing funding.
*** Transfer engineering students to four-year institutions in two years ***
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.
This activity is to develop a cohort model (loosely based on CSIT-in-3) to transfer engineering students to four-year institutions in two
years. It may require applying for grant funding.
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
This activity will support every single course level outcome and program level outcome for the Engineering Program.
c) Does this activity span multiple academic years?
☐ YES
☐ NO
If yes, describe the action plan for completion of this activity.
This activity will take as long as it takes for the A.S.-T. degree in engineering to be developed.
d) What measureable outcomes are expected from this activity? List indicators of success.
The measureable outcome of this activity is for us to put an A.S.-T. degree in engineering in our course catalog and develop cohorts of
engineering students.
e) What are the barriers to achieving success in this activity?
Barriers to achieving success in this activity include an A.S.-T. degree not being approved by the Chancellor’s Office, or funding not
being secured.
*** Support STEM clubs and their outreach efforts, projects, events, etc. ***
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.
This activity is to support various STEM clubs and their outreach efforts, projects, events, etc.
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
[Begin response here]
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.
Outreach
e) What are the barriers to achieving success in this activity?
[Begin response here]
*** Revise engineering degree program to align with the proposed Engineering
Model Curricula and align individual engineering courses to their C-ID
descriptors ***
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.
This activity is to develop an AS-T degree in Engineering when it is finally finalized by the Engineering Liaison Council.
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
This activity will support every single course level outcome and program level outcome for the Engineering Program.
c) Does this activity span multiple academic years?
☐ YES
☐ NO
If yes, describe the action plan for completion of this activity.
This activity will take as long as it takes for the A.S.-T. degree in engineering to be developed.
d) What measureable outcomes are expected from this activity? List indicators of success.
The measureable outcome of this activity is for us to put an A.S.-T. degree in engineering in our course catalog.
e) What are the barriers to achieving success in this activity?
Barriers to achieving success in this activity include an A.S.-T. degree not being approved by the Chancellor’s Office.
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)***
Basic engineering
supplies (S)
Contract
Services
Training
Travel
Library
Materials
Facilities
/Space
e.g.,
Science
Labs
Projected
Costs
$1,500
1.
Sixty laptops (H)
$60,000
1.
28 desktop
computers (H)
$33,600
1.
Physics/engineering
supplies – see attached
spreadsheet (S)
$58,000
2.
SI leader and
tutor stipends
2. and 3.
3.
3.
STEM
scholarshi
ps
$10,000
$100,000
Three (3)
Mathematics
Full-time
faculty
positions (F) +
One (1)
mathematics
learning center
instructor (F)
$400,000
Training for
developing
new math
adjunct pool
$100,000
3.
3.
4.
One (1)
Physics/Astron
omy Full-time
faculty position
(F)
One Full-time
Chemistry
technician (C)
$100,000
$50,000
Supplies for STEM
clubs and outreach (S)
$1,000
* Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager.
** S for Supplies, E for Equipment. If additional supplies, for example, are needed for ongoing activities, this should be requested through
the budget rollover process.
*** H for Hardware, S for Software.
APPENDIX A. Strategic Priorities & Goals
(from Hartnell College Strategic Plan 2013-2018)
Priority 1: Student Access
Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong
learning opportunities—with seamless pathways—to all of the college’s present and prospective
constituent individuals and groups.
Priority 2: Student Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning
environment to help students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning
environment that addresses and meets the diverse learning needs of students.
Priority 3: Employee
Diversity and Development
Goal 3A: Hartnell College is committed to 1) increasing diversity among its employees; 2)
providing an environment that is safe for and inviting to diverse persons, groups, and
communities; and 3) becoming a model institution of higher education whose respect for
diversity is easily seen and is fully integrated throughout its policies, practices, facilities, signage,
curricula, and other reflections of life at the college.
Goal 3B: To attract and retain highly qualified employees, Hartnell College is committed to
providing and supporting relevant, substantial professional development opportunities.
Priority 4:
Effective Utilization of Resources
Goal 4A: To support its mission, Hartnell College is committed to the effective utilization of
its human resources.
Goal 4B: Hartnell College is committed to having its physical plant, furnishings, and grounds
maintained and replaced in a planned and scheduled way to support learning, safety, security,
and access.
Goal 4C: Hartnell College will maintain a current, user-friendly technological infrastructure
that serves the needs of students and employees.
Goal 4D: Hartnell College is committed to maximizing the use and value of capital assets,
managing financial resources, minimizing costs, and engaging in fiscally sound planning for
future maintenance, space, and technology needs.
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Priority 5:
Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the realworld needs of its diverse student population, while also developing and employing a culture of
innovation that will lead to improved institutional effectiveness and student learning.
Priority 6: Partnership with
Industry, Business Agencies and Education
Goal 6A: Hartnell College is committed to strengthening and furthering its current
partnerships, in order to secure lasting, mutually beneficial relationships between the college
and the community that the college serves.
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