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)*
English
Date Submitted to Dean
2/28/15
*Please note that you should work with your colleagues and dean to ensure that this report is completed, revised as needed, in its
final form and submitted no later than the end of March.
List of Contributors, including Title/Position
Name
ENG Dept.
Title/Position
All current FT ENG faculty
Dean’s Comments (required):
_____________________
Typed Name of Area Dean
_________
Date
VPAA Comments (required for comprehensive reviews):
LLS&R AREA FTES
ENG
251.13
217.97
248.20
287.21
Enrollment in English classes continues to be strong. There are concerns about retention/success, but there is hope that an academic learning
center will improve these. English curriculum is up-to-date, and faculty (full-time and adjunct) participate in data collection and discussion of
assessment activities. Full-time faculty have developed specific assignments and assessments and take the lead role for whichever classes are
being assessed in a given semester. The hiring a full-time ENG faculty will help staffing issues.
Kathy Mendelsohn
_______________________
Typed Name of VPAA
May 29, 2015
_________
Date
This PPA report is organized in 3 sections and 11 subsections as follows:
I.
II.
III.
Comprehensive Review – a. Overall Program Effectiveness, b. Instructional Staffing, c. CTE Programs – Labor Market &
Achievement, and d. Program Goals.
Annual Review – a. Course Data & Trends, b. Teaching Modality, c. Curriculum,
d. Outcomes, and e. Previously Scheduled Activities.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
è For programs/disciplines scheduled for comprehensive review in spring
2015, please complete Sections I, II, and III.
è For programs/disciplines scheduled for annual review, please complete
Sections II and III.
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
Course Name
Does the course have any DE (online or
hybrid) sections?
ENG 253
Fundamentals of Composition and
Reading
no
ENG 101
Intermediate Composition and Reading
no
ENG 1A
College Composition and Reading
yes
Please use the data that have been provided. Analyze trends that you observe with respect to the data for the identified courses
and answer the following questions.
ENROLLMENT
2. Review the enrollment data. Describe and analyze any patterns or anomalies that you notice. What do you
make of these patterns or anomalies? What actions should be taken to ensure continuous improvement?
2011-12
2012-13
2013-14
Fall
Spring
Fall
Spring
Fall
Spring
ENG 253
529
472
352
391
422
416
ENG 101
784
636
694
579
711
695
ENG 1A
906
931
625
732
931
950
Enrollment was significantly lower in the 2012-13 academic year because of economic factors that required
the college as a whole to limit enrollments. This phenomenon was not an effect of any factors relating to the
department or demand for its courses.
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?
2011-12
2012-13
2013-14
Fall
Spring
Fall
Spring
Fall
Spring
ENG 253
57%
54%
68%
59%
71%
57%
ENG 101
65%
53%
56%
55%
60%
59%
ENG 1A
54%
57%
59%
59%
56%
57%
In ENG 253, there is a noticeable drop-off in success in spring semester compared to fall semester. In the higher-level
courses, this pattern does not appear. Possibly fall success rates in ENG 253 reflect students who are more confident and
eager to take on a required developmental course; students enrolling in spring have already failed it once, or perhaps put
off a course in which they know themselves to be weak. Success rates in ENG 1A are very consistent; students at this level
are better prepared and more experienced and mature as students.
In comparison to state levels, we are above state success rates at the basic skills levels.
Request institutional research survey to conduct a comprehensive study entailing the reasons why students drop and fail
classes.
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.
Among the students we serve, English is a requirement rather than an academic major; only two students have graduated in
the last year with the A.A. degree in our discipline. However, the program serves an essential function in supporting all other
transfer and certificate programs. {other measures of our effectiveness: total number of students served, success rates overall,
retention, connections to the community, transfer levels…] We must take credit for the overall success of the College in
preparing students for transfer and employment.
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
S 15
F 14
S 14
F 13
S 13
F 12
7
8
7
8
7
7
No of Hybrid
Sections
8
5
10
7
5
5
Full-time
Faculty
3
4
3
4
3
4
Adjunct
Faculty
0
0
0
0
0
0
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?
The English department offers the following courses in online and face-to-face modalities: ENG 1A, 1B, and 2.
There are also sections in the same courses in a blended, or hybrid, format. Additionally, S15 introduced hybrid sections
to the ENG 101 level.
From fall 2011-spring 2014, success in the face-to face courses averaged at 64% in all three sections (ENG 1A, 1B, and 2.).
From fall 2011-spring 2014, success in the fully online courses averaged at 52%.
However, there are differences in success rates between face-to-face and online courses. Though well above the state
average for success in English courses according to the California Community Colleges Chancellor's Office web site, the
numbers for success are lower in the fully online course as compared to face-to-face.
There is no concluding factor to determine the difference, but research shows that possible factors for lower success rates
in online courses can be as follows: the lack of student support services specifically for online learners, student readiness
deficiencies, and non-existent DE faculty liaison positions or professional development (Harrell)--all of which are
required to support, enhance, and expand DE course and program offerings.
.
In regards to hybrid courses, currently, there is no data generator that allows for hybrid numbers in success on the PPAdata web site. Though in discussion with fellow hybrid instructors, success rates in hybrid classes are better than face-toface classes. In fact, from dept. tracking, we determined that the success rates in the hybrid courses offered one semester
averaged at 89% of students finishing successfully. This is way above the numbers in face-to-face as well as online.
3. Describe the process to change and improve student success in DE courses/sections in your
program.
One cannot ignore the importance of online learning in society today. Online education offers flexibility to students that
traditional, face-to-face classes do not. With online offerings expanding each year across campuses, addressing the
differences in face-to-face and online success rates must be considered.
Research concludes that a student who is new to online learning must be supported. Hartnell does not offer support for
the student in regards to online learning. There is a tutorial center with minimal English tutors, and there is a computer
lab with limited hours as well. The college must take steps in order to build upon the success rates of online classes.
Steps which should include but are not limited to new student online orientation, a homepage or portal that gives helpful
step-by-step instructions to various segments in Etudes, such as attaching documents to ATS and posting in discussion
forums. The Etudes web site does have some helpful instructions, but it is not entirely inclusive for all pertinent tasks that
our students are asked to perform.
Individually, instructors in the program are developing methods that we hope increase student success in English
courses. These activities include but are not limited to the following: student questionnaires and introduction forums that
inquire about student experience with online learning, private messages to students who have not completed tasks, and
instructor created helpful hints in using the course management system.
In addition, with the hiring of a DE specialist, we hope that she will devise ways to increase student success.
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?
From fall 2011-spring 2014, retention in the face-to face courses averaged at 80% in all three sections (ENG 1A, 1B, and
2.).
From fall 2011-spring 2014, retention in the fully online courses averaged at 67%.
There are differences. All schools with online offerings struggle with the same issue: keeping students enrolled. Low
success and retention rates have similar reasons. See response to question 2 above.
One other factor that is now being explored in research is the lack of student preparation or motivation. “Online distance
education calls for greater self-motivation, commitment, and persistence from [the] online learner than traditional faceto-face education” (Tung). Many students do not realize this. Anecdotally, numerous students enroll in online classes
thinking that since they do not need to show up for class, it will be easier. They struggle with family, work, and other
issues that living in our area entails. Those new to online education have no idea the amount of work online education
does demand. Also, in some cases, students are directed to take online courses to meet graduation requirements; these
students may not be the best candidates for the online classroom. Many students realize too late about the demands of
online learning.
In regards to hybrid courses, as stated above, there is no data generator that allows for hybrid numbers in retention on
the PPA-data web site. Though in discussion with fellow hybrid instructors, retention rates in hybrid classes appear to be
equal if not better than face-to-face classes. In fact, from dept. tracking, we determined that the retention rates in the
hybrid courses offered one semester averaged around 79%. This is about equal to face-to-face retention and above online
numbers.
5. Describe the process to change and improve student retention in DE courses/sections in your
program.
As stated above, some of the same processes for improving student success can also factor in here to improve student
retention. A new online student orientation (induction workshop) could help. Also, increasing the helpdesk offerings
would only benefit students.
Another factor to explore is “additional support services need to be provided to previously unsuccessful online learners
while students who succeed online should be encouraged to enroll in additional online courses in order to increase
retention and success rates in online learning” (Hachey, Wadlis, and Conway). Students who have been successful in online
environments are a great asset to a current online course as seen in opening discussions when offering advice to new online
students.
Additionally, campus-wide usage of the college’s chosen course management system needs to be encouraged, so students
can be more familiar with the CMS. Getting other faculty to do this ay prove problematic.
6. Describe any other relevant factors regarding diverse teaching modalities and environments, such as
specific locations.
In society today, students need to be better prepared for the digital world we live in. Online learning gives students the
opportunity to gain experience. With proper advice and guidance, learners can make informed choices about the learning
environment that truly matches their needs. If the college could develop more of the best practices developed for distance
education, success, retention, and persistence would not be an issue.
In the meantime, the English department will look at growing the hybrid offerings since student success and retention in
these courses appear to far exceed state and national numbers.
Works Consulted
Gill, Wanda E. "The Ready To Teach Program: A Federal Initiative In Support Of Online Courses For Teachers." Online
Submission (2011): ERIC. Web. 6 Feb. 2015.
Hachey, Alyse C., Claire W. Wladis, and Katherine M. Conway. "Is The Second Time The Charm? Investigating Trends In
Online Re-Enrollment, Retention And Success." Journal Of Educators Online 9.1 (2012): ERIC. Web. 6 Feb. 2015.
Harrell, Ivan L., II. "Increasing The Success Of Online Students." Inquiry 13.1 (2008): 36-44. ERIC. Web. 6 Feb. 2015.
“Student Success Scorecard.” California Community Colleges Chancellor's Office. California Community Colleges
Chancellor's Office. (2013) Web. 6 Feb. 2015.
Tung, Lai Cheng. “Proactive Intervention Strategies for Improving Online Student Retention in a Malaysian Distance
Education Institution.” MERLOT Journal of Online Learning and Teaching. Merlot 8.4 (Dec. 2012). Web. 6 Feb.
2015.
Yukselturk, Erman, and Safure Bulut. "Predictors For Student Success In An Online Course." Educational Technology &
Society 10.2 (2007): 71-83. ERIC. Web. 6 Feb. 2015.
C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for review during
AY 2014-15 as previously specified
Faculty member(s)
responsible for
coordinating
English 1A
Meagan Plumb
Yes
Date of approval (or
anticipated approval) by
Curriculum
Committee
11/06/2014
English 1B
Rhea Mendoza
Yes
Spring 2015
English 2
Rhea Mendoza
Yes
Spring 2015
English 17
Hetty Yelland
Yes
Spring 2015
Courses scheduled for review during AY 2015-16
ENG 22
ENG 31, 32, 33
(a) Was the course reviewed and (b)
taken through the curriculum
process?
Faculty member(s) responsible for
coordinating
Maria Teutsch
Maria Teutsch
Target semester and year—Fa 2015 or Sp
2016
F15
F15
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
Fall 2014, PLO 3 (Course Level SLO
/ English 1B)
What changes have occurred in the
Was the Program Outcome Assessment Summary
program/discipline as a result of
completed?
dialogue?
No Departmental changes have occurred Program Outcome Assessments have been
since Academic P.P.A. Spring 2014
completed utilizing the new assessment summary
tool, Elumen (02/2015)
List Program level outcome(s) scheduled for assessment in
AY 15-16
Spring 2015, PLO #1 and PLO #2
(Course Level SLO / English 2)
Fall 2015, PLO #1,2,3 (Course Level SLO / English 44B and
English 22)
Spring 2016, PLO #1 and 3 (Course Level SLO / English 17)
PLO #1 (Course Level SLO / English 1A)
Fall 2016, PLO #1,2,3 (Course Level SLO / English 41 and
English 46B
Have your course level SLOs needed for this program level
outcome been assessed or scheduled for assessment?
Course Level SLO Assessments are scheduled for completion
through the use of Elumen (06/2015)
Course Level SLO Assessments are scheduled for completion
through the use of Elumen (12/2015)
Course Level SLO Assessments are scheduled for completion
through the use of Elumen (06/2016)
Course Level SLO Assessments are scheduled for completion
through the use of Elumen (12/2016)
2. Describe how program level outcomes were specifically addressed by the program/discipline during
the past year.
Individual Student Learning Outcomes were chosen departmentally through collaborative effort for assessment in the fall of
2014 based on course level and PLO progression. The collection of these SLO assessments was shifted during this particular
semester to include a new system of input and organization on an all-division level. The college implemented the Elumen
program to collect and store assessment data. The system integrates data collected and produces reports indicating the
successes of a course level assessment. Upon completion of the assessment of SLO #3 for English 1B (Produce an analytical
research project on a literary work using MLA format that demonstrates understanding of acknowledged methods of critical
thinking and writing), the English Department will review Elumen summarized results and establish potential
improvements in English 1B course design and teaching methodology. .
Prior to departmental course review of PLO #3, the English Department reviewed PLO #1 gathering data independent of
Elumen from English courses 10, 41, and 46B. These literature courses were required of the major. English 10 was deleted
in spring 2014, as it is no longer is supported by the TMC.
The English Department also examined the SLO results from the core courses we offer that lead up to the transfer degree.
These courses are English courses 1A, 2, and 1B. These are all required for the major.
Assessment Results:
ENG 1B: 96% of students achieved the standards set for SLOs #1 and #2 for the course. 86% met the standard set for SLO
#3.
ENG 2: 88% of students achieved the standards set for SLO #1 84% met the standard set for SLO #2.
ENG 1A: 81% for SLO #1 81% for SLO #3.
ENG 41: 65% achieved the standard for SLOs #1 and #2.
ENG 46B: 94% met the standard for course SLOs
The overall pattern identifies student success in regards to defined outcomes. These outcomes overwhelmingly reflect
success on comprehensive, researched, college-level writing. The English Department is aware of the dual nature of its
mission to not only serve English majors who participate in the English program, but also a much larger population of
students fulfilling general education requirements and using English courses to succeed in other programs of study. The
Program Learning Outcome on which the department focused this year reflects these parallel goals— English courses 1A and
2 focus on expository textual material; English courses 1B, 41, and 46B cover “literature within any given genre.”
An additional departmental discovery relates directly to process and collaboration. Identifying SLOs, measuring them, and
considering the implications of assessment data occurs at the departmental level and involves serious discussion connecting
the college’s mission, a sense of the student’s academic abilities, instructor’ academic backgrounds, and the unique
demands of the English discipline. To define baselines for achievement is to necessarily engage in department-level
“norming”; to define measurement requires the consideration of collective purpose—how the instructors of the department
and the discipline curriculum serve(s) our students. Self-defined standards are being met by the department, as it continues
to improve toward overall student success outcomes.
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 department has continuously focused on establishing baseline course assessments, curriculum and teaching
methodologies which include curriculum choices and relative course materials in all classes, specifically English 1B in the
fall semester of 2014 and English 2 in the spring semester of 2015. This is determinate in accordance to PLOs and SLOs.
Core Competencies have yet to be formally addressed within the department since the last assessment organized by the then
SLO committee. The O & A Committee is responsible for organizing Core Competencies review. Outside of mandated
expectation in this regard, the English faculty directs daily instructional practice with a mindful attentiveness to the details
established in said curricular areas.
Multiple committees at an all-school level focus on integrating the core competencies within daily student experience and
activity. Such activities include and are not limited to Panther Prep Day.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for SLO assessment as
previously specified
English 1B
English 24
English 26
English 47A
List courses scheduled for SLO
assessment in
AY 2015-16
English 2, 48, 51, 253
English 22, 44B, 50
English 101, 17, 1A
In what term was the course
assessed?
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Faculty member(s) responsible for
coordinating
Assigned Course Instructors
Assigned Course Instructors
Assigned Course Instructors
Was the Course Assessment Summary Report
completed?
Elumen Course Assessment Summary
Standard Assessment Report Completed
Standard Assessment Report Completed
Standard Assessment Report Completed
Target semester and year—Fa 2015 or Sp
2016
Spring 2015
Fall 2015
Spring 2015
5. Describe course level assessments results and how they will influence your plans moving forward.
The direct review of fall 2014 English 1B course SLO assessment results will occur prior to semester end, as the use of the
new Elumen software program to collect data and report summaries of said data has recently been implemented in
February of this year.
Per recent departmental dialogue regarding assessment outcomes, reviewed courses met the minimum expectation of
achievement. Percentages of success were more recently higher in the transfer level courses of the previous semester. The
department is reviewing the percentage set for minimum expectation of achievement. A baseline of 65% or 70% depending
on the course may translate to the norm.
Continuous departmental focus includes the following:
Consistent grading rubrics for all English 101 courses.
A revision of course curriculum at the English 1B level in efforts to heighten enrollment and make it more transferable for
students.
The review of research paper prompts for the relative nature of chosen curriculum.
The need for additional full-time faculty as impetus for furthering student success.
6. Describe assessment activities that need to be strengthened or improved. What are the challenges to
achieving these improvements?
The use of the new Elumen software program to collect data and report summaries of said data has recently been
implemented in February of this year. The results f data collection may fuel an increased awareness of student weakness in
areas of transition in lower level courses. This implies a necessity for placement test review. An increase in the number of
full-time basic skills course instructors may benefit the overall success of students, as they move toward transfer level
English course material by offering consistency in curriculum and teaching modalities.
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. Hire 3 more
full-time faculty for
the English
department.
We hired 2 temporary fulltime English instructors for
Spring 2014 to replace
Watson and Plumb out on
maternity leave.
The English department Yes
is drastically
understaffed. Over the
past ten years, we have
lost five full-time faculty
for various reasons. Yet
only three of these faculty
positions have been
replaced. In addition, we
have maxed out our parttime pool in the area. It is
getting difficult to find
enough instructors to
cover all the needed
sections of composition.
Fall 2014 full-time faculty
were told they might have
to teach extra classes
beyond what is
contracted due to not
enough part and full time
instructors to teach the
opened English sections.
Clearly it is better to plan
ahead and hire more fulltime English faculty than
to reduce the quality of
instruction we offer our
students through poor
working conditions. Also,
we are losing possible
instructors to local school
Depends on if need
is met
2.Visiting Writers
3.Homestead Review
Publications
4. Reading Apprenticeship
(RA)
The following writers
visited:
J. Hope Stein,
poet/workshop leader
Dr. Christine Hamm,
reading/poetry workshop
Eleni Sikelianos, Poetic
Voices
Magnus Toren, Executive
Director, Henry Miller
Library
Elliot
Roberts, ACLU
The Homestead
Review will be
published again this
year.
Funding
Yes
Yes
The long running literary Yes
magazine The Homestead
Review continues to be
produced but is facing
fiscal challenges. Funding
for the Homestead
Review comes in part
from a grant from the
Monterey Peninsula
Youth
Fund. The annual,
regional poetry event,
Poetic Voices, place for 15
years and draws poetry
students from Hartnell
and other regional
colleges to participate in a
poetry writing
competition and public
Yes
There were reading
apprenticeship meetings at
which faculty in the
department attended.
Getting more faculty involved
Yes
YEs
5. Young Rhetoricians
Conference
None
The department plans to Yes
attend and present at the
conference about
Fostering Habits of Mind
in the Developmental
Classroom, a
collaborative book that
some of the department
members co-authored
that will be published by
Stylus this Spring.
Yes
* For each activity that will continue into AY 2016-17 and that requires resources, submit a separate resource request in Section III.
1. Evaluate the success of each activity scheduled, including activities completed and those in progress. What
measurable outcomes were achieved? Did the activities and subsequent dialogue lead to significant change in
student learning or program success?
Hiring needed full-time tenure track faculty has been a failure this past year. As a result, student access to open sections
of English composition and reading courses has been blocked. Students have also been deprived of access to more
permanent faculty who hold office hours to give much needed support—especially since no writing lab or student success
center is available.
The Homestead Review Publications continues to be a shining accomplishment of the department. This literary magazine
is created and published by students under faculty supervision.
Since 2009, faculty from the English department have participated in a Lumina grant funded collaboration with CSUMB
and Cabrillo College that stressed sharing teaching exemplars that focused on teaching students not only course content
but habits of mind that will help with success. The book that came out of the collaboration entitled Fostering Habits of
Mind in Today’s Students will be presented at Cabrillo College’s Habits of Mind Conference in April and the Young
Rhetoricians Conference in June. Fall 2015, the collaborative team plans to host a couple of workshops here at Hartnell to
celebrate our publication and to share our secrets to student success across disciplines.
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
Strategic
Plan
Goal(s)
No. &
Letter
(e.g., 5A)*
Related
Courses, SLOs,
PLOs,
or goals
Desired
Outcome(s)
Resources
Needed
Person
Responsible
Estimated
Date of
Completion
(can be more than
one year in length)
Comments
1. Establish a Heidi C. Goal1A,
Ramirez Institute for Goal2B,
Academic and Writing Goal2C,
Advancement
Goal 5A,
Goal 6A
ENG 253
SLO 2
ENG 101
SLO 1:
SLO 2:
ENG 1A
SLO 1:
SLO 2:
Secure budgetary $150,000 yearly Governing Board Fall 2016
allocation for
approval,
hiring of a
Resource and
Director and
facilities
receptionist;
allocation
coordination of
approval, Human
supplemental
Resources
instructional
recruiting, Hiring
initiatives;
committee
Provide logistical
selection,
support for
Dean of Academic
engagement of
Affairs,
community
Languages,
liaisons for
Learning
instructional
Support, &
activities;
Resources
Develop
community –
wide promotion
and
implementation
of professional
development
activities for
writing
instruction;
Increase student
success in ENG
253, ENG 101,
and ENG 1A and
other disciplines
2. Hire 2 full-time Goal3A,
faculty whose
Goal3B
backgrounds
demonstrate
successful
engagement and
outcomes of
students of diverse
ethnic and
language
backgrounds
ENG 253
SLO 2
ENG 101
SLO 1:
SLO 2:
ENG 1A
SLO 1:
SLO 2:
Bring faculty $120,000
diversity to
yearly
reflect the
student body
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
Human
Fall 2016
Resources
recruitment,
ENG
department
representation
on hiring
committee,
Dean of
Academic
Affairs,
Languages,
Learning
Support, &
Resources
*** 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.
1. Lobby for the establishment of a Heidi C. Ramirez Institute for Academic and Writing Advancement dedicated to providing
individualized writing instruction for students in multiple disciplines, coordination of community service and engagement,
and the development, promotion, and implementation of professional development activities for writing instruction for both
Hartnell faculty and faculty from local school districts.
2. Hire 2 full-time faculty of diverse ethnic and language backgrounds with teaching philosophies that have produced
successful achievement and engagement of Hispanic and economic minority students in both classroom and online settings.
b) Describe how this activity supports all of the following that apply:
Both activity 1 and 2, hiring faculty and the establishment of the Heidi C. Ramirez Writing Institute address the needs of
students in the heavily impacted ENG 253, ENG 101, and ENG 1A courses. Over the last three years (2011-2014) these have
served an average of 1,958 students each semester, of which 59% have unsuccessful outcomes. Put another way, 41% or 803
students fail each semester (Hartnell College Office of Institutional Planning and Effectiveness). Although these figures only
represent findings for the English discipline, the overall statistics are significantly better at 70%, on average between 20112014 (CCCC Office Data Mart, Credit Course Retention/Success Rate Summary). Thus, basic skills level students are particularly
and negatively impacted. As a Hispanic serving institution, we are failing the very students Hartnell is banking on for future
funding through President Obama’s Winning the Future: Improving Education for the Latino Community and USDA Hispanic
Serving Institution programs. Consider the following:
·
·
·
·
·
·
Students of Hispanic or Latino ethnicity accounted for 72.76% of enrollments in Fall 2014 (Office of Institutional
Research)
54.6% of all students are first generation college students
Although 71% of certificate and degree seeking students are Hispanic, only 40% actually completed their degrees as
measured by a cohort tracked across a six-year span ending in the 2012-2013 academic year
Unacceptably low persistence rates of students beginning in remedial English courses advancing though ENG 1A
ranged from 27% - 33% - 42% respectively for of Native-American, African-American, and Hispanic-American
students, respectively
From 2012-2014, the success rate of students in ENG 253 was 68%, but only 38% of them were successful in ENG 1A
Conversely, from 2012-2014, the success rate of students in ENG 101 was 56%, but 63% of them completed ENG 1A
(Hartnell College 2014 Student Equity Plan)
·
While 78-87% of students across all three Hartnell campuses consider tutorial services important, the relocation of
tutoring services to the LRC and loss of funding and support staff resulted in a 50% decrease in average visits and
contact hours while tutorial hours at Alisal and King City campuses are very limited
On main campus, only 3.2% of students enrolled in ENG 253, ENG 101, and ENG 1A, collectively, actually used tutorial
services in spring 2014
(Program Planning and Assessment (PPA) for Services, Offices & Non-Instructional Programs,
Comprehensive Review, Annual Review & Action Plan Spring 2014 – Tutorial Services)
·
·
Full-time and part-time faculty is only 23-26% Hispanic compared to 62% of classified staff and only 32% of
administrative and managerial personnel
(Hartnell Governing Board Documents, Oct 17, 2014 Meeting)
·
District-wide, 39% of residents have no high school degree or equivalent, and only 23% are high school graduates
(HARTNELL COLLEGE Self Evaluation Report of Educational Quality and
Institutional Effectiveness in Support of Reaffirmation of Accreditation)
If Hartnell’s institutional actions should reflect its values, then the time has come for the college to allocate physical
resources, hire personnel, and allocate funding to establish an Institute that will manifest most of those values. The
establishment and operation of the proposed Institute will reflect the following mission and value statements:
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.
Values Statements
Students First
We believe the first question that should be asked when making decisions is “What impact will the decision
have on student access, learning, development, achievement, and success?”
Academic and Service Excellence
We commit to excellence in teaching and student services that develop the intellectual, personal, and social
competence of every student.
Diversity and Equity
We embrace and celebrate differences and uniqueness among all students and employees. We welcome
students and employees of all backgrounds.
Partnerships
We develop relationships within the college and community, locally and globally, that allow us to grow our
knowledge, expand our reach, and strengthen our impact on those we serve.
Leadership and Empowerment
We commit to growing leaders through opportunity, engagement, and achievement.
Innovation
Through collaboration, we seek and create new tools, techniques, programs, and processes that contribute to
continuous quality improvement.
Hiring two additional faculty of diverse ethnic and language background addresses the values of students first,
academic and service excellence, and diversity and equity by providing faculty models that reflect Hartnell’s student
communities.
Realization of both activities particularly benefits Hispanic students by emphasizing the following:
·
·
Hughes (2011) suggests that the issue be tackled at three points: (1) before college goal being to avoid the need for
remediation; (2) upon enrollment - improve assessment and placement; and (3) during remediation – accelerate,
improve and contextualize pedagogy.
Better align high school requirements with college content expectations and providing early intervention and
financial assistance to students (Bahr, 2010; Merisotis & Phipps, 2000).
·
·
·
·
·
Engaging in consistent formative and summative evaluation of developmental activities has been shown to be
related to success (Boylan, Bonham, & White 1999).
More classes that may have integrated curricula, involve collaboration between faculty members, and/or embed
advising and tutoring into the linked courses (Bailey & Cho, 2010).
Having developmental instructors and professional occupational faculty co-teach college level occupational classes
that enroll basic skills students with the intention of accelerating the rate students can advance to college-level
programs.
Required students to simultaneously enroll in an Accelerated Learning class that is taught by the same faculty
member and that meets immediately after the college-level course.
Using a theory-based approach to teaching courses, encouraging professional development for faculty and staff who
work with developmental students, and providing a centralized structure for developmental courses and services
(Boylan, Bonham, & White, 1999).
(From Hispanic Student Participation and Success in Developmental Education by Nora and Crisp, 2012)
Although, Hartnell has already embarked on the first three of the practices listed above, and faculty have carried out
various instructional strategies, such as Directed Learning Activities, Learning Communities and Supplemental
Instruction, all funded by grants over the last 10 years, the lack of consistent funding and coordination has yielded only
temporary successes and resulted in disproportionally negative outcomes for Hispanic students. Establishing a Heidi C.
Ramirez Institute for Academic and Writing Advancement will reflect a commitment by Hartnell to act in accordance to
its institution values, realize its goals, and improve the success rate of Hispanic and academically at-risk students.
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)
Upon successful completion of the English program, a student should be able to:
• apply appropriate interpretive strategies to read, discuss, and analyze a variety of works of literature within any given
genre and expository texts.
• analyze and evaluate major themes and techniques found in literature and expository texts by applying appropriate
writing strategies and skills.
• demonstrate an appreciation for the aesthetic value of literature and expository texts from a diversity of cultural,
historical, and ethnic perspectives.
3) Course level Outcome (list applicable course level outcome)
ENG 253
SLO 2: Produce an essay by the end of semester which has a thesis, an introduction, body, and conclusion driven by a
purpose that responds to a rhetorical situation.
SLO 3: Demonstrate knowledge of writing as a process that includes revision.
ENG 101
SLO 1: Describe, paraphrase, and summarize college-level material accurately. Students should be able to summarize
an article from their textbook or the popular press and identify and evaluate main ideas, audience, purpose,
organization, strength of evidence, and critical thinking strategies and use information essay.
SLO 2: Write focused, coherent, well-developed largely text-based essays appropriate to the developmental level
SLO 3: Demonstrate understanding of the recursive nature of the writing process.
ENG 1A
SLO 1: Write longer and more complex essays compared to English 101, built from a combination of several rhetorical
patterns that pursue answers to challenging questions or advance substantial arguments that are supported with
relevant, thoughtful, and sufficient evidence drawn (as appropriate) from written texts and the writer's own experience
and knowledge.
SLO 2: Gather, evaluate, and incorporate diverse resources into purposeful and coherent research paper with sources
documented in MLA
4) Program/Discipline Goal (list applicable program/discipline goal)
The Associate in Arts in English for Transfer offers a study of composition, language, and literature designed to develop
skills in reading perceptively, writing effectively, and thinking critically.
The program prepares students for diverse careers in advertising, business, communications media, public relations,
law, government service, and teaching.
5) Strategic Plan Goal (list applicable strategic plan goal)
1. Establishment of the Heidi C. Ramirez Institute for Academic and Writing Advancement will increase the ability of
Hartnell College to increase the retention and success of all students enrolled in disciplines requiring substantial writing
such as Communication Skills, Information Skills, and Critical Thinking/Problem Solving and Global Awareness.
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.
The Heidi C. Ramirez Institute for Academic and Writing Advancement, in providing individualized writing instruction for
students in multiple disciplines and the development, promotion, and implementation of professional development
activities for writing instruction for both Hartnell faculty and faculty from local school districts, if realized, would addresses
several institutional goals such as:
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 4: Effective Utilization of Resources
Goal 3B: To attract and retain highly qualified employees, Hartnell College is committed to providing and
supporting relevant, substantial professional development opportunities.
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.
Priority 5: Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the real- world needs of its diverse
student population, while also developing and employing a culture of innovation that will lead to improved
institutional effectiveness and student learning.
Priority 6: Partnership with Industry, Business Agencies and Education
Goal 6A: Hartnell College is committed to strengthening and furthering its current partnerships, in order to secure
lasting, mutually beneficial relationships between the college and the community
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
Secure Resolutions supporting the establishment of the Institute from the Academic Senate, Classified and Faculty unions, and
administrative units by Summer 2015.
Present the case for establishing a centralized instructional unit for the advancement of supplementary instruction, tutorial services,
service learning opportunities, and professional development opportunities for writing instruction for Hartnell faculty and faculty from
local school districts to the Hartnell Governing Board by Summer 2015.
Secure HGB commitment to fund the establishment and operation of the Institute and approve recruitment of a director and support staff
for the Institute by Fall 2015
Commence recruitment and hiring of director and support staff by Spring 2016.
Allocation of physical facilities to house and operate offices, enhance and expand tutorial services across all three campuses by Summer
2016
Fully operational Institute by Fall 2016.
d) What measureable outcomes are expected from this activity? List indicators of success.
Hartnell Governing Board commitment to establishing, staffing and funding the Heidi C. Ramirez Institute for Academic and Writing
Advancement
e) What are the barriers to achieving success in this activity?
1 and 2 - The lack of Hartnell Governing Board commitment to allocate resources to adequately serve students most in need of
academic support.
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.
Perso
nnel
Classi
fied
Staff/
Facul
1.Student
C, F
success center
2. 2-3 full-time F
faculty
3.Visiting
Writers
4.Homestead
Review
Publications
5.
Supplies/
Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Library
Materials
Facilities
/Space
e.g.,
Science
Labs
$160,000
annually
$60,000 each
S, E
5,0007,000
3,000
$7,000 annually
$3,000 annually
* 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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