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 (every five years) comprehensive review that shows evidence of
improvement and outlines long-range goals.
The Program Planning and Assessment process will improve and increase the flow of information
about student learning, student success and student behavior at Hartnell College. The result of the
process will also improve institutional effectiveness.
Program/
Discipline
History
Date Completed (must be
in final form by 3/31/14)*
3/31/15
Date Submitted
to Dean
3/31/15
*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
Ann DeJesus Riley Instructor History
Sam Pacheco
Instructor History
Dean’s Comments (required): Kudos for the special attention given to PLO assessment in 14-15 for the
completion of the AA-T and for the significant amount of curriculum review that took place this year. I
also appreciate the special attention given to using functions available through Etudes to support
assessment via statistical report on assignments to support improvement of learning outcomes and the
efforts to improve student retention in online classes.
______ Celine Pinet ____ _____5-12-2015____
Typed Name of Area Dean
Date
_____________________
_________
VPAA Comments (required for comprehensive reviews):
_______________________
Typed Name of VPAA
_________
Date
This PPA report is organized in 3 sections and 11 subsections as follows:
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.
I.
II.
III.
INSTRUCTIONS
 For programs/disciplines scheduled for comprehensive review in spring
2014, 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 2014. Go to Section II for programs/disciplines
scheduled for annual review in spring 2014.
A. OVERALL PROGRAM EFFECTIVENESS
1. Describe your program in terms of its overall effectiveness over the past several
years.
History is required for Associates Program
Please consider the questions below in describing your program/discipline/area.
•
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•
•
•
•
•
•
•
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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?
All History Courses at Hartnell College meet AA/AS GE requirements as well as IGETC/CSU GE Requirements.
Students can earn an AA Degree in History and an AA-T in History. AA-T was approved in the Fall of 2014.
History is the study of the human experience combining the arts, humanities, and the social sciences. The History
program provides students with the study of local, state, national, and global cultures, histories, and experiences.
All transfer students and many AA degrees require History 17A or 17B. Both courses offer a multicultural
perspective of United States History focusing on the experiences of Chicanos/Latinos, women, and
gay/lesbian/transgender. These groups form the largest social groups on campus and special attention is given to
their histories and experiences. The courses also examine how race, class, and gender affect historical
experiences and understanding.
The multicultural approach serves to not only explain the histories of the United States but to develop an
understanding of the unique contributions of these groups, including discussions of immigration, poverty, and
social class. The twenty page writing requirement for successful completion of all History courses meets the
CSU and UC articulation requirements and prepares students for conducting university level history writing upon
transfer. Courses also require critical thinking and primary source research, which are often characteristic of
university level courses. The close collaboration of History faculty at Hartnell with CSUMB faculty guarantees
our students have a smoother transition transferring to CSUMB.
The courses emphasize an activist perspective designed to empower students to bring social and political change
to their local communities with the intent to empower the community itself. The courses also explain the causes
of oppression and discrimination while discussing popular resistance to oppressive institutions.
The History Department continues to limit textbook costs to a maximum of $50 per class. This has been a
challenge since textbooks have become so expensive yet with one or two exceptions in Western Civilization and
World History courses we have achieved this goal. Many History courses use online textbooks which are
available to students at no cost. The on-line platform, Etudes, enables instructors to post articles, primary source
materials, current events and multimedia presentations on-line for students.
History is interdisciplinary and incorporates elements from many other disciplines including, but not limited to:
Psychology, Political Science, Anthropology, Ethnic Studies, Chicano Studies, Literature courses, Art and Art
History, Geography, and Sociology. Chicano History 49A and B are core requirements for the Chicano Studies
AA and History 10 is required for many multi subject teachers working on their credentials. History 17A and
17B are modeled after the US Histories University Learning Requirements at CSUMB. History 17A and 17B,
and the History of California HIS10, are regularly scheduled online as part of the Fast Track Degree. History 17A
and 17B, History of California, and Western Civilization A and B are offered online as well as face to face. In
2014 the college offered History 17B as Hybrid courses with students completing half the class on Etudes.
One of the successes of the program is the integration of online resources. Etudes is used by many History
adjunct to help assess Student Learning Outcomes. History faculty collaborated to create universal assessments
online which will enable faculty to easily share data. The universal assessments data for History 17A was not
used by all adjunct teaching 17A but the data provided by the assessments test corroborated the data provided by
history faculty.
In the academic year 2014/2015 Hartnell hired a full time temporary history position. Long-term adjunct, Sam
Pacheco, has been an asset to the History program. In the past there was only one full time History faculty
responsible for the entire program and four qualified adjunct. Sam has been able to represent the History
department in the Academic Senate, Student Affairs Council, participated in a hiring committee for the English
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department and part of a group of faculty that is working to establish Service Learning at Hartnell College. Sam
has also worked with Hartnell College students to establish a History Club at Hartnell College. Due to the extra
hire the history department was able to get 2 new courses (History of Colonial Latin America and Modern Latin
America) through curriculum. The Chicano History course 49B was revised through curriculum. A course on
Native American History is under development.
The adjunct faculty often have difficulty meeting all the demands of the program because they have full time
employment and some live an hour or more away from the campus. One faculty can only teach one class per
semester in the evening and another can only teach evenings or online, that has left only three adjunct faculty to
meet the needs of daytime instruction on the main campus as well as the King City Campus. This makes it very
difficult for faculty to meet and create processes to align sequences. Two full time faculty has made it much
easier to staff classes. Sam Pacheco taught 6 classes in Fall 2014 and 7 in Spring 2015 and Ann DeJesus Riley
taught 6 in Fall 2014 and 6 Spring 2015. The additional courses were necessary since Hartnell has had difficulties
finding qualified adjuncts in History. The burden of teaching overload semester after semester has limited the
ability of History faculty to more fully participate in the life of the college.
In the Fall of 2015 the History program originally scheduled two new classes, HIS55 and HIS8A. Both of these
courses had to be removed from the schedule because there were not enough adjunct to cover the courses required
for transfer and the History AA-T. There will be 28 sections of History offered on the main campus and the
Alisal campus. The department currently has 4 adjunct, one of whom is thoroughly unqualified to teach History
at Hartnell. The department is forced to give this person classes because we simply do not have enough faculty.
In the Fall we will be up to 6 adjunct and based on their scheduling requirements we will have still have 6 classes
without faculty. Should we get another full time position all the courses could be filled. Of course, it is assumed
that one of the full time faculty will, again, teach overload.
The King City Campus does not coordinate information regarding the schedule or adjunct faculty needs, although
the Dean did send an email asking for recommendations for an adjunct. The difficulty of finding faculty in King
City has led to unique scheduling which might not serve the needs of students in South County. The lack of
information has made this difficult to determine.
It has been easier to coordinate with adjunct with two full time faculty. The addition of a full time faculty has
enabled the department to keep up with regular campus obligations including updating curriculum, outcomes
assessment and represent History on shared governance and campus committees. In the Fall of 2014 the History
department had several meetings. These meetings were very productive and led to a continuation of the
department policies and approaches.
The program has been successful with alternate scheduling approaches. History is offered on all three campuses
as well as online, FastTrack, hybrid and face-to-face. Classes are offered in the evening and during the day.
Courses have had limited offerings in the afternoon and none at all on the weekends because we do not have
enough faculty to meet the needs of the department and the college. While planning for the Fall 2015 schedule
the department was not able to comply with the Dean’s request to expand the program because we simply do not
have enough faculty.
Ann DeJesus Riley has taken online courses for best practices for online learning and Drupal training. Sam
Pacheco did the Elumen training. Ann DeJesus Riley and Sam Pacheco both attended diversity hiring practices.
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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
F/11 –
S/14
SU 1114
No. of
Active
Sections
17
approx.
10
approx.
Full-time
Faculty
Adjunct
Faculty
1
4
1
2
2. What staffing
have influenced the effectiveness of the program?
factors/challenges
The history program has been challenged by the absence of qualified adjunct instructors.
In the past History was taught by adjunct without Master’s degrees in History or a credible equivalent. This
diminished the quality and standards of the program. During 13/14 academic year the program continued to
employ an adjunct whose pedagogy and compliance with department demands were questionable. The shortage
of available adjunct led the Dean to hire him anyway.
Approximately 17 courses were regularly taught in the Fall/Spring Semester in the past three years (Fall/13
through Spring/14) and 10 courses were taught over the summer in the same period. With the addition of a new
full time temporary position the History department offered 20 courses in Fall 2014, 8 in Summer 2014 and 25 in
Spring 2015. With two full time faculty inthis means out of 55 sections offered each year, only 28 were taught
by a full time faculty and 25 classes were taught by adjunct who often do not keep office hours or contribute to
the program in a meaningful way. Some adjunct do not travel to the main campus and some have not completed
the required Outcomes Assessments. Many begin teaching without a Course Outline to guide their course
preparation. With so many different sections offered the program desperately needs an additional three full time
faculty experienced in teaching a variety of courses. There are 15 different sections regularly offered of these 10
courses are A/B sequences which meet require consistency in scheduling and sequence alignment.
If the college does not hire another full time position before Fall 2015 the department will be in crisis with 28
courses in the Fall, 28 in the Spring and 9 over the Summer 2015. The department will be offering 64 courses and
only 18 will be taught by full a time faculty. 80% of History courses will be taught by adjunct faculty. This is
unacceptable for courses which are required for transfer by most programs and all Associate of Arts for Transfer
degrees. If Hartnell does not hire at least two more full time faculty, for a total of three, the college will not be
able to meet student demand.
If the program added two additional faculty the program could teach 30 sections under full time instruction with
adjunct teaching the remaining 34 courses. This would allow the program to add a greater variety of courses and
multiple sections. It would also better serve the college by providing access to courses required for degree
programs and transfer. It would also enable the department to only hire qualified adjunct instead of our current
practice of hiring whoever can be in the classroom.
History teaches the 4th largest number of FTES at Hartnell College. (Math, English and Psychology are 1, 2 and
3) Despite the challenges of multiple adjunct, some unqualified to be in the classroom, History has maintained
high enrollments and is essential to the educational and financial success of the college. Most classes have
classrooms of 53 students and the demands on one full time faculty with SLOs, PPAs, Outcomes Assessments,
Scheduling, Department meetings, Faculty Development, regular overload (some semesters the full time faculty
teach 8 sections overload) and committee participation, makes the task of managing the department
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overwhelming. If the campus decides to have faculty chairs these problems will be unmanageable. The
increasing responsibilities for one full time faculty will not be reasonable.
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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]
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D. PROGRAM GOALS
1. List and describe program/disciplinary goals for the next comprehensive
review cycle—Fall 2014 through Fall 2018. Be sure to highlight innovative,
unique, or other especially noteworthy aspects.
A new mission and vision is currently before the board for approval in February. In considering
your program’s future goals, please review the proposed new mission and vision 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) The goals of the program are to prepare students for personal, academic and career success by
providing them with History courses addressing the unique needs of the community.
2) The History program has a commitment to serving the diverse needs of our students. Each class
places special emphasis on the diverse students of the college. Each course places special emphasis
on the three largest groups on campus: women, Chicanos/Mexicanos and gay, lesbian, bisexual and
transgender students.
3) All history courses transfer to the UC and CSU.
4) The program needs to expand local and regional history into existing sections and expand the
curriculum to offer courses in the History of the Salinas Valley, the History of the Monterey Bay, the
History of Agriculture and Agribusiness, and the History of the Missions.
5) The program needs to expand technological innovation for teaching face to face, hybrid, and distance
education courses. This should expand online resources, videos highlighting local history and
resources, as well as personal histories and regional histories.
6) The program should also explore collaborating with other disciplines to form learning communities to
facilitate student success.
7) The program needs to collaborate with the Hartnell College Foundation to explore grants for local
history projects, interdisciplinary projects and expanding technological innovation.
8) The program needs to hire new faculty who can expand the program to meet the increasing global
needs of local industries and businesses, specifically Global Studies
9)
The program needs to advertise the AA-T in History.
10) The program needs to hire two additional full time faculty to assist with goals 1-9.
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II. ANNUAL REVIEW
This section must be completed for ALL academic programs, including those
scheduled for a comprehensive review in spring 2014.
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
HIS 10
HIS 17A
HIS 17B
Course Name
History of California
U.S. History
U.S. History
Does the course have any DE
(online or hybrid) sections?
Yes
Yes
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?
HIS 10 –From Fall 13 through Spring 14 enrollments remained steady
HIS 17A – Again, there was an increase in enrollment for HIS 17A between Spring 11 and Fall 11 of
48%. My thoughts are that in Fall 11 more sections were offered but I do not have access to this type of
data. For the remaining semesters, the enrollments were very steady.
HIS 17B – Enrollment for HIS 17B is consistent over the 3 year period with numbers higher in the Fall
and lower in the Spring.
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?
HIS 10 – Success rates increased over a 3-year period. The reason for this spike is unknown. It could be
due to instructor assignment for that semester. Textbooks are typically not available within the first week
due to inefficient ordering through the bookstore. This places students at a huge disadvantage. In
addition, with the absence of support for online students as well as the absence of support in the form of a
writing center success rates are affected. Success rates for Spring 13 and Fall 14 are significantly higher
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than previous semesters. This could be due to the elimination of textbooks and the transfer of all course
material to Etudes.
HIS 17A - Success rates varied over a 3-year period. There was definitely one semester – Fall 12 – that
had a large spike in success rates jumping from 56% in Spring 12 to 77% in the Fall. The reason for this
spike is unknown. It could be due to instructor assignment for that semester. One consideration is
sections that are scheduled for the ADJ fast track program. These sections are taught in 6 weeks.
Textbooks are typically not available within the first week due to inefficient ordering through the
bookstore. This places students at a huge disadvantage. In addition, with the absence of support for
online students as well as the absence of support in the form of a writing center success rates are affected.
HIS17B Success rates remained steady over the 3 year period.
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.
This information is not available. I did not encourage students to get degrees in History because an AA in History
does not transfer to the UC or CSU. Also, an AA in History has little value for local employment. The AATransfer in History was approved in the Spring of 2015 and now the degree can be promoted and students can be
recruited.
If the college does not hire another two full time History faculty it will be difficult to promote the program and the
degree. This has hindered the program and program effectiveness in the past. Students need access to more full
time faculty, who keep office hours and participate in the development of curriculum and outcomes, to assist them
in navigating the program. Two additional full time faculty can also promote the program more effectively.
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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
S12
F12
S13
F13
S14
No. of DE/
Online
Sections
4
3
3
4
6
No of
Hybrid
Sections
0
0
0
0
0
Fulltime
Faculty
1
1
1
1
1
Adjunct
Faculty
1
1
1
1
1
2. Compare student success in the DE teaching environment with success in the faceto-face teaching environment in the same course. Are there differences? To what
do you ascribe the differences in your program? Discuss any other relevant factors
regarding diverse teaching modalities and environments, such as specific
locations.
Student success in online courses are lower than face to face courses. There are many reasons for this
difference including:
1. The absence of support for online students. Statistically, the students most likely to succeed in online
learning have access to a computer and the internet. Many Hartnell students come from poverty and
do not have the internet or a computer at home. Some can only take the class using public computers
or their smart phones. Cutbacks in lab hours and other support programs have made it very difficult
for at risk students to succeed.
2. The Hartnell College schedule of classes can be confusing for students and many do not know they
actually enrolled in an online course.
3. Many students who enroll in online courses have no understanding of how to navigate the Etudes
learning platform. Many students drop because of the confusing nature of the platform.
4. Many students do not possess basic internet skills including navigating the internet, downloading files
and installing necessary programs such as Adobe Acrobat.
5. The bookstore consistently fails to order enough textbooks to meet student needs. This is a common
problem that the bookstore refuses to address.
6. FastTrack courses are a special problem for retention and success because many students are unaware
they have enrolled in a 6 week long course.
7. The Hartnell email system is another problem for online students. Many don’t have a Hartnell
account or even know about Hartnell email so they miss crucial information at the beginning of the
semester. This problem has been exacerbated by the new campus policy that forbids faculty from
responding to non campus email from students.
8. The absence of full time history faculty makes it difficult to keep up the quality of online learning.
3. Describe the process to change and improve student success in DE
courses/sections in your program, and any other relevant factors regarding
diverse teaching modalities and environments, such as specific locations.
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I have tried a variety of approaches to help students succeed in DE courses. In response to the
Bookstore’s failure to order enough books I have moved all my courses to fully online sources. There is
a down side to fully online sources if students have difficulty reading online and must print their sources.
The cost of printing can be prohibitive.
I have begun using the Statistics function in Etudes to assess assignment. This data has helped me
identify assignments or assessments that need to be improved or changed. During History meetings other
faculty were encouraged to evaluate their assessments using this function.
Sam Pacheco is the only other instructor at Hartnell College that teaches DE courses. I have collaborated
closely with him, how we can improve our DE retention. Sam teaches an average of one DE course a
semester.
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C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for
review during AY 201314 as previously
specified
Faculty member(s)
responsible for
coordinating
(a) Was the course
reviewed and (b) taken
through the curriculum
process?
Date of approval (or
anticipated approval)
by Curriculum
Committee
History 46A
History 46B
History 10
History 8A
History 8B
History 47
History 40
Ann DeJesus Riley
Ann DeJesus Riley
Ann DeJesus Riley
Sam Pacheco
Sam Pacheco
Ann DeJesus Riley
Ann DeJesus Riley
Yes
Yes
Yes
Yes
Yes
Yes
Yes
5/15/2014
5/15/2014
5/15/2014
12/2015
12/2015
5/15/2014
5/15/2014
Courses scheduled for
review during AY 2014HIS17A
HIS17B
HIS10
HIS47
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Faculty member(s)
responsible for
coordinating
DeJesus Riley
DeJesus Riley
DeJesus Riley
Adjunct Unknown
Target semester and
year—Fa 2014 or Sp 2015
Fall 14
Spring 15
Spring 15
Spring 15
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
• apply critical thinking skills
in reading,
comprehending, and
interpreting historical
scholarship.
What changes have occurred
in the program/discipline as
a result of dialogue?
Faculty discussed
standardized assessments
for all History courses.
List Program level outcome(s)
scheduled for assessment in
AY 14-15
Have your course level
SLOs needed for this
program level outcome
been assessed or
scheduled for assessment?
Yes. The date will be
determined when faculty
meet in the fall.
•
demonstrate an
understanding of the
processes, peoples and
events in the multicultural
histories of the United
States.
Was the Program
Outcome Assessment
Summary completed?
Yes with the exception
of an adjunct who did
not submit data for a
class that he alone
taught.
2. Describe how program level outcomes were specifically addressed by the
program/discipline during the past year.
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For example, were data gathered at the course level? Was there review and analysis of the
data? How did the discipline faculty engage in discussion? Were any interventions conducted?
Are there any plans to make changes to certificate/degree programs or improvements in
teaching and student learning?
[Begin response here]
Full time and some adjunct faculty have met to create a standardized assessment for outcomes. While most
adjunct have cooperated with this effort this has not been adopted across the discipline. The reluctance of some
adjunct to cooperate will be addressed over the summer. The program is exploring the creation of a MOOC
which will be used by all history courses to facilitate the collection of data for assessments at the course and
program level. The addition of two full time history faculty will make this more attainable.
The program has submitted an AA-Transfer in History to curriculum. The AA-Transfer in History should be
approved at the next curriculum meeting on 5/15/2014. The AA-T in History is a dramatic improvement over the
AA in History which did not transfer to the CSU system.
A new course History Through Film and Video (HIS51) was approved by curriculum. Sam Pacheco, temporary
full time, has submitted two courses through curriculum, Latin American History A and B and updated Chicano
History 49B.
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CORE COMPETENCIES
3. Describe how Core Competencies 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 mak
4. e changes to courses or improvements in teaching and student learning?
All course SLOs were assessed for classes taught in Fall 13 except for HIS 47 (lack of
participation from adjunct). Each course assessed had an element of critical thinking as an
SLO and is mapped to the core competency. This data was used to examine the program level
SLO that speaks to critical thinking. Review and analysis occurred at the flex day in January
14. ADD BLAH BLAH FOR MOR FAC
COURSE LEVEL STUDENT LEARNING OUTCOMES
5. Please complete the following tables.
List courses scheduled for
SLO assessment as previously
specified
All courses that were taught
in Fall 13 were assessed
except for HIS 47.
HIS 49B
HIS 5B
HIS 47
HIS 46B
In what term was
the course
assessed?
Fall 13
List courses scheduled for
SLO assessment in
AY 2014-15
HIS 10
HIS 17A
HIS 17B
HIS 47
Faculty member(s)
responsible for
coordinating
Sam Pacheco
DeJesus Riley
DeJesus Riley
Sam Pacheco
Was the Course
Assessment Summary
Report completed?
Yes and placed on the
R: drive.
J. Oliverez
K. Holland
S. Shore
DeJesus Riley
Target semester
and year—Fa 2014
or Sp 2015
Sp 15
F 14
Sp 15
Sp 15
6. Describe course level assessments results and how they will influence your
plans moving forward.
The discussion of course level assessments resulted in the creation of an assessment that can be
used in all History courses with slight modification for course content.
7. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
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It is extremely difficult to discuss activities across the discipline because of the high number of adjunct
teaching History courses. In my courses I have utilized the Statistics function in Etudes to evaluate all my
assessment and gather data to improve quizzes and discussions. At the end of every semester I ask
students what I should keep and what should go. Students are brutally honest in their comments. Sam
Pacheco has students submit their comments regarding the class anonymously. We discuss these at an
end of the semester meeting to determine which approaches are working.
It is virtually impossible to rely on adjunct for accurate information regarding their courses and outcomes.
Many adjunct feel they are evaluated solely on success and retention and are afraid to adopt rigorous
assessments if they affect retention and success. The absence of accountability has created an adjunct
culture of ignoring outcomes and course outlines. Some adjunct do not create syllabi with required
information nor do they provide meaningful data when asked to contribute to the assessment process.
Without the addition of two more full time faculty in History it is very difficult to work on discipline wide
changes.
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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?
Will activity
What challenges
existed or continue continue into
AY 14-15?
to exist?
Will activity
continue into
AY 15-16?*
1. Creation of
collaborative Mission
project
iPad acquired
Meetings to discuss
travel to the
Mission.
Funding for travel
and the ability to
teach a semester
fully online to
travel to missions
If funding and
teaching fully
online are
available.
2.
If funding and
teaching fully
online are
available.
3.
* For each activity that will continue into AY 2015-16 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?
The project to create a interdisciplinary California Mission project requires Jorge Sanchez and I to teach
fully online so we can travel to the missions. The campus will not allow me to teach fully online so the
project has stalled. Jorge and I are discussing a local mission project but this will also require the campus
to give us more control over our schedules. The addition of two full time History faculty would make this
possible.
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III. ANNUAL ACTION PLAN
This section must be completed for ALL academic programs, whether scheduled
for annual or comprehensive review in spring 2014.
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:
•
•
•
•
•
•
•
•
•
•
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. Please keep in mind that
resources needed, if funded, would not be approved until spring 2015 and provided until
FY 2015-16. Ongoing activities involving resources that will no longer be available from
grant funds starting FY 2015-16 must be planned for appropriately.
Activity
1.
Curriculum and
Course
Development
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Strategic
Plan
Goal(s)
No. &
Letter
(e.g.,
5A)*
2A, 5A
Related
Courses,
SLOs, PLOs,
or goals
Desired
Outcome(s)
Resources
Needed
Person
Responsible
US History
17A, History
of California
HIS10,
History of
Mexico
HIS6,
Chicano
History 49A
and 49B
Incorporate
local History
into courses
Wide angle
lens, funds
for travel,
fully online
instruction
for one to
two
semesters.
Two
additional
history
faculty will
be needed
Ann DeJesus
Riley
Estimated
Date of
Completion
(can be more
than one
year in
length)
Fall 2012
Comments
2.
History Club
3.
Recruit
Hartnell
Students
to
History
Club
Students
from all
History
sections and
other
disciplines
Students
become
more
involved in
their
communities
and the
department
can recruit
students for
the AA-T in
History
on with
experience
teaching
History of
California,
History of
Mexico and
Chicano
History.
Club will be
responsible
for own
funds
through the
ICC
Sam
Pacheco
4.
5.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
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Spring 2015
Club has been
recognized by
Hartnell ICC
SP/15
*** 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.
In 2013 the History program proposed the creation of an interdisciplinary course on the History of the
California Missions. This course would feature videos and images from the various missions and include
video lectures on site. The course could also give students the opportunity to visit the two missions in the
Hartnell College District.
b) Describe how this activity supports any of the following:
1) Core Competency
2) Program level Outcome
3) Course level Outcome
4) Program/Discipline Goal
5) Strategic Priority Goal
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning environment
to help students pursue and achieve educational success.
The course will be an innovative course with video lectures and primary source images which will allow
students to experience the missions. This digital tour of the missions will include history, anthropology,
archeology and ethnic studies approaches. Dr. Ruben Mendoza at CSUMB will be asked to help with
access to research and resources.
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.
Many local students have little awareness of local history, especially the contributions of the California
missions to the political, social and economic development of the Salinas Valley. Exploring the missions
will give students access to primary source research and help them understand historical and
anthropological perspectives and approaches.
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As this course expands we expect to look at more local histories including the history of the Salinas
Valley, Salinas and Steinbeck, and the history of agriculture and agribusiness.
The course could be featured as a non credit Community Education class or, perhaps, a faculty
development opportunity.
PROGRAM GOAL 4, 5 AND 6
c) Does this activity span multiple academic years?
YES
If yes, describe the action plan for completion of this activity.
If funding and scheduling are available the course should be offered in the Spring of 2017. Curriculum
approval may determine the year the course can be offered.
d) What measureable outcomes are expected from this activity? List indicators of
success.
Students will demonstrate an understanding of the unique histories and cultures of the California Missions
including their political, economic, and social contributions to the history of California.
Online discussions and essays.
Students will utilize primary and secondary sources for research and scholarship.
Research papers.
Students will utilize critical thinking in historical scholarship.
Online discussions, essays and comprehensive final.
e) What are the barriers to achieving success in this activity?
Funding for travel, cameras and lens, and the ability for faculty teach face to face during the process of
creating the course.
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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. 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.
0
1.
Hiring 2
new Full
time
faculty
2.
Wide
angle
lens
3.Travel
to
Missions
Personnel
Classified
Staff/
Faculty
(C/F/M)*
Faculty
4.Digital
Camera
Supplies/
Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Library
Materials
Science
Labs
Varies
Equipment
1500.00
Travel
Equipment
5.
* Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager.
** S for Supplies, E for Equipment. If additional supplies, for example, are needed for ongoing activities, this
should be requested through the budget rollover process.
*** H for Hardware, S for Software.
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Projected
Costs
1500
3,000
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.
Priority 5:
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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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