Program Planning and Assessment (PPA)
for Academic Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2015
The purpose of Program Planning and Assessment at Hartnell College is to obtain an honest and authentic view of a program and to assess its strengths,
opportunities, needs, and connection to the mission and goals of the college. The process is based on the premise that each academic program
reviews assessment data and uses these data to plan for improvement. The results of these annual cycles provide data for a periodic comprehensive review
that shows evidence of improvement and outlines long-range goals.
The Program Planning and Assessment process improves and increases the flow of information about student learning, student success and student
behavior at Hartnell College. The result of the process also improves institutional effectiveness.
Program/Discipline
Date Completed (must be in final form by
3/27/15)*
Date Submitted to Dean
Physics
*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
Laura Fatuzzo
Title/Position
Dean’s Comments (required):
Physics’s offerings are growing to meet the growth in the STEM pipeline. The curriculum and learning objective assessment are up to date,
with a new Physics AS-T in place. Physics is very much in need of an additional FT faculty member to help address the growth in this area.
Typed Name of Area Dean
Shannon Bliss
Date 5/27/15
VPAA Comments (required for comprehensive reviews):
_______________________ _________
Typed Name of VPAA
Date
(for ALL academic PPA reports)
This PPA report is organized in 3 sections and 11 subsections as follows:
I.
II.
III.
Comprehensive Review – a. Overall Program Effectiveness, b. Instructional Staffing, c. CTE Programs – Labor Market & Achievement,
and d. Program Goals.
Annual Review – a. Course Data & Trends, b. Teaching Modality, c. Curriculum,
d. Outcomes, and e. Previously Scheduled Activities.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
 For programs/disciplines scheduled for comprehensive review in spring
2015, please complete Sections I, II, and III.
 For programs/disciplines scheduled for annual review, please complete
Sections II and III.
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I.
COMPREHENSIVE REVIEW
Please complete this section for programs/disciplines scheduled for comprehensive review in spring 2015. Go to Section II for
programs/disciplines scheduled for annual review in spring 2015.
A. OVERALL PROGRAM EFFECTIVENESS
1. Describe your program in terms of its overall effectiveness over the past several years.
Please consider the questions below in describing your program/discipline/area.









How are students/employees served by the program?
What are the unique aspects of the program?
How does the program relate to the needs of the community?
How does the program interface/collaborate with other programs on campus?
What is working well in the program/discipline?
If there is a sequence of courses in your program, what process or framework is used to ensure alignment?
How is consistency maintained between/among multiple sections of a single course?
Has the program explored alternative scheduling approaches?
Do prerequisites, co-requisites and strongly recommended skills continue to meet program needs? Are there special considerations regarding
capabilities of incoming students?
 What professional activities have faculty recently (last three years) participated in?
[Begin response here]
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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
No. of Active Sections
Full-time Faculty
Adjunct Faculty
2. What staffing factors/challenges have influenced the effectiveness of the program?
[Begin response here]
C. CTE PROGRAMS – LABOR MARKET & ACHIEVEMENT
Please complete this section if the program is Career Technical Education
(CTE). Go to subsection D if the program is not CTE.
1.
Describe the demonstrated effectiveness on the program over the past several years with levels and trends of achievement data,
including degree/certificate completions (awards) and employment statistics.
[Begin response here]
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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?
[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. Be sure to highlight innovative, unique,
or other especially noteworthy aspects.
In considering your program’s future goals, please review Hartnell’s vision and mission statements.
VISION STATEMENT
Hartnell College will be nationally recognized for the success of our students by developing leaders who will contribute to the social,
cultural, and economic vitality of our region and the global community.
MISSION STATEMENT
Focusing on the needs of the Salinas Valley, Hartnell College provides educational opportunities for students to reach academic
goals in an environment committed to student learning, achievement and success.
[List and describe program goals here]
1)
2)
3)
4)
5)
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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 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
PHY 4A
PHY 4B
PHY 4C
PHY 2A
PHY 2B
Course Name
General Physics /Mechanics
General Physics/Electricity and Magnetism
General Physics/ Waves, Heat, Light and Modern Physics
College Physics I
College Physics II
Does the course have any DE (online or
hybrid) sections?
NO
NO
NO
NO
NO
Please use the data that have been provided. Analyze trends that you observe with respect to the data for the identified courses and answer the
following questions.
ENROLLMENT
2. Review the enrollment data. Describe and analyze any patterns or anomalies that you notice. What do you make of these patterns
or anomalies? What actions should be taken to ensure continuous improvement?
The enrollments for Fall Phy 4A had a big jump, from 35 enrolled students in fall ’12, to 49 enrolled students in fall, 13. The enrollments for Spring
Phy 4A jumped from 31 enrolled students in spring ’13, to 62 enrolled students in spring ’14. We need to wait and look at future data to see if these
increases show a trend or are just a one-time spike in enrollments.
Phy 4B had a large jump in the enrollment between fall ‘11 and fall ’12, from 32 enrolled students, to 49, but then remained at 47 enrolled student’s
fall’13. Again, we need to see if these enrollments will remain in the high 40s, or if it is a spike. Enrollments in Phy
Student enrollments in Phy 4C increased steadily, from 39 in spring ’12, to 49 in Spring 13, to 59 in spring ’14.
Phy 2A, enrollments remained at around 30 students, however enrollments for Phy 2B were lower, 13, 17 for spring ’12 and spring ’13, respectively,
while they increased to 24 students for spring ’14. One of the questions to be answered is why there is a drop between Phy 2A and Phy 2B
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enrollments. One of the reasons might be that some majors require only Phy 2A, and not Phy 2B.
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?
The success rates for fall Phy 4A jumped from 62% fall ’12 and then remained in the low 70% fall ’12 and fall ’13. The success rates for Spring Phy
4A remained steady, 82% Spring ’12 and 84% for both spring ’13 and spring ’14. We need to wait and look at future data do see if these increases
show a trend or are just a one-time spike. The success rates for PHY 4A show that there is greater success in the Spring PHY 4A than in the Fall
PHY 4A of about 10% points. It would be valuable to see why that is.
Phy 4B had a large jump in the success rates between fall ’11 and fall’12, from 59% to 67%, and then to 89% for fall’13. These increases in success
rates could explain a spike in enrollment, since some students took the Phy 4B as a repeat course. Success rates in PHY 4C increased steadily, from
59% in spring ’12, to 73% in Spring 13, to 85% in spring ’14. These increases in success rates could be due to the support services given to students
that include the Supplemental Instructor program, STEM tutoring, the Early Success Program, and Crisis Counseling.
Phy 2A success rates were at 96% fall ’11, then fell to 73% fall ’12, and increased to 87% fall ’13. In Phy 2B, success rates increased from 82%
Spring ’12, to 93% Spring ’13 and 96% Spring ’14.
DEGREES AND CERTIFICATES
4. Describe the demonstrated effectiveness of the program over the past several years with levels and trends of achievement data, such
as degree and certificate completions/awards.
[Begin response here]
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
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No. of DE/Online
Sections
No of Hybrid
Sections
Full-time
Faculty
Adjunct Faculty
2. Compare student success in the DE teaching environment with success in the face-to-face teaching environment in the same course. Are
there differences? To what do you ascribe the differences in your program?
[Begin response here]
.
3. Describe the process to change and improve student success in DE courses/sections in your program.
[Begin response here]
4. Compare student retention in the DE teaching environment with retention in the face-to-face teaching environment in the same course.
Are there differences? To what do you ascribe the differences in your program?
[Begin response here]
5. Describe the process to change and improve student retention in DE courses/sections in your program.
[Begin response here]
6. Describe any other relevant factors regarding diverse teaching modalities and environments, such as specific
locations.
[Begin response here]
C. CURRICULUM
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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
(a) Was the course reviewed and
(b) taken through the curriculum
process?
Date of approval (or anticipated
approval) by Curriculum
Committee
NONE
Courses scheduled for review during AY 201415
NONE
D. OUTCOMES
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Faculty member(s) responsible for coordinating
Target semester and year—Fa 2015 or Sp 2016
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 What changes have occurred in the
as previously specified
program/discipline as a result of dialogue?
PLO 1.
Demonstrate proficiency in problem solving, especially
with regard to basic physics problems involving major
concepts, theories, and principles including, but not
limited to: conservation of momentum and energy
Planning to teach students how to read using the Yes.
Reading Apprenticeship approach so that they
can study the concepts and strategies involved in
problem solving.
Also planning to model problem solving and
reading strategies, and then have students practice
these techniques in groups and finally on their
own. Will also model good studying techniques
and try and to create a culture of good study
practices.
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Was the Program Outcome
Assessment Summary completed?
List Program level outcome(s) scheduled for assessment in AY 15-16
Have your course level SLOs needed for this program level
outcome been assessed or scheduled for assessment?
Upon successful completion of the physics program, a student should be able to: Yes. However, this PLO needs to be re-written because it is too
low in Bloom’s Taxonomy, and because the word “articulate” is
Comprehend and articulate basic physics terminology
difficult to measure. The SLOs for this PLO need to be re-visited
making sure they are appropriate to the revised PLO. The
Outcomes and Assessment Committee, of which I am member,
will develop a process for reassessing SLOs and PLOs and work
on improving their quality.
2. Describe how program level outcomes were specifically addressed by the program/discipline during the past year.
For example, were data gathered at the course level? Was there review and analysis of the data? How did the discipline faculty engage in
discussion? Were any interventions conducted? Are there any plans to make changes to certificate/degree programs or improvements in teaching
and student learning?
Physics program SLOs and one PLOs were assessed, and there was weekly discussion between the fulltime engineering faculty and physics faculty
on how to improve student learning. Many of the students are weak in the math skills needed to be successful in physics. Many also lack reading and
writing skills. The physics and engineering faculty have been discussing possible interventions, such as creating a Math Academy for Physics and
Engineering. In addition, the Physics faculty is currently being trained in Reading Academy techniques that she plans to incorporate in her classes.
Furthermore, the physics and engineering faculty are brainstorming ideas of how to teach students study/time management skills.
CORE COMPETENCIES
3. Describe how Core Competencies (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility) were specifically addressed by the program/discipline during the past
year. For example, were data gathered at the course level? Was there review and analysis of the data? How did the discipline faculty
engage in discussion? Were any interventions conducted? Are there any plans to make changes to courses or improvements in
teaching and student learning?
The Critical Thinking/Problem Solving was looked at by examining data from exams. Critical thinking/problem solving is something that
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students need to develop through time an practice. Many of our students lack these skills, and they approach physics by trying to memorize
problems. They need to be taught throughout the course problem-solving strategies, as well as time-management strategies so that they have time
to practice these skills. This “training” will be emphasized in PHY 4A and PHY 2A by modeling critical thinking and problem solving, and then
encouraging students to practice in groups and then on their own.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for SLO assessment as
previously specified
PHY 4A
PHY 4B
PHY 4C
List courses scheduled for SLO assessment in
AY 2015-16
In what term was the course
assessed?
Fall 2014
Fall 2014
Spring 2015
Was the Course Assessment Summary
Report completed?
Yes
Yes
One SLO has been assessed. Two other
SLOs will be assessed by the end of the
semester.
Faculty member(s) responsible for
coordinating
Target semester and year—Fa
2015 or Sp 2016
None are scheduled, but will assess PHY 4A SLO on
energy Fall 2015
5. Describe course level assessments results and how they will influence your plans moving forward.
Students met most of the goals. The physics instructor continues to be part of the Early Success Program at Hartnell to identify students at risk early
on in the semester. In addition, we will use part of the lab-time and class-time to guide students in group-problem-solving activities and study skill
activities.
6. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving these improvements?
The full-time instructor Laura Fatuzzo has been participating in a pilot project learning how to use eLumen to do assessments. eLumen will simplify
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the process. The overall goal is to strengthen the assessment process by using well-developed rubrics stored in eLumen that can be easily accessed
by other physics faculty. In addition, eLumen will allow fulltime faculty to generate reports, and work together with adjunct faculty in physics.
During summer 2015 and Academic year 2015-2016, all the SLOs and PLOs will be assessed themselves to see if changes need to be made so that
they meet higher level Bloom’s
Taxonomy standards, and whether they can be improved. The full-time instructor will meet with Mohammed Yahdi, who is in charge of SLOs, to
see what improvements can be made. If changes are made, then the full-time instructor will follow the College’s procedure to change them.
E. PREVIOUSLY SCHEDULED ACTIVITIES
This subsection focuses on activities that were previously scheduled. An activity can address many different aspects of your program/discipline, and
ultimately is undertaken to improve or enhance your program/discipline, and keep it current.
Activity scheduled
1. Completing our course
scheduling grid
What success has been
achieved to date on this
activity?
Will activity
continue into AY 1516?
Will activity
continue into AY 1617?*
This activity has allowed us to
Availability of classrooms,
Yes
open up the schedule quite a bit in facilities, and poor scheduling
terms of making sections more decisions by students.
available for students without
overlap and time conflicts.
1A and 5A
yes
Yes
yes
yes
2. Continue to be part of Early
Success Program
3. Investigate need and feasibility 1A and 5A
of developing a “Physics
Academy”
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What challenges existed or
continue to exist?
yes
4. Do a study
1A and 5A
on present articulation agreements
to PHY10 and also what
articulation agreements we would
gain or lose by aligning the course
to the C-ID PHYS140: Survey of
Chemistry and Physics" which is
geared toward elementary school
teachers.
PHY 10
No. This has been
No
completed.
Phy 32 has been
approved by the
Curriculum Committee
* 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?
1. Completing the course grid: With the collaboration of STEM faculty, the grid has been improved by creating some block scheduling that
better fits the needs of our students, many of whom have a 2-hour bus ride twice a day from King City. By creating some block scheduling, this
helps the students so that they do not have to come to Hartnell every day.
Furthermore, block scheduling allows us to give more meaningful exams. Right now, a 50-minute exam is too short for students to be able to
complete challenging problems.
2. Continue to be part of Early Success Program: The Early Success Program has been very helpful in guiding students who are struggling in
their classes. It identifies problems early one, and with a counselor the student can be given guidance to overcome some of the challenges that
prevent them from learning physics.
3. Investigate need and feasibility of developing a “Physics Academy”: The fulltime physics and engineering faculty are currently working with
Math Academy director Ken Rand to see if it is feasible to incorporate Math for Physics success in the current Math Academy.
4. Survey of Chemistry and Physics" which is geared toward elementary school teachers. This course, PHY 32, has been approved by the
Curriculum committee. The next step is to work with chemistry instructor, Dr. Slava Bekker, to develop this course so that it can be offered
beginning Spring 2016.
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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 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.
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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
1. Update physics 1A, 2A, 2B and Given appropriate Have students 60 laptops for Laura Fatuzzo
and engineering 5C
work in groups both lecture and Melissa Hornstein,
direction, the
labs, and develop
student will be able of 2s in order to lab, 28 desktop Tito Polo
new physics and
get hands-on computers for
to set up laboratory
engineering labs
experience with the physics and
equipment safely modern lab
engineering
and
equipment to labs in the new
efficiently, plan and be able to
Science
experience
the
Building,
carry out
concepts
supplies for
experimental
learned
in
updating
procedures, identify
class, learn data physics and
possible sources of
collection and engineering
error, implement
data analysis labs
techniques that
techniques
enhance precision,
reduce and interpret
data by hand and/or
using computers
and report verbally
and in written
language the
experimental data,
results and
conclusion.
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Estimated
Date of
Completion
(can be more than
one year in length)
Summer and
Fall 2015 and
Spring 2016
Comments
Will work this
summer on
organizing and
updating all of the
labs. Most of the
labs have not been
updated for at least
ten years and many
are dated.
2. Student
2A, 2B
success:
Continue to be
part of Early
Success Program
Continue to use
TopHat
Supplemental
Instruction,
STEM tutoring,
Math Academy,
Math Learning
Center, STEM
Summer Bridge
Have a 80%
Top Hat site
Melissa Hornstein
success rate in license
Laura Fatuzzo
all physics
classes
Stipends for
SI’s and tutors,
STEM
scholarships,
supplies for
Math Academy
and Summer
Bridge
Ongoing
Early Success
Program identifies
“at-risk” students
early in the semester
and helps guide
them towards
successfully
completing physics
courses
Top Hat is a great
system for managing
large classes. It
engages students in
what they are
learning, encourages
group work, and is
great for taking
attendance and
encouraging
attendance.
Recruit SI’s for
physics and
engineering, develop
Math Academy for
Physics/Engineering
, other STEM
success initiatives
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3 Transfer
1A, 2A, 2B
engineering
students to fouryear institutions
in two years
One
Melissa Hornstein,
physics/astrono Laura Fatuzzo
my instructor,
4 math
instructors,
1 chemistry
technician,
training for
math adjuncts,
STEM
scholarships
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Examine grid for
scheduling conflicts
for engineering
majors. Schedule
enough sections of
support courses,
such as MAT24/25/3 series/4/5,
PHY-4 series, and
CHM-1 series to
meet student
demand. Capability
of opening up
sections on demand
after scheduling is
complete. Develop
a larger Math parttime instructor pool
by recruiting and
training engineers
from Silicon Valley.
Hire more full-time
tenure-track
instructors in Math
and Physics, plus a
Math learning lab
instructor. Develop
a physics and
engineering
substitute instructor
pool. Scholarships.
Provide our students
with a more compact
schedule.
4. Support STEM 6A
clubs and their
outreach efforts,
projects, events,
etc.
5. Develop and 1A and 5A
offer the new
course Phy 32 (CID PHYS140),
Survey of
Chemistry and
Physics, which is
geared towards
elementary
education
teachers
Supplies for
Club officers
STEM clubs Tito Polo
and outreach
such as STEM
Olympics
Phy 32 (new
course)
Have
None
enrollments of
at least 21
students
Laura Fatuzzo/
Slava Bekker
6. Introduce
2A, 2B
“Reading
Apprenticeship”
to all physics
classrooms.
Spring 2016
Will work with
chemistry instructor
Slava Becker in
developing the
course and in teamteaching it
Ongoing
Many students are
not reading the text,
an essential part to
student success in
the physics classes.
Students need to be
taught how to read
scientific writing,
which is very
different from other
kinds of writing.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
*** Please complete items 2a-e immediately below 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
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







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
1.
a) Describe the new activity or follow-on activity that this resource will support.
Update physics and engineering labs, and develop new physics and engineering labs
b) Describe how this activity supports any of the following:
1)
2)
3)
4)
5)
Core Competency
Program level Outcome
Course level Outcome
Program/Discipline Goal
Strategic Priority Goal
This would meet one of Physics’ PLOs:
Given appropriate direction, the student will be able to set up laboratory equipment safely and
efficiently, plan and carry out experimental procedures, identify possible sources of error, implement techniques that enhance precision, reduce and interpret
data by hand and/or using computers and report verbally and in written language the experimental data, results and conclusion
c. Does this activity span multiple academic years?
no
If yes, describe the action plan for completion of this activity.
Will work on this mostly summer 2015 to update labs, and then work during the 2015-2016 Academic Year to develop new labs
d) What measureable outcomes are expected from this activity? List indicators of success.
Have students be able to understand the labs better, and encourage students to become more autonomous by reading the lab instructions
This matches with the PLO, so would assess the PLO by looking at student lab report books
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e) What are the barriers to achieving success in this activity?
We have old equipment and software, and/or not enough equipment for all lab groups often limits the kind of labs we can do.
____________________________________________________________________________________________________________
2.
a) Describe the new activity or follow-on activity that this resource will support.
Student success: Continue to be part of Early Success Program, Continue to use Top Hat
Continue Supplemental Instruction, STEM tutoring, Math Academy, Math Learning Center, STEM Summer Bridge
b) Describe how this activity supports any of the following:
1) Core Competency
2) Program level Outcome
3) Course level Outcome
4) Program/Discipline Goal5) Strategic Priority Goal
c) Does this activity span multiple academic years?
YES
If yes, describe the action plan for completion of this activity.
This will continue every semester because it involves helping current students. Many of our students do not have the math skills, study skills, reading
skills and time management skills to reach their fullest potential. These skills need time to develop; many different resources need to be available to students
to help them along their path to success.
d) What measureable outcomes are expected from this activity? List indicators of success.
The measurable outcome is to increase student success rates to 90% for each Physics class. The indicators will analyze the yearly success rate data as
well as SLO assessment data.
e) What are the barriers to achieving success in this activity?
Many students are not utilizing the many resources available to them at Hartnell College, even if they are aware of them. Often students ask for help
towards the end of the semester. Students need to know about the resources available to them and be encouraged to use them.
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_____________________________________________________________________________________________________________________________
3. Transfer engineering students to four-year institutions in two years
a) Describe the new activity or follow-on activity that this resource will support.
Hartnell College is near Silicon Valley, a driving force of the US economy. By earning degrees in engineering, our students would be able to get highpaying, secure jobs. It is important that we create a pathway for students to succeed in four-year institutions. Enrollments in physics and engineering have
grown substantially in the last couple of years, and we have added PHY 32, as well as one extra lab both Fall and Spring semesters. The current full-time
physics instructor will not be able to teach all of the new sections, and adjuncts in physics are difficult to find in Salinas. This is why it is important to hire a
full-time physics instructor.
b) Describe how this activity supports any of the following:
1)
2)
3)
4)
5)
Core Competency
Program level Outcome
Course level Outcome
Program/Discipline Goal
Strategic Priority Goal
It would support the Physics Program’s goal of meeting the needs of the student community by bridging the pathways to better jobs
c) Does this activity span multiple academic years?
Yes.
If yes, describe the action plan for completion of this activity.
d) What measureable outcomes are expected from this activity? List indicators of success.
The indicator of success would be post-graduation data that supports our students’ success in their transfer institutions
e) What are the barriers to achieving success in this activity?
Getting students college-ready by teaching them reading skills, study skills, time management skills, and strengthening their math skill
4. Support STEM clubs and their outreach efforts, projects, events, etc.
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a) Describe the new activity or follow-on activity that this resource will support.
STEM clubs teach students leadership skills, communication skills, and teamwork skills. In addition, it encourages students to do outreach building
important ties to their community. These skills are important but often not gained and just participating in a course. That is why it is important to support
all STEM activities. One activity that has been very important is the Physics Olympics. This activity has been done yearly for the past 25 years. It is an
event that brings together local high school students to participate in a fun day of science. It is important to continue this valuable tradition.
Resources are needed such as transportation for participants, and prize money.
b) Describe how this activity supports any of the following:
6) Core Competency
7) Program level Outcome
8) Course level Outcome
9) Program/Discipline Goal
10) Strategic Priority Goal
c. Does this activity span multiple academic years?
no
If yes, describe the action plan for completion of this activity.
d) What measureable outcomes are expected from this activity? List indicators of success.
e) What are the barriers to achieving success in this activity?
5.
a) Describe the new activity or follow-on activity that this resource will support.
Now that Phy 32 C-ID PHYS140: “Survey of Chemistry and Physics" has been approved by the Curriculum Committee, I will develop the course with
Chemistry Instructor Slava Becker and plan on offering it Spring 2016. This includes developing classroom curriculum, classroom media and labs.
b) Describe how this activity supports any of the following:
6) Core Competency
7) Program level Outcome
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8) Course level Outcome
9) Program/Discipline Goal
10) Strategic Priority Goal
It would support the Physics Program’s goal of meeting the needs of the student community, including Elementary Education students who need both
chemistry and physics. This would support Strategic Priority Goals 1A and 5A.
c) Does this activity span multiple academic years?
Yes.
If yes, describe the action plan for completion of this activity.
Will work on developing the course during summer 2015 and fall 2015 in order to have all the labs and resources ready for spring 2015.
d) What measureable outcomes are expected from this activity? List indicators of success.
The indicator of success would be to have the class offered in spring 2015 with at least 20 students signed up for the class.
e) What are the barriers to achieving success in this activity?
Making sure students know that this new class is being offered. Can work with counselors to make sure that students are aware of this new class,
especially the elementary education students and faculty.
6.
a) Describe the new activity or follow-on activity that this resource will support.
Introduce “Reading Apprenticeship” to all physics classrooms.
b) Describe how this activity supports any of the following:
11) Core Competency
12) Program level Outcome
13) Course level Outcome
14) Program/Discipline Goal
15) Strategic Priority Goal
It would support strategic goals 2A and 2B
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c. Does this activity span multiple academic years?
NO
If yes, describe the action plan for completion of this activity.
I will be part of an online 6-week 30-hour training program for Reading Apprenticeship. I plan to incorporate in physics classes the techniques learned
in order to help students learn to read their physics texts.
d) What measureable outcomes are expected from this activity? List indicators of success.
I will give students short reading assignments. Will develop indicators as presented in the training.
e) What are the barriers to achieving success in this activity?
Time limitations. These activities take time to do, and we have so little time to cover all of the topics. I will explore the possibility of incorporating
Reading Academy strategies not only in class, but also in the lab, where students have to read and follow directions. During lab, I would have more time
to model the reading. In addition, I plan to work together with Biology instructors Ann Wright and Isabel Ferraris, who have also been trained in
Reading Academy. Together we can see how we can institutionalize this program, especially in the area of STEM
B. RESOURCE REQUESTS
If new/additional resources are needed for your program/discipline, it is important that you identify them and project their cost, and that these
resources and costs be considered through the College’s integrated planning (governance, budget development, funding decision making, and
resource allocation) processes. A resource is likely to be something needed to support an activity that you have identified in IIIA above, in which
case you must link the resource with a specific activity number (first column below). All resource requests completed in the various columns of
a specific row must be linked to the new or continuing activity numbered on the first column of that same row. The first activity listed should be
the most important; the second activity listed the second most important, etc. A resource could also be something necessary for your program/discipline to
function properly to improve student learning, such as updated equipment in a classroom; in such case be sure to note that the resource is NOT
tied to a specific activity.
Activity
No.
1.
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Personnel
Classified Staff/
Faculty (C/F/M)*
Supplies/
Equipment
(S/E)**
Basic physics lab
supplies (S)
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Library
Materials
Facilities/Space
e.g., Science Labs
Projected
Costs
$ 2000
1.
Sixty laptops
(H)
1.
Interactive
Physics site
license (S)
28 desktop
computers (H)
1.
1.
1
1
1
Two Heavy Duty
Laboratory Carts
VLX-26683
Cynmar
Two Basic
Electrostatic Systems
(E)
Ten Field of Coils
(200
turns) (E)
Eleven Coil Bases (E)
$ 60,000
$ 3000.00
(500 yearly
after initial
purchase)
$33,600
340.00
2120.00
990.00
770.00
1
1
1
1
1
1
1
1
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Five Induction
Wands (E)
Six Decade
Resistance
Boxes (E)
Five Variable Gap
Magnets (E)
Five Magnetic Force
Accessories (E)
Three Primary and
Secondary Coils (E)
Eleven Electroscopes
(E)
Three Rotational
Apparatus (E)
Three Thermal
Radiation
Laboratory (E)
440.00
1074.00
945.00
995.00
195.00
2475.00
1527.00
2355.00
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Four Specific Heat
Set (E)
Two Introduction
Optics
Systems (E)
Two Diode Laser
Intro
Optics (E)
Two High-Precision
Diffraction Slits (E)
Two Resonance
Boxes (E)
One Resonance Tube
(E)
Fifteen String
Vibrators
(E)
Two Michelson
Interferometer (E)
Five Electrical
Equivalent of Heat
Apparatus (E)
Six Wireless
Dynamic
Sensor Systems (E)
Five Current sensors
(E)
Three Speed of Light
Apparatus (E)
Three Balance, Triple
Beam
w/TARE,610g/0.1g,
OHAUS (E) (E)76000
Ten WEIGHT
HANGER
FOR SLOTTED
WEIGHTS,
50 GR (E)
Six Calipers (E)
184.00
1518.00
458.00
398.00
154.00
399.00
1245.00
1698.00
845.00
1494.00
195.00
537.00
495.00
192.50
240.00
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1
Six Decade
Capacitance
Boxes (E)
Physics/engineering
supplies – see
attached spreadsheet
(S)
1.
737.70
$58,000
2.
SI leader
and tutor
stipends
2. and 3.
STEM
scholarship
s
$10,000
$100,000
3.
One (1)
Physics/Astronomy
Full-time faculty
position (F)
$100,000
3.
Three (3)
Mathematics Fulltime faculty
positions (F) + One
(1) mathematics
learning center
instructor (F)
$400,000
3.
3.
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Training for
developing
new math
adjunct
pool
One Full-time
Chemistry
$100,000
$50,000
technician (C)
4.
Supplies for STEM
clubs (S)
$1,000
Fulltime Physics/Astronomy Instructor
One of our needs is to have a fulltime Physics/Astronomy instructor. Physics enrollment has been increasing during the last couple of years to where we
have had to add another lab section for Phy 4B labs and PHY 4C. In addition, we have added a new course, PHY 32. It is difficult to find physics adjuncts,
and one of our adjuncts had to teach above load.
* 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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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 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 that
the college serves.
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