Program Planning and Assessment (PPA)for Academic Programs
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/
Date Completed (must be in final
Discipline
form by 3/27/15)*
Social and Behavioral Sciences/ Sociology
Date Submitted
to Dean
3/26/15
Sociology
*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
Dr. Hortencia Jimenez, full- time faculty
Marisol White, part-time faculty
Eric Strayer, part-time faculty
Dean’s Comments (required): The Sociology PPA presents strong data analysis, as one would expect from a social sciences perspective with
exceptionally high enrollment and effective FTES. Attention is given to de aggregated success and retention rates showing care towards the
students.
Excellent examples are provided of what online faculty are doing to support student success. It demonstrates attention to best practices and
documents efforts that should be grown collegewide.
_____________________
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:
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.
I.
COMPREHENSIVE REVIEW
N/A
Please complete this section for programs/disciplines scheduled for comprehensive review in spring 2015.
Go to Section II for programs/disciplines scheduled for annual review in spring 2015.
A. OVERALL PROGRAM EFFECTIVENESS
1. Describe your program in terms of its overall effectiveness over the past several years.
Please consider the questions below in describing your program/discipline/area.
·
·
·
·
·
·
·
·
·
·
How are students/employees served by the program?
What are the unique aspects of the program?
How does the program relate to the needs of the community?
How does the program interface/collaborate with other programs on campus?
What is working well in the program/discipline?
If there is a sequence of courses in your program, what process or framework is used to ensure alignment?
How is consistency maintained between/among multiple sections of a single course?
Has the program explored alternative scheduling approaches?
Do prerequisites, co-requisites and strongly recommended skills continue to meet program needs? Are there special
considerations regarding capabilities of incoming students?
What professional activities have faculty recently (last three years) participated in?
[Begin response here]
B. INSTRUCTIONAL STAFFING
N/A
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
N/A
Please complete this section if the program is Career Technical Education
(CTE). Go to subsection D if the program is not CTE.
1. Describe the demonstrated effectiveness on the program over the past several years with levels and trends of
achievement data, including degree/certificate completions (awards) and employment statistics.
[Begin response here]
2. Describe the number of, activities of, and recommendations resulting from advisory committee meetings that
have occurred over the past two years. What information and/or data were presented that required or currently
require changes to be made to your program? Please attach copies of meeting minutes over the past two years
and a list of committee members and their respective industries/areas.
[Begin response here]
3. Does labor market data and/or the need for additional education indicate that changes should be made to
your program? Does the program (continue to) meet a labor market demand and/or fulfill an important step
toward higher/additional education?
[Begin response here]
D. PROGRAM GOALS
N/A
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)
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
SOC 1
SOC 5
SOC 41
SOC 42
Course Name
Introduction to Sociology
Social Problems
Marriage and Family
Sociology of Minority Relations
Does the course have any DE
(online or hybrid) sections?
Yes
Yes
Yes
No
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?
Online
§
Online enrollment for Introduction to Sociology (SOC 1) was high in the Spring 2012 (97), 2013 (97) and Fall 2013 (91). There was a
slight decrease in the Spring 2014 to 85 students. This indicates that enrollments are higher in the spring semester. However, this was
not the case in the spring 2014. Nonetheless, a general trend is identified: enrollments are lower in the Fall and higher in the spring.
§
Online enrollment for Social Problems (SOC 5) was higher in the spring 2012 (56) and Fall 2012 (57) semester. It decreased to less than
50 students in 2013 and in the spring 2014 it increased slightly. In this case, no general trend is identified but we can ascertain that
enrollments were higher for SOC 1 online.
§
Fall 2011 online Sociology enrollments were below (37%) when compared to the college. However, it has been steadily above the
college enrollment from Spring 2012 to Spring 2014.
§
Offering the same or more sections of SOC 1 and SOC 5 online is an action to ensure continuous improvement.
Face to Face
§
The enrollment trend for face to face in SOC 1 was higher in the Fall 2011, Spring 2012, and Spring 2013. The lowest enrollment was
in the Fall 2012 (61 students). There has been a decrease in enrollments for the 2013-2014 academic year.
§
Introduction to sociology has the highest enrollment rates. SOC 1 is popular among students because it is an introduction to the field of
sociology. Often times students first contact with a sociology course is SOC 1. To ensure continuous improvement in our student
enrollments, we will offer SOC 1 every semester; 2 online courses, three to four face to face courses; three in main campus and 1 in
South County.
§
SOC 1 face to face enrollment was higher in the Fall 2011. What this may suggest is that students opted for face to face instruction than
online that semester. However, it appears that the face to face enrollments have generally decreased. More students may be taken
advantage of online classes for SOC 1.
§
Enrollment for SOC 5 has been steady (50 students) since the spring 2012 to the Spring 2014.
§
SOC 5 will be offered every semester to ensure continuous student enrollment. Two online courses will be offered and three face to
face.
§
SOC 41 was offered in the Fall 2013. There is no data from previous years to compare the student enrollments. This will be examined
in the 2016 Program Planning and Assessment
§
The general trend for enrollment rates for SOC 42 is higher in the Fall semesters (i.e., 2011, 2012, 2013). Fall 2011 (62 students) and
Fall 2013 (53 students) had the highest enrollment rates. To ensure continuous improvement of student enrollment, two sections of
SOC 42 will be offered, one in main campus and one in South County.
§
Face to face enrollments for Sociology when compared to the College were favorable in the Fall 2011 (74%), Spring 2012 (67%),
Spring 2013 (72%), Fall 2013 (77%) and in the Spring 2014 (68%).
SUCCESS
Online
§
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 rate for SOC 1 and SOC 5 are below in comparison to the college success rates for all six semesters (Fall 2011-Spring
2014). Spring 2014 was the highest success rate (65%).
§
The success rates are higher for SOC 5 than SOC 1. The success rates were high in the Fall 2012 (72%) and slightly decreased
insignificantly to 71% and 90% in the Spring and Fall 2013. However, the highest success rate was in the spring 2014 to 80%.
Face to face
§
Similarly, success rate for face to face instruction is below the college success rate.
§
The success rate for SOC 1 was higher in the Fall 2011 (61%). There has been a modest increase (58%) in Spring 2012, Fall 2012
and Fall 2013. The success rate dropped significantly in the Spring 2014 semester to 38%.
§
SOC 5 has a steady success rate above 50% from 2012 to the Spring 2014.
§
The only available data for SOC 41 (Sociology of Marriage and Family) is from the Fall 2013. There is no data to compare it to
prior years or the Spring 2014. Nevertheless, the retention rate was 52%
§
The highest success rate for SOC 42 (Sociology of Minority Relations) was in the Spring 2012 (72%) and in subsequent semesters a
general trend reflected a success rate above 57%.
Retention-Online
§
In two out of six semesters (Spring 2012- 86% Fall 2013-88%) retention rates were slightly higher than the college. There is no
consistent pattern of students being more successful in the Fall or Spring semester (with the exception of Spring 2012 and Fall 2013).
§
When comparing Fall and Spring semesters, the lowest retention rates were in the Fall 2011 (64%) and highest in Fall 2013 (88%).
§
Although the retention rates for SOC 1 were high in Fall 2012, Spring 2013 and Fall 2013, the success rate was low. Fall 2013 had the
highest retention rates but also the lowest in success rate (54%).
§
In looking at SOC 5, the Fall 2012 semester marks the beginning of a growing trend in student retention and success. This speaks to the
quality of teaching instruction and student interest in the subject matter.
§
The data on retention and success for SOC 1 online provides substantial evidence that something is not working well for the student
and/or instructor. A number of factors need to be considered: students may not be understanding the course assignments, students may
not be investing adequate amount of time to their online learning, may be having difficulty navigating Etudes, and/or instructor may not
be clear on course content and/or assignments, etc. Some students may not be prepared in their writing, reading, and oral skills for these
courses. Therefore ESL 101 and ENG 101 will be advisories to SOC 1 as well as SOC 5 beginning Spring. Another CQI action that has
been taken is checking in with sociology instructors on a regular basis via e-mail, phone and/or in-person. Monthly meetings were
established in the Fall 2014 semester. In the spring semester we will met every other month. Department meetings have provided an
opportunity for instructors to share best practices and obtain feedback on what is not working well in their courses. Second,
Retention-Face to face
§
SOC 1 face to face retention rates were higher in Fall 2011-Fall 2012 (85% being the highest) and dropped in the Spring 2014 to 66%.
§
For SOC 5 there has been a steady retention rate (80%) from the spring 2012 with a peak in the Fall 2013 (92%) and back again to
80% in the spring 2014.
§
The only data available for Sociology of Marriage and Family (SOC 41) is from the Fall 2013 semester. The retention rate was 76%.
There is no data from prior years to compare the retention rate of this course.
§
Sociology of Minority Relations (SOC 42) experienced the highest retention rate in the Fall 2011 (95%) and Spring 2014 (100%) and
the lowest in the Fall 2013.
§
The retention rates have been above the college on three occasions (Fall 2011, Spring 2012, Fall 2012) and slightly below the college
in the Spring 2013, Fall 2013, and Spring 2014. What this illustrates is that the retention rates for the sociology department in the last
three semesters have been decreasing.
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.
Sociology is a new degree to Hartnell since 2012-2013. As of summer 2014 we had 1 degree awarded.
B. TEACHING MODALITY1. Enter the number of Distance Education Courses, both fully online and hybrid sections, along with the
number of full-time and adjunct faculty.
Term
No. of DE/Online
Sections
No of Hybrid
Sections
Spring 2013
4 SOC 1, 2 SOC 5
0
Summer 2013
SOC 5 (hybrid)
1
Fall 2013
SOC 1 (fast track curse)
Full-time
Faculty
Adjunct Faculty
0
0
2 SOC 1 (regular DE)
SOC 5 (regular DE)
SOC 41 (regular DE)
1
2 part-time faculty
Spring 2014
Summer 2014
Fall 2014
SOC 1 (regular DE)
SOC 5 (hybrid)
1
SOC 1 (fast track),
0
SOC 5 (hybrid)
1
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 success rate for SOC 1 online and face to face averages out to 52%. Over half of the students who enroll earn a C or better. For
SOC 5 online success rate is approximately 68% and 56% for face to face. These were online course (Fall 2011, Fall 2012) with no face
to face instruction. On possible reason for the difference in success rate might be that SOC 5 appears to be more challenging face to
face.
Many students enroll in online courses with the impression that it will be easier than attending face to face instruction. Students may
find online courses difficult give the lack of face to face interaction with their instructor and/or classmates. Students who are
successful in completing DE courses are focused, dedicated, and complete their assignments, discussions and exams. Students
taking DE courses need to have time management skills in organizing their time around assignments, work, and other
responsibilities. Another aspect of student success with DE instruction is students reaching out to their instructors for help.
3. Describe the process to change and improve student success in DE courses/sections in your program.
Two factors contribute to the success of DE courses: having students that are dedicated, focused and organized and an
instructor that plays an active role in the online setting. For Mrs. White, student retention and success involves an active
instructor in the DE learning community. Mrs. White is active in the online classroom by being online throughout the day
and responding to each individual student’s post in the discussion forum. Weekly announcements are also another way to
stay active as an instructor and make students feel part of the college community.
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?
There is a higher retention rate (79%) for face to face instructor for SOC 1 than online (73.5%). Online retention was at its lowest in
the Fall 2011 (55%) which also coincides with the lowest enrollment. In general, there was less students in SOC 1 and SOC 5 in the
Fall 2011.
SOC 5 both online and face to face averages an approximate retention rate of 84% when you combine all semesters. SOC 5 has the
highest retention rate than SOC 1.
Marisol White notes that the only differences she sees with DE versus face to face instructor is that online students enroll in an online
course for a couple of weeks and evaluate if it is worth doing all the work (weekly discussion posts and responses to peers) than face
to face instructor.
5. Describe the process to change and improve student retention in DE courses/sections in your program.
Marisol White comments that students inform her that one of the reasons they drop DE courses is because there are too many
students in an online course and feel they are just another number. Mrs. White remarks that it is important to create a
relationship with each student so that students do not feel as though they are just another student in the virtual community.
Mrs. White actively participates in making every student feel important, validated and visible in her DE courses by
responding to each student’s initial discussion post. She refers to her students by their name when communicating witht them
and responding to posts. Marisol feels that she is unable to offer quality instruction, grade, and offer constructive criticism
when there is a high DE enrollment. This is the current challenge with DE instruction with over 35 students.
6. Describe any other relevant factors regarding diverse teaching modalities and environments, such as specific
locations.
One of the wonderful reasons that we are able to teach online is because of our advanced technology. It is important to teach online
instruction that is engaging. This is actively addressed in the online sociology courses by showing videos, creating online lectures, power
point presentations, and assigning creative projects. In other institutions live sessions allow students to interact with their instructor,
making it more personal and human. This is a potential path that sociology instructors who teach on line can undertake.
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 (a) Was the
coordinating
course reviewed
and (b) taken
through the
curriculum
Date of approval
(or anticipated
approval) by
Curriculum
Committee
List Program level outcome(s) scheduled f
assessment as previously specified
PLO 1: Demonstrate a working knowledge of the
core concepts of sociology including: social
structure; culture, social stratification and
inequality; race, ethnicity, and gender; and
globalization
Yes
10/2/2014
SOC 1: Introduction to Sociology
Yes
10/2/1014
Yes
10/2/1014
Dr. Hortencia Jimenez
Contributors: Marisol White, Eric
Strayer
SOC 5: Social Problems
Dr. Hortencia Jimenez
Contributors: Marisol White, Eric
Strayer
Courses scheduled for review during
AY 2014-15
None
Faculty member(s) responsible
for coordinating
N/A
Target semester and year—Fa 2015 or Sp
2016
N/A
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 in AY 15-16
Have your course level SLOs needed for this program
level outcome been assessed or scheduled for
assessment?
PLO 1: demonstrate a working knowledge of the core Yes. SOC 1 (SLO 1), SOC 5 (SLO 3), SOC 41 (SLO 1),
and SOC 42 (SLO 1) were assessed in 2013.
concepts of sociology including: social structure;
culture, social stratification and inequality; race,
For 2015, SOC 41 (SLO 3) along with SOC 1 (SLO 2),
ethnicity, and gender; and globalization
SOC 5 (SLO 2), SOC 42 (SLO 1) will be assed.
2. Describe how program level outcomes were specifically addressed by the program/discipline during the
past year.
Part-time faculty were asked by former Dean Low to assess at least one SLO for the Program Level Outcome (PLO) for Sociology in
the Fall 2013. Discussions and meetings took place amongst the instructors who teach the courses to review, evaluate, and analyze the
data and findings that were collected.
The first PLO that was assessed in the Fall 2013 was PLO 1 followed by PLO 2 in 2014 thanks to the hard work and dedication of the
part-time sociology instructors. Since 2013, part-time faculty have assessed the following course level SLOs:
SOC 1 –Introduction to Sociology
SOC 5- Social Problems
SOC 41-Marriage and Family
SOC 42- Sociology of Minority Relations
As a result of these assessments, sociology instructors have implemented different assessment tools (i.e., activities, project, lectures,
etc.) to successfully complete the course requirements and apply sociology in their everyday life.
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?
Not Applicable
There was no full-time faculty prior to the Fall 2014. The curriculum committee chair developed the Associate in Arts in
Sociology for Transfer (AA-T) degree in and the degree was offered in the Fall 2013.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for SLO assessment
as previously specified
SOC 1, SOC 5, SOC 41, SOC 42
SOC 1, SOC 5, SOC 42
In what term was the
course assessed?
Fall 2013
Fall 2014
List courses scheduled for SLO assessment in Faculty member(s)
AY 2015-16
responsible for
coordinating
SOC 1
Hortencia Jimenez, Marisol
White, Eric Strayer
Was the Course Assessment
Summary Report completed?
Yes
Yes
Target semester and year—Fa 2015
or Sp 2016
SOC 5
Hortencia Jimenez, Marisol
White, Eric Strayer
SOC 41
SOC 42
Marisol White
Hortencia Jimenez
Spring/Fall 2015
5. Describe course level assessments results and how they will influence your plans moving forward.
By working collaboratively on the Program Level Outcomes and Student Learning Outcomes, sociology instructors realized that
when more than one faculty member teaches the same course (i.e., SOC 1, SOC 5), they can create one common assessment tool
for that semester. Another observation from this process is that we need to strengthen our teaching in the application of
theoretical frameworks and concepts so that students can have a better grasp.
6. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving
these improvements?
Sociology faculty will be integrating a variety of teaching modalities in the classroom and online. This ranges from group projects,
presentations, quizzes, exams, film reviews to research papers. One challenge that we foresee is coordinating the busy schedules of the
instructors. However, through e-mail and conference call, instructors can connect and check-in.
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 continue to
exist?
Will
activity
continue
into AY
15-16?
Will
activity
continu
e into
AY 1617?*
Discuss with part-time faculty In progress
retention and success data, and
plan assessment
None
Yes
N/A
Hire a full-time sociology
faculty
N/A
N/A
N/A
Yes. Faculty hired Fall 2014
* 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?
Recruitment for the full-time faculty member in Sociology was created and advertised in the Spring/Summer 2014. New full-time
sociology instructor hired in August 2014.
Part-time faculty have met regularly (once a month since September 2014) to check-in and discuss course level outcome assessment
and planning to assess course and program level outcomes for the fall 2014. In the subsequent semesters, we will meet bi-monthly.
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)*
1. Discuss with part- 1A, 2A, 2B, 3A,
time faculty
retention and
success data, and
plan assessment
Related
Courses, SLOs,
PLOs,
or goals
PLO 1 & PLO 2
SOC 1, 5, 41, 42
Desired
Outcome(s)
Assessment data N/A
for program
outcome and
course outcomes
Resources
Needed
Person
Responsible
Hortencia Jimenez
Estimated
Date of
Completion
(can be more
than one year in
length)
Ongoing
Comments
N/A
2. Elumen Training ACCJC
PLO and SLOs
accreditation and
transparency
Be able to track Compensation
SLO assessment for part-time
with new software faculty
Cheryl O’Donnell,
SLO coordinator
February 2015
N/A
1, 2A, 5A
3. Revise AA-T in Making sure we
Sociology degree
are current on the
to include new
sociology courses AA-T Sociology
(SOC 15, SOC 20 degree and
accountable
2, 5A.2
4. Job
3A, 2A
announcement for
part-time
Sociology
Instructor
5.
Sociology Speaker Series
2A, 5A
6. Outreach and
1A, 2A, 5, 6
Recruitment:
(Sociology
workshops, flyers,
attend college
fairs, Panther Day
at area high
schools).
7. Women’s
Education
Leadership
Initiative (WELI)
Current AA-T degree SOC 15 and SOC Coordination with Hortencia Jimenez Spring 2015
and reflected in the 20 have been
curriculum
(primary) and support
Fall 2015-2016
approved by the committee and & advice from
academic year
curriculum
SOC faculty
LaVerne Cook ,
committee.
Carol Kimbrough &
Waiting on
Dean Pinent
Chancellor’s office
N/A
Successful
Recruitment in
completion of hire progress
PLO 1 &2, Sociology October 2014,
SLO’s
March 2015
N/A
N/A
On-going
N/A
Spring 2015
N/A
1A.4, 2A, 2B, 4B, Student retention
5A
and success
NA
Coordinate with
Spring/Summer
Dean Pinent and HR 2015
It’s difficult to
recruit instructors
to the Central
Coast
Hortencia (primary), Spring 2015, Fall N/A
sociology part-time 2015, Spring
faculty & Hartnell
2016
department and
programs
Hortencia (work
On-going
N/A
closely with the
Office of Student
Affairs, Career &
Transfer Center,
Pathway
Coordinator)
Scholarship Office,
Foundation Office
Spring 2015
N/A
8. Professional
3A, 3B, 2A
Development
(conferences,
workshops, etc.)
PLO 1 & 2, Sociology Attend 1-2
SLO’s, professional professional
growth, student
conferences
retention and
success
Yes, Apply for Human Resources
HR
travel/conference
grant
9. Service Learning 1A, 2A, 2B, 3A,
5A, 6A
Interdisciplinary
collaboration
Service learning
course
Time
Collaboration with On-going
commitment from Hartnell faculty &
faculty and staff staff, CSUMB
faculty/staff, & other
community colleges
(i.e. De Anza College
& Miracosta College,
Gavilan College)
N/A
10. Ethnic Studies
2A.2 5A
(ETH 1 and Eth 3)
revised in
CurricUNET
Interdisciplinary
collaboration
Curriculum
Committee
Approval
Coordination with Hortencia collaborate Ongoing
Ethnic Studies with Hermelindaand CurricUNET Rocah Tavera from
committee
Ethnic Studies Dept
N/A
Academic year
2014-2015
N/A
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
*** Please complete this page for each new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
a) Describe the new activity or follow-on activity that this resource will support.
Activity #1 Discuss with part-time faculty retention and success data, and plan assessment activities for 2015-2016.
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
2)
3)
4)
5)
Aesthetic Appreciation, Personal Growth and Responsibility)
Program level Outcome (list applicable program outcome)
Course level Outcome (list applicable course level outcome)
Program/Discipline Goal (list applicable program/discipline goal)
Strategic Plan Goal (list applicable strategic plan goal)
Program level and course level outcomes will be assessed and discussed with part-time faculty.
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
Yes. It is expected that continuous broad-based discussions about student success in sociology will result in many completions of the
Associate in Arts in Sociology for Transfer (AA-T).
d) What measureable outcomes are expected from this activity? List indicators of success.
The number of students taking sociology courses will increase
e) What are the barriers to achieving success in this activity?
Minimal. Coordinating multiple schedules with part-time faculty.
*** 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.
a) Describe the new activity or follow-on activity that this resource will support.
Activity #2: Elumen Training
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
c) Does this activity span multiple academic years?
☒ YES
☐ NO
Elumen training allows for SLOs assessment that informs Sociology Program Learning Outcomes and Program Planning and
Assessment.
If yes, describe the action plan for completion of this activity.
Full-time and part-time sociology instructors will be taking the Elumen training in February in order to complete their SLO’s for
Sociology.
d) What measureable outcomes are expected from this activity? List indicators of success.
The completion of the Elumen training and sociology data entered for course assessments by February 2015.
e) What are the barriers to achieving success in this activity?
Instructors not being able to complete the training due to time and/or not obtaining financial compensation.
*** 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.
a) Describe the new activity or follow-on activity that this resource will support.
Activity #3: Revise AA-T in Sociology degree to include new sociology courses
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
The creation of new sociology courses allows students the opportunity to pick from a wider range of courses that match their
educational goals. Both SOC 15: Sociology of Gender and SOC 20: Immigration and Identity meet Hartnell College Core Competency,
specifically, critical thinking, global awareness, aesthetic appreciation, and personal Growth and Responsibility. Moreover, it meets
Sociology Program Level Outcome #1 and #2 as well as the discipline goal and strategic plan goal of offering diverse courses.
c) Does this activity span multiple academic years?
☐ YES
☒ 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.
Curriculum committee approval of changes made to the Catalog for AA-T in Sociology. Catalog changes will be presented in the Spring
2015 to reflect the new sociology courses.
e) What are the barriers to achieving success in this activity?
Full-time instructor being stretched thin in many projects and not being able to submit AA-T Sociology degree revision before the end
of the Spring 2015 semester.
*** 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.
a) Describe the new activity or follow-on activity that this resource will support.
Activity #4: Job announcement for part-time Sociology Instructor
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
With the creation of two additional courses and the desire to offer additional sections in Introduction to Sociology and Social Problems,
the sociology department upon the suggestion of former Dean Low will be diversifying the pool of sociology instructors to teach. We
anticipate growth in the years to come.
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
Contingent upon need
d) What measureable outcomes are expected from this activity? List indicators of success.
Additional course offerings will generate more student enrollment. We anticipate a modest increase of enrollments.
e) What are the barriers to achieving success in this activity?
Not having a strong pool of applicants and/or instructors willing and/or being able to drive to the Central Coast.
*** 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.
a) Describe the new activity or follow-on activity that this resource will support.
Activity #5: Sociology Speaker Series
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
In the Fall 2014 the Sociology department established the “Sociology Speaker Series.” During the academic year, the Sociology
department will host a Speaker Series, bringing special presenters to Hartnell. These talks provide an opportunity for faculty, students, and
Hartnell campus community to engage in discussions on a range of social issues. In the Fall 2014, the Sociology Department hosted
Salinas Police Department Chief Kelly McMillin. This spring we will host a speaker series on Hartnell student veterans transition to
civilian and college life. The speaker series furthers Hartnell College strategic plan (2A, 5A) in creating supportive, innovative and
collaborative learning environments to help students pursue and achieve their educational goals. Moreover, these speaker series provides
students with current and relevant issues that people are facing in the campus and wider community.
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
Every semester there will be a speaker series; two per academic year.
d) What measureable outcomes are expected from this activity? List indicators of success.
The Sociology Speaker Series will provide students with greater awareness and understanding of issues. An additional outcome is
greater collaboration with campus programs and community organizations in the Central Coast.
e) What are the barriers to achieving success in this activity?
Some speakers may need financial compensation for their time and if the sociology department does not have funds it will be challenging
to host a speaker.
*** 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.
a) Describe the new activity or follow-on activity that this resource will support.
Activity #6: Outreach and Recruitment
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
Outreach and recruitment efforts were initiated immediately with the hire of the full-time Sociology instructor. Some efforts ranged
from post-secondary talks at Greenfield High School, outreach for the sociology department at the Career and Transfer Day, Sociology
workshops, to distributing flyers around campus on sociology course offerings. The Sociology Department will have ongoing outreach
and recruitment activities throughout the academic year in order to inform students of the AA-T in Sociology, increase enrollments, and
have an educated student body that is knowledgeable of sociology and what Hartnell College has to offer. This semester, the sociology
department will be working closely with the Panther Prep Committee and the College Pathways Coordinator to increase enrollments at
Hartnell College and student retention and success.
These outreach and recruitment activities are in line with Hartnell College strategic priorities (1A, 2A, 5, 6) that seek to create seamless
pathways for current and prospective students to ensure the continuous institutional effectiveness of student learning. Moreover, these
activities further strengthen the current and future partnerships that benefit the institution and community that the college serves.
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
On-going efforts for the academic year.
d) What measureable outcomes are expected from this activity? List indicators of success.
Greater visibility and awareness of sociology as a discipline in Hartnell College, strengthening current partnerships in campus, and
building relationships in the community.
e) What are the barriers to achieving success in this activity?
Due to the high demand of faculty to serve in various campus events and committees, it will be difficult to resist saying no. With only
one full-time sociology instructor it is very difficult and impossible to participate in everything
*** 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.
a) Describe the new activity or follow-on activity that this resource will support.
Activity #7: Women’s Education and Leadership Initiative
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
It is exciting times for Hartnell College with the current program underway to create mentoring programs for students. The
sociology full-time faculty will be participating at various capacities in the WELI program. This activity furthers the college
strategic goals (1A.4, 2A, 2B, 4B, 5A) of meeting the needs of the diverse student population that will lead to student retention and
learning.
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity
Academic year commitment
d) What measureable outcomes are expected from this activity? List indicators of success.
Mentor/Mentee relationship, mentee greater awareness and knowledge of college requirements, expectation, services, programs,
personal and academic progress and student retention.
e) What are the barriers to achieving success in this activity?
Time conflict in coordinating mentor/mentee meetings and WELI staff meetings.
*** 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.
a) Describe the new activity or follow-on activity that this resource will support.
Activity #8: Professional Development
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
Both full-time and part-time sociology instructors actively participate in professional development opportunities. For example, Marisol
White will be attending the Ethnographic and Qualitative Research Conference in February (2015) and Eric Strayer is involved in
several activities in Hartnell College (Tech committee, union representative, etc.). One of the professional development goals is to
attend the National Association of Chicana and Chicano Scholars that will be held in San Francisco in April and American Sociological
Association in August in Chicago. Additionally, we expect to participate in Hartnell College professional development activities (flex
day, workshops, etc.). These professional development activities are related to the college strategic goals (3B, 5).
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
Professional development is an on-going activity for faculty to reflect, reevaluate, and stay current on educational resources and
materials.
d) What measureable outcomes are expected from this activity? List indicators of success.
Attend 2-3 professional development conferences/summit’s in 2015. Faculty will have an enriching body of knowledge from which to
draw upon in class.
e) What are the barriers to achieving success in this activity?
Time conflict and limited resources (travel expenses, faculty capacity)
*** 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.
a) Describe the new activity or follow-on activity that this resource will support.
Activity #9: Service Learning
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
Several administrators and faculty have experience with service learning. This is favorable for strengthening service learning at Hartnell
College. Common service learning models that have been used are discipline based service learning, problem based service learning
and service internships. It is important to strengthen pathways from Hartnell College to four year institutions. It is well known that
Hartnell College is a preferred choice for many local high school graduates and reentry students. It is also a feeder school for CSU
Monterey Bay. Creating service learning courses at Hartnell College will facilitate a smoother transition to CSU Monterey Bay due to
students’ familiarity with service learning.
Hartnell College Strategic Plan 2013-2018 aligns with service learning. The plan calls for “supportive, innovative, and collaborative
learning environment to help students pursue and achieve educational success” (strategic priority 2, p.8). This includes improving the
level of student engagement (outcome 2A.1, p.8). Hartnell College plan calls for “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” (strategic priority 5, p. 12). This will be accomplished by developing programs and
services that meet the needs of the local community (outcome 5A.1). Furthermore, partnerships with industry, business, agencies and
education are embodied in strategic priority 6 which seeks to strengthen and establish new partnerships “to secure lasting, mutually
beneficial relationships between the college and the community (outcome 6A.4 p.13).
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
On-going process. Faculty from English, Theater Arts, History, and Sociology meet periodically. Relationships are also being created
with CSUMB, De Anza College, Mira Coasta College, and Gavilan College.
d) What measureable outcomes are expected from this activity? List indicators of success.
Creation of service learning course.
e) What are the barriers to achieving success in this activity?
Limited participation from faculty and staff.
*** 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.
a) Describe the new activity or follow-on activity that this resource will support.
Activity #10: Ethnic Studies curricUNET
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
Full-time sociology instructor has been working closely with Hermelinda Rocha-Tavera, Ethnic Studies faculty in revising several
Ethnic Studies courses. I particularly took the leadership in revising Chicanos in American Society (ETH 3) and Introduction to Ethnic
Studies (ETH 1). Substantial changes were made to the course content and adding current course books.
c) Does this activity span multiple academic years?
☐ YES
☒ 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.
Course revision approval by Curriculum Committee in 2015
e) What are the barriers to achieving success in this activity? N/A
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.
Person
nel
Classif
ied
Staff/
Facult
y
(C/F/
M)*
Supplies/
Equipment
(S/E)**
Sociology speaker Hortencia Office supplies,
series
Jimenez
water for
speaker, stipend
for speaker
Technology
Hardware/
Software
(H/S)***
Contract
Services
Coordinate with N/A
AV & Tech staff
Training
N/A
Travel
Library
Materials
Transport N/A
ation
reimburse
ment for
speaker
Facilitie
s/Space
e.g.,
Science
Labs
Projected
Costs
Coordinate $200-300
room
reservation
2. Professional
Development
Full time N/A
and parttime
instructors
N/A
N/A
N/A
HR
NA/
faculty/st
aff travel
applicatio
n
3. Media Library
Full time Documentaries, N/A
and part- educational
time
videos
N/A
N/A
N/A
N/A
Yes…media N/A
resources
TBD on
professional
development
(~$300-$500)
$500
* 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.
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.