Program Planning and Assessment (PPA)
for Services, Offices & Non-Instructional 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 service/office/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
area 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 and data at Hartnell College. The result of the
process also improves institutional effectiveness.
Service/Office/
Non-Instructional Program
Date Completed (must be in final
form by 3/27/15)*
Date Submitted
to VP
Science and Math Institute
*Please note that you should work with your colleagues and supervisor/director/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
Bronwyn Moreno
Shannon Bliss
Moises Almendariz
Kelly Locke
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Title/Position
MESA Project Coordinator
Dean of Academic Affairs, MSE
Director of HSI Initiatives
Previous Project Director Title V/STP Grants
VP/Division Head’s Comments (required): Under new leadership, the Institute will be expanding opportunities for all students
interested in Math and Science.
_____Lori Kildal___________
Typed Name of VP/Division Head
___8-4-15___________
Date
This PPA report is organized in 3 sections and 9 subsections as follows:
I.
II.
III.
Comprehensive Review – a. Overall Service/Office/Program Effectiveness,
b. Staffing Profile, and c. Service/Office/Program Goals.
Annual Review – a. Data & Trends, b. Service/Program Modality, c. Outcomes,
and d. Previously Scheduled Activities.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
 For services/offices/non-instructional programs scheduled for comprehensive review in spring 2015, please
complete Sections I, II, and III.
 For services/offices/non-instructional programs scheduled for annual review, please complete Sections II and
III.
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I.
COMPREHENSIVE REVIEW
Please complete this section for services/offices/non-instructional programs scheduled for comprehensive review
in spring 2015. Go to Section II for services/offices/non-instructional programs scheduled for annual review in
spring 2015.
A. OVERALL SERVICE/OFFICE/PROGRAM EFFECTIVENESS
1. Describe your service/office/non-instructional program in terms of its overall effectiveness over the past several
years.
Please consider the questions below in describing your area.
•
•
•
•
•
•
•
•
•
What are your area’s primary functions?
How are students/employees served by the service/office/program?
What are the unique aspects of the service/office/program?
How does the service/office/program relate to the needs of the community?
How does the service/office/program interface/collaborate with other areas on campus?
What is working well in service/program provision?
Have state and/or federal mandates/rules/certifications particular to the service/program been met?
What policies and/or practices, both institutionally and departmentally, have been implemented to improve functions over the past
few years?
What professional activities have staff recently (last three years) participated in?
The Hartnell College Science and Math Institute (SMI) is under-defined in structure and purpose. In this document we strive to more fully
conceptualize what the SMI is and what we want it to be. Our goal for the SMI is that it inspires students to pursue Science and Math majors, helps
them circumvent barriers, and supports them toward successful attainment of their goals. We choose to define the SMI as a coordinated set of
partnerships, programs, and services implemented to increase student exposure, access, retention, and transfer in Science, Math and Engineering.
Staff and faculty under multiple programs and initiatives collaborate in an attempt to develop a continuum of support and a unified experience for
Science, Math, and Engineering students at Hartnell, i.e. “STEM Umbrella”.
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As predominantly first-generation college students Hartnell Science, Math, and Engineering students face a larger number of challenges and
barriers than students who have grown up with broader college educated mentors. The SMI strives to lessen and bridge this gap. The activities and
services which define the student experience in the SMI or “STEM Umbrella” are:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
STEM Summer Bridge (STP, CalEndow)
Math and Science Academies (STP)
Supplemental Instruction for transfer level STEM major preparation courses (funded by CUSP/ ACCESS and coordinated by MESA)
the STEM Internship Program (CUSP, STP, ACCESS)
Transfer focused and industry related fieldtrips (MESA, CUSP, STP)
STEM Speaker Series (STP, MESA)
STEM Counseling and Advising (MESA, STP, Student Success)
STEM Community Events (MESA, STP, CUSP)
STEM Clubs (Student Life, MESA)
Outreach (Planetarium, NASA SEMAA, Student Life, MESA)
Online STEM resources (MESA, STP, CUSP)
This broad and inclusive set of programs and services has provided a coordinated and leveraged set of experiences for Science, Math, and
Engineering students. With its collaboration focus, a consequence participation in these programs is building informal cohorts for our Science,
Math, and Engineering students. The results are clear over the last 4-5 years:
• The total number of active STEM majors has increased by about 44% for a total of 443 active STEM majors in 2013-14.
• The largest increases have been seen in biology (75% increase in majors) followed by math (44%), engineering (40%) and chemistry (34%).
• The number of STEM associate degrees awarded has increased by over 240% (to 83 STEM degrees)
• The transfer rate of STEM students has increased to 59%.
A challenge in defining the SMI is the difference between Math, Science and Engineering at Hartnell and the broader concept of STEM, which would
also include technical fields like Computer Science and various technical careers.
Hartnell College has had substantial federal and state funding to support SMI programs over the last 5+ years.
• MESA (ongoing)
• ACCESS (renewed 2014)
• NSF ATE (2011-2014)
• Title V STEM (2009-2015)
• NSF S-STEM (2011-2015)
• NASA SEMAA (2012-2015)
• Title III STP (2011-2016)
• Title III CUSP Collaborative (2011-2016)
• CalEndow (variable)
• Private funding (variable)
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In totality the programs and services of SMI has had access to funding of nearly $2 million in recent years. For this year and next the funding is
reduced to a little over $1 million, and as our last major grants complete in 2016 we may potentially be down to a $100,000 or so.
B. STAFFING PROFILE
1. In the table indicate the number in terms of FTE. For instance, 1 full-time staff person is 1.0, and a half-time person is .5.
2012-13
Positions
Management, Supervisors
Classified Staff
Classified Staff- Part-time
Faculty Staff
Faculty – Part-time
Student Workers
Professional Experts
Total Full Time equivalent Staff
2013-14
2014-2015
1 and 1/3
2
2
5
6
6
1
1
1
~16
~16
~16
~8
~8
~8
2
2
2
~15
~15
~15
~14
~14
~14
2. What staffing factors/challenges have influenced the effectiveness of the service/office/program?
There is no formal structure to coordination of the SMI. The SMI or “STEM Umbrella” exists because of the willingness of staff and faculty to work
together on behalf of the students, however there is no person or structure facilitating the collaboration and coordination of activities. Additionally,
many of the staffing positions are grant funded (roughly 85%). The primary challenge will be institutionalization, streamlining, and/or obtaining
additional funding to continue implementation of key SMI programs when grants end.
C. SERVICE/OFFICE/PROGRAM GOALS
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1. List and describe service/office/program goals for the next comprehensive review cycle. Be sure to highlight
innovative, unique, or other especially noteworthy aspects.
In considering your service’s/office’s/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.
1) Streamline and institutionalize key STEM support programs and services.
2) Continue to pursue Department of Education, National Science Foundation, NASA, USDA, and other relevant granting opportunities to
maintain and expand key STEM support programs and services.
3) Create a Science, Math and Engineering support center in the new science building.
4) Develop a virtual “one-stop shop” for students to access calendar of activities, social media network, educational planning.
5) Expand Early Alert, embedded counseling, and intrusive advising for STEM majors to ensure student success through support and follow up
services.
6) In collaboration with Student Life, develop a well-coordinated system for student engagement and outreach and exposure activities to K-12
students and schools.
7) Develop and coordinate an alumni network of STEM students who have transferred, graduated, and entered into industry to serve as speaker
and mentors
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II. ANNUAL REVIEW
This section must be completed for ALL services/offices/non-instructional programs, including those scheduled for
a comprehensive review in spring 2015.
A. DATA & TRENDS
1. Provide available data and information that define target recipients of the service/office/non-instructional program,
including numbers/size, types and characteristics/needs of current and potential users, students, clients, and/or
other relevant populations. List the sources of this data and information
Hartnell College serves a region that is heavily agricultural with a large migrant population, and many families who are low income with low rates of
educational attainment. In fact, Salinas, the largest city in the region, was recently ranked by Forbes as the second least educated city in America. i
The rankings were based on nine weighted metrics, including percentage of adult residents with a high school diploma, associate’s degree, graduate
or professional degree, or above; number of doctors per capita; and percentage of workers with jobs in computer, engineering, and sciences fields.
Interestingly, one of Forbes top 10 most educated cities in America, San Jose, is less than 60 miles north of Salinas, and is home to the Silicon Valley
and its tech-driven industries facing critical shortages of highly skilled workers. ii
Research has shown a link between parental education levels and child outcomes, including educational experience, attainment, and academic
achievement. According to the National Center for Education Statistics (2010), 40 percent of Latino parents have less than a high school education
than any other racial/ethnic group. iii Locally, the number is 45 percent. iv This corresponds with current, lower rates of academic success among
youth and young adults. So, it is unfortunate, but not surprising to learn that Hartnell is challenged by large numbers of students who arrive
unprepared for college-level math and who struggle to complete critical gateway and major courses. Altogether, many students get delayed or
completely left behind:




No more than 22 percent of students in grades 7-11 in local feeder high schools, meet the proficiency standard in Algebra I; v
Between 80-90 percent of incoming students test below college-level math;
Success rates for Hartnell students in basic/gateway math courses, MAT121, MAT 201 were 59 and 63 percent respectively in Fall 2013; meaning
more than a third of students must retake the course in order to start a STEM or other degree program. vi
Math course success rates, including basic, major, and advanced courses were only 66 percent in degree-applicable courses and 69 percent for
transferrable courses.
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STEM at Hartnell:
The total number of active STEM majors has increased over the last 4 years by about 44% for a total of 443 active STEM majors in 2013-14.
Over the past five years, the number of STEM associate degrees awarded has increased by over 240% (to 83 STEM degrees) and the transfer rate
of STEM students has increased to 59%.
Active STEM Majors
(Declared as STEM majors AND taking any required major course.)
Major
2010-11
2011-12
2012-13
2013-14
Astronomy (new)
0
4
5
4
Biology
76
97
112
133
Chemistry
38
47
43
51
Engineering
82
74
77
115
Mathematics (AS and
68
68
62
98
AS-T)
Physics
43
40
30
46
Total majors
308
330
328
443
Total students**
198
222
247
302
**Students may declare more than one major so individual values don’t add to this total.
In the table below, students from underrepresented ethnic backgrounds (Hispanic/Latino, African-American, and Native-American) who are first
generation college-going and eligible for financial aid are considered fully eligible MESA students. Students who do not meet all three eligibility
requirements are identified and reported to the state as “ASEM”.
MESA/ASEM Student
Success
ASEM STEM Majors
MESA STEM Majors:
Non Distance Education
Methods
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Fall 2013
Fall 2013
Degree
Transferable
Applicable Success Rate
Success
Rate
Spring
2014
Degree
Applicable
Success
Rate
Spring 2014
Transferable
Success Rate
87.10 %
87.03 %
90.16 %
90.66 %
80.86 %
81.51 %
84.98 %
85.05 %
2. Analyze and report on salient patterns and trends in this data. Given these patterns and trends in users, needs, usage
and/or other key factors, identify particularly challenging issues in service/program provision, office functioning,
and the evaluation of the service/office/non-instructional program.
STEM majors at Hartnell College have dramatically increased over the last 4 years. This time period corresponds tightly with the times of heavy
grant funding designed to build the STEM pipeline; we content that the funding has had an important effect. Regarding the high levels of student
success, we contend the “STEM umbrella” fosters a group identity and provides wrap around support services.
3. Provide any other relevant data and describe any other relevant qualitative factors that affect service/program
provision, office functioning, and the evaluation of the service/office/non-instructional program. List the sources of
this data and information.
B. SERVICE/PROGRAM MODALITY
1. Describe the different physical locations (campuses, sites, etc.) at which, the various delivery vehicles (phone, online,
face-to-face, etc.) through which, and the times (of day, evening, week, etc.) at which the service/program is provided to
intended recipients. Consider staffing and other resources available to serve user needs for each location, vehicle, and
time specified.
The Math, Science and Engineering Programs at Hartnell are nearly exclusively at the Main Campus, driven by the importance of lab spaces for the
majority of these programs. The SMI/“STEM umbrella” is focused here as well. Computer Science is a program that fits STEM but not Math,
Science and Engineering. This program is located at the Alisal Campus. Computer Science students do participate actively in MESA and various
SMI programs, though likely concentrated in their Math or Science course work.
2. Compare service/program quality provided across locations, vehicles, and times. Are there differences? To what do you
ascribe the differences in your service/ program? Discuss any other relevant factors regarding diverse service/program
modalities and environments.
The SMI will continue to track to the locations where majors-level Science and Math courses are being offered.
3. Describe the process to change and improve service/program quality for the more challenging locations, vehicles, and/or
times.
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An evening Calculus track, with a potential addition of Physics, is being developed to accommodate students who work during the day. As these
course offerings grow, the SMI may need to consider how these students are being served.
C. OUTCOMES
SERVICE AREA OUTCOMES
Each service unit/office/non-instructional program develops its own Service Area Outcomes (SAOs). The outcomes should be directly related
to the work of the service unit/office/non-instructional program, challenging but attainable, and measureable. SAOs should articulate what
specifically is to be achieved; their measurement should assess how well the service unit/office/non-instructional program is performing.
1. Please complete the following tables.
List Service Area Outcome(s) scheduled for
assessment as previously specified
What changes have occurred in the
service/office/ program as a result of
dialogue?
Was a Service Area Outcome
Assessment Summary completed
(if expected)?
If the SMI had set a SAO previously it might have
been: number of MSE students will increase.
Result- in the last 4 years, number of MSE
students has increased by 52.5%
No
List Service Area Outcome(s) scheduled for assessment in
AY 15-16
How will the Outcome(s) be assessed?
Circumvent barriers
Attain goals
2. Describe how service area outcomes were specifically addressed by the service/office/program during the past year.
Was there review and analysis of the data? How did the staff engage in discussion? Were any interventions conducted? Are there any
plans to make changes/improvements in the service/office/program?
Relevant data is included in this PPA. Math has also included this discussion in their PPA, with the outcome that more Math faculty are needed to
support this growth in Math-based course work.
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3. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving these
improvements?
Assessed SAO goal was met.
D. PREVIOUSLY SCHEDULED ACTIVITIES
This subsection focuses on activities that were previously scheduled. An activity can address many different aspects of your service/office/program,
and ultimately is undertaken to improve or enhance your service/office/program, 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 continue
into AY 16-17?*
1. Academic Support
Services
Summer Bridge
Academies
SI
STEM Internship
STEM Clubs
Outreach
Field Trips
Speaker Series
Online resources
STEM Counseling
With grant funding
ending, how to
institutionalize.
yes
If at all possible.
Maintaining this
programs consistently
term to term.
yes
Many of these may
need to be championed
by MESA, ongoing.
Aligning MSE needs
with SSSP planning
yes
Under SSSP?
2. Student Engagement
3. Counseling and
Advising
* 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 service or program
success?
STEM Summer Bridge – This program has been successful in exposing students to STEM careers. Particularly of note, one of the 2 Bridge
cohorts each summer draws fully from the particularly underrepresented students from South County. . Student persistence and success data from
the summer bridge continues to be promising. Of the students participating in the 2012 STEM Summer Bridge, 56 percent were still enrolled in
classes this year, nearly two years later. Success rates for students in the semester after the summer bridge were 77 percent, as compared to the
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college-wide success rate of 71 percent for that semester. The difference is a lasting one. In spring of 2014 this first group of summer bridge students
had a course success rate of 76 percent. This is seven percentage points higher than the college-wide success rate of 69 percent for that semester.
Unfortunately, we are not seeing large numbers of students starting in Bridge and arriving solidly into our MSE majors (recent survey of 70 students
found 1 had started in Bridge). A potential direction to go to refocus this program and facilitate sustainability is to transition this program to an
Early College offering of a STEM GE course like Environmental Science linked with learning support offered in a Counseling 1 section
Math and Science Academies – Math Academy has grown to serve nearly a thousand students a year. Success rates of students who have
participated in the Academy have been consistently better than those of non-participants (an average of 10 percentage points higher). A particularly
striking outcome is that success rates of Math Academy participants in Intermediate Algebra, an important prerequisite for STEM majors, have been
15 to 29 percentage points higher than the college-wide success rate. The Math Academy also provides opportunities for students to improve their
placement test results and place into higher levels of mathematics, thus accelerating completion of their math prerequisites.
The results for Science Academy are less clear. Science Academy is structured to have both a Biology and Chemistry track. Analysis of SLO data for
CHM 22 and CHM 1A show incoming CHM 22 students lack study skills, test taking skills, math skills, and basic chemistry lab skills to be successful
in CHM 22. Chemistry has an interest in using the Chemistry Academy to bridge a lab skills gap, potentially supporting fewer students needing to
take Chemistry 22 before getting into the major’s level courses. Revision to the Chemistry Academy curriculum may be needed to focus this effort
more tightly to the need. Although smaller in scale, with numbers closer to 80 a year, the Science Academy has similar success data for participants
versus nonparticipants.
Supplemental Instruction– Supplemental Instruction is offered for the majority of transfer level STEM major preparation courses and ?#
students. Participation is ? Success shows? This is an academic support model we have found to be very effective at Hartnell.
STEM Internship Program – This is a program that has been run as 2 different components separately on two grants: the majority of the
program is coordinated by the CUSP grant; the smaller but vibrant Research Scholars Institute, with Hartnell Faculty mentoring students, is
coordinated by the STP grant. Working is ongoing to bring these programs in line with each other, to allow better long-term management.
The STEM Internship Program has become a key experience in the STEM program at Hartnell, recently serving over 100 student each summer in
quality STEM research experiences. This program provides students key support in the following ways: Students have an opportunity to apply their
learning to hands-on situations, which can be motivating and empowering. Students get an opportunity to ground truth they career goals, assessing
if they need to realign their major and/career goals. Students get access to quality mentor relationships; critical for first-generation college students.
STEM Counseling and Advising – We believe STEM-specific counseling is necessary to navigate the complicated Hartnell degree landscape to
lead to successful transfer. With grant-funding we have been able to provide this service; we believe with student success and student equity funds,
this service will able to continue. As a result we have provided 85% of STEM students with electronic education plans.
STEM Clubs – Our STEM clubs are one of our most utilized components of the SMI programs. These clubs provide a support network for our
students and provide our students an opportunity to give back to their community through K-12 outreach. The clubs include: Physics Club, Math
Club, SHPE Club for Hispanic engineering students, SIMA for students interested in medical careers, and the recently formed Sustainability Club.
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Outreach- Outreach in STEM is complicated. Our service region desperately needs exposure to STEM career fields, but as a College outreach does
not necessarily have an easy fit with our strategic planning goals. STEM has several quality outreach programs including the Planetarium, NASA
SEMAA, STEM club outreach and collaborations between them. We additionally host several important STEM Community Events, including the
Physics Olympics and Family Science Day.
Transfer focused and industry related fieldtrips – This is a quality, engagement-focused program provided by MESA.
STEM Speaker Series – This is an important engagement-focused program that has been a collaboration between MESA and the STP grant.
Online STEM resources- We have made various efforts to provide this service, but attention and tighter coordination would help further this
service.
III. ANNUAL ACTION PLAN
This section must be completed for ALL services/offices/non-instructional 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 2016-17. An activity can address many different aspects of your
service/office/program, and ultimately is undertaken to improve, enhance, and or keep your service/office/program current. A new activity may or
may not require additional resources. The first activity listed should be the most important; the second activity listed the second most important, etc. 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
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1. List information concerning new projects or activities planned. The first activity listed should be the most important; the second
activity listed the second most important, etc. Please keep in mind that resources needed, if funded, would not be approved
until spring 2016 and provided until FY 2016-17. Ongoing activities involving resources that will no longer be available
from grant funds starting FY 2016-17 must be planned for appropriately.
Activity
Strategic Plan
Goal(s)
No. & Letter
(e.g., 5A)*
Related SAOs, SLOs,
PLOs, or goals
Desired
Outcome(s)
1. STEM Internship
Program
2A, 2B, 5A,
6A
SAO: increase success.
Maintain 60
intern spots
ongoing
2. Math Academy
2A, 2B, 5A
3. Science Academy
2A, 2B, 5A
Circumvent barriers,
attain goals.
Circumvent barriers,
attain goals.
4.
PT STEM
Counselors
1A, 1B, 2 A,
2B, 5A
Circumvent barriers,
attain goals.
5.
Supplemental
Instruction
2A, 2B, 5A
Circumvent barriers,
attain goals.
Maintain Math
Academy
Maintain
Science
Academy
STEM specific
education
advise
Maintain SI
support of
STEM courses
Resources Needed
Person
Responsible
Estimated Date of
Completion (can be
more than one year
in length)
Comments
Intern coordinator
Foundation supportevents and intern
stipends.
Coordinator and
teachers
Coordinator and
teachers
Shannon
Bliss
ongoing
Shannon
Bliss
Shannon
Bliss
ongoing
SSSP?
ongoing
2 PT counselors
Mark
Sanchez
ongoing
SSSP? Shared
coordinator with
Math
SSSP?
47 SI sections each
year.
Frank
Henderson
Ongoing
SSSP?
* 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 service/office/program.
Consider:
• Faculty
• Other staffing
• Facilities
• Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000),
• Software
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•
•
•
•
•
•
Hardware
Outside services
Training
Travel
Library materials
Science laboratory materials
Activity 1: STEM Internship Program
a) Describe the new activity or follow-on activity that this resource will support.
The STEM Internship Program has become a key experience in the STEM program at Hartnell, recently serving over 100 student each
summer in quality STEM research experiences. This program provides students key support in the following ways: Students have an
opportunity to apply their learning to hands-on situations, which can be motivating and empowering. Students get an opportunity to ground
truth they career goals, assessing if they need to realign their major and/career goals. Students get access to quality mentor relationships;
critical for first-generation college students.
This activity endeavors to sustain this key program after the completion of the 2 Title III STEM Grants.
b) Describe how this activity supports all of the following that apply:
1) Service Area Outcome (list applicable service area outcome)
2) Program level Outcome (list applicable program level outcome)
3) Course level Outcome (list applicable course level outcome)
4) Service/Program Goal (list applicable service /program goal outcome)
5) Strategic Plan Goal (list applicable strategic plan outcome)
2A, 2B, 5A, 6A
c) Does this activity span multiple years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
The sustainability plan for the STEM Internship Program is as follows:
• Bring previously independent programs together and align the timing, training, etc.
• Hire a classified internship coordinator to take over a variety of role that have been covered by grant staff.
• Work to maintain student stipends by working with mentor partners to provide paid internships, increase student access to paid
REU opportunities, utilize the internship endowment, bridge the gaps with the Foundation provide 60+ internship opportunities
to students.
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•
Pursue grant opportunities to grow or maintain other areas of the internship program- stipends for Hartnell faculty, agriculture
or math research, etc.
d) What measureable outcomes are expected from this activity? List indicators of success.
Improved transfer rates of students.
Student surveys- mentors, career ground truthing
e) What are the barriers to achieving success in this activity?
Funding availability.
_____________
Activity 2: Math Academy
a) Describe the new activity or follow-on activity that this resource will support.
Math Academy has grown to serve over 500 students a year; with additional resources this could potentially double. Success rates of students
who have participated in the Academy have been consistently better than those of non-participants (an average of 10 percentage points higher).
A particularly striking outcome is that success rates of Math Academy participants in Intermediate Algebra, an important prerequisite for STEM
majors, have been 15 to 29 percentage points higher than the college-wide success rate. The Math Academy also provides opportunities for
students to improve their placement test results and place into higher levels of mathematics, thus accelerating completion of their math
prerequisites.
b) Describe how this activity supports all of the following that apply:
2A, 2B, 5A
c) Does this activity span multiple years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
The Math Academy will need classified coordination and instructor salaries.
d) What measureable outcomes are expected from this activity? List indicators of success.
Accurate course placement/reduced time in basic skills math, improved student success in supported math courses.
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e) What are the barriers to achieving success in this activity?
Funding availability and stability.
_____________
Activity 3: Science Academy
a) Describe the new activity or follow-on activity that this resource will support.
Science Academy is structured to have both a Biology and Chemistry track. Analysis of SLO data for CHM 22 and CHM 1A show incoming CHM
22 students lack study skills, test taking skills, math skills, and basic chemistry lab skills to be successful in CHM 22. Chemistry has an interest in
using the Chemistry Academy to bridge a lab skills gap, potentially supporting fewer students needing to take Chemistry 22 before getting into
the major’s level courses. Revision to the Chemistry Academy curriculum may be needed to focus this effort more tightly to the need. Although
smaller in scale, with numbers closer to 80 a year, the Science Academy has similar success data for participants versus nonparticipants.
b) Describe how this activity supports all of the following that apply:
2A, 2B, 5A
c) Does this activity span multiple years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
The Science Academy will need classified coordination and instructor salaries.
d) What measureable outcomes are expected from this activity? List indicators of success.
Improved student success in supported science courses.
e) What are the barriers to achieving success in this activity?
Funding availability and stability.
_____________
Activity 4: Part-Time STEM Counselors
a) Describe the new activity or follow-on activity that this resource will support.
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We believe STEM-specific counseling is necessary to navigate the complicated Hartnell degree landscape to lead to successful transfer. With
grant-funding we have been able to provide this service; we believe with student success and student equity funds, this service will able to
continue. As a result we have provided 85% of STEM students with electronic education plans. We would like to maintain these successes.
b) Describe how this activity supports all of the following that apply:
1A, 1B, 2 A, 2B, 5A
c) Does this activity span multiple years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
Counselor salaries and office space are needed.
d) What measureable outcomes are expected from this activity? List indicators of success.
Streamlined course selection/decreased time to completion; high rate of students with ed plans; higher transfer rates.
e) What are the barriers to achieving success in this activity?
Funding availability and stability.
_____________
Activity 5: STEM Supplemental Instruction
a) Describe the new activity or follow-on activity that this resource will support.
Supplemental Instruction is offered for the majority of transfer level STEM major preparation courses and ?# students. Participation is ?
Success shows? This is an academic support model we have found to be very effective at Hartnell.
b) Describe how this activity supports all of the following that apply:
2A, 2B, 5A
c) Does this activity span multiple years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
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Stipends for SIs: 25 CHM; 10 PHY; 8 BIO; 14 Calculus
Space for SI sessions.
d) What measureable outcomes are expected from this activity? List indicators of success.
Improved student success in supported courses; decreased time to completion.
e) What are the barriers to achieving success in this activity?
Funding availability and stability.
_____________
B. RESOURCE REQUESTS
If new/additional resources are needed for your service/office/program, 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 (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). 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 service/program to function properly to improve student
learning, such as updated equipment in a room/facility; in such case be sure to note that the resource is NOT tied to a specific activity.
Activity
No.
1.
Personnel
Classified Staff/ Faculty (C/F/M)*
Supplies/
Equipment
(S/E)**
Technology
Hardware/ Software
(H/S)***
Internship Coordinator
Contract Training Travel Library Facilities/Space Projected
Services
Materials e.g. Science
Costs
Labs
$80,000
2. and STEM Academies Coordinator; Math
3.
instructors: Science Instructors
4.
PT STEM Counselors
$77,000
5.
$75,000
STEM SIs
* Personnel: Include a C or F after the amount to indicate Classified Staff or Faculty.
** S for Supplies, E for Equipment.
*** H for Hardware, S for Software.
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$54,000
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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 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.
i
Dill, Kathryn. 2014. The Most and Least Educated Cities in America. Forbes, 9/16/14. Available:
http://www.forbes.com/sites/kathryndill/2014/09/16/the-most-and-least-educated-cities-in-america/
ii
State of California. 2014. Labor Market Information, Santa Clara County. California Employment
Development Department, November, 2014. Accessible:
http://www.labormarketinfo.edd.ca.gov/county/sclara.html
iii
U.S. Department of Education, National Center for Education Statistics. 2010. Status and Trends in the
Education of Racial and Ethnic Minorities. Institute of Education Sciences, NCES 2010-015. Available:
http://nces.ed.gov/pubs2010/2010015/indicator1_5.asp
iv
U.S. Census Bureau. 2010. State and County Quick Facts. Available:
http://quickfacts.census.gov/qfd/states/06/0664224.html
v
California Department of Education. 2013. Standardized Testing and Reporting (STAR) Results, Algebra I,
Grades 7-11. Retrieved from: http://star.cde.ca.gov/star2013/SearchPanel.aspx
vi
Hartnell College. 2014. Success and Retention Rates in Mathematics. Management Information Systems.
Retrieved December, 2014. http://172.16.253.236/EIS/cohorts3.html
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