· PDF fileProgram Planning and Assessment (PPA) for Academic Programs. Comprehensive Review,...

Program Planning and Assessment (PPA)

for Academic

Programs

Comprehensive Review, Annual Review & Action Plan

Spring 2015

The purpose of Program Planning and Assessment at Hartnell College is to obtain an honest and authentic view of a program and to assess its strengths, opportunities, needs, and connection to the mission and goals of the college. The process is based on the premise that each academic program reviews assessment data and uses these data to plan for improvement. The results of these annual cycles provide data for a periodic comprehensive review that shows evidence of improvement and outlines long-range goals.

The Program Planning and Assessment process improves and increases the flow of information about student learning, student success and student behavior at Hartnell College. The result of the process also improves institutional effectiveness.

*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 Title/Position Steven Triano Instructor

Program/Discipline

Date Completed (must be in final form by 3/27/15)*

Date Submitted to Dean

Agriculture 3/27/2015 3/27/2015

Dean’s Comments (required): This is a growing program that is critical to the mission of the college and to the regional workforce needs. There are definite needs for faculty, greenhouses and fields in order to serve students better.

Zahi Atallah _____________________ _________ Typed Name of Area Dean Date

VPAA Comments (required for comprehensive reviews): This is a growing discipline which meets the needs of the community. Lori Kildal _______________________ __7/2015_______ Typed Name of VPAA Date

This PPA report is organized in 3 sections and 11 subsections as follows:

I. Comprehensive Review – a. Overall Program Effectiveness, b. Instructional Staffing,

c. CTE Programs – Labor Market & Achievement, and d. Program Goals. II. Annual Review – a. Course Data & Trends, b. Teaching Modality, c. Curriculum,

d. Outcomes, and e. Previously Scheduled Activities.

III. Annual Action Plan – a. New Activities and b. Resource Requests.

INSTRUCTIONS ➔ For programs/disciplines scheduled for comprehensive review in spring

2015, please complete Sections I, II, and III. ➔ For programs/disciplines scheduled for annual review, please complete

Sections II and III.

I. COMPREHENSIVE REVIEW

Please complete this section for programs/disciplines scheduled for comprehensive review in spring 2015. Go to Section II for programs/disciplines scheduled for annual review in spring 2015.

A. OVERALL PROGRAM EFFECTIVENESS

1. Describe your program in terms of its overall effectiveness over the past several years.

Please consider the questions below in describing your program/discipline/area.

∙ How are students/employees served by the program?

∙ What are the unique aspects of the program?

∙ How does the program relate to the needs of the community?

∙ How does the program interface/collaborate with other programs on campus? ∙ What is working well in the program/discipline? ∙ If there is a sequence of courses in your program, what process or framework is used to

ensure alignment? ∙ How is consistency maintained between/among multiple sections of a single course? ∙ Has the program explored alternative scheduling approaches? ∙ Do prerequisites, co-requisites and strongly recommended skills continue to meet program

needs? Are there special considerations regarding capabilities of incoming students? ∙ What professional activities have faculty recently (last three years) participated in?

● How are students/employees served by the program? o Courses are being offered in a variety of formats

▪ 16 active lecture courses ▪ 19 active lecture/lab courses ▪ Cooperative Work Experience and Internships (ABT-99)

o Almost all courses offered in a hybrid format (face-to-face and online components)

o Courses offered with a variety of scheduling options ▪ To meet the needs of our student populations, courses are offered

during traditional weekday times. ▪ Selected courses are offered evenings and weekends.

● Most Agriculture Business courses are offered in the evenings. ● Ag Laws & Regulations has been offered days and evenings

with online sections planned. ● Food Safety courses are currently offered in the evenings ● Our Small Organic Farmer Training Program is offered

evenings and weekends ▪ Courses being offered in short-course format

● Food Safety offered in 9-week modules scheduled to meet the seasonal needs of industry workers

● Our Organic Farmer Training Program is offered as sequential short courses

o Selected courses are being offered at other locations ▪ Courses are being offered at the King City Center ▪ Our Small Organic Farmer Training Program is offered in

partnership with the Agricultural Land Based Association (ALBA) in southeastern Salinas

● What are the unique aspects of the program? o We have the only Food Safety Certificate of its kind o New Food Safety degree options have been developed as a 2+2 and a

complete 4-year BS program

o We offer a Small Organic Farmer Training Program in collaboration with ALBA

o AS-T degrees being finalized in Plant Science and Agriculture Business o Two new 2+2 programs being developed with CSUMB in Ag Business and

Ag & Environmental Studies o New emphases in Ag: Sustainable Crop Management (PCA, CCA) and

Horticultural Technician o We have a strong group of involved students in the Agriculture

Ambassadors Club

● How does the program relate to the needs of the community? o Ag is the #1 employer in Monterey County o Ag education supplies the next generation of leaders for our community o Internships offered at an increasing rate

▪ ABT-99 Cooperative Work Experience course for college credit ▪ Paid and volunteer internships through industry and government

partners o Courses are scheduled with consideration for the needs of our working

student population o We have a close relationship with industry through numerous committees

and programs ▪ Agriculture Steering Committee ▪ Advisory committees in Ag Business, Ag Production, Food Safety,

Sustainable Crop Technicians, Horticultural Technicians, Precision Technology and Viticulture

▪ Western Food Safety Summit ▪ Future Farmers of America (FFA) events ▪ Cal Ag Leaders (CAL) Competition ▪ California Ag Teachers Association (CATA) ▪ North American Colleges and Teachers of Agriculture (NACTA) ▪ Agricultural Land Based Association (ALBA)

● How does the program interface/collaborate with other programs on campus? o Coordinated efforts through the other Agriculture Institute Programs

▪ Agriculture Institute structure provides for improved communication and coordination

● Leadership: Director of the Ag Institute, Dr. Susan Pheasant ● Funding and budgets: Grants, Perkins funding, industry

donors ● Work closely with the Hartnell College Foundation staff

▪ Agriculture and Industrial Technology (AIT) ● Shared elective courses ● Coordination of the Ag Ambassadors Club

▪ Advanced Diesel Technology (ADT) ● Steering Committee ● Ag Institute Events

▪ Welding (WLD) ● Steering Committee ● Ag Institute Events

o Other Hartnell Programs ▪ Drafting (DRA)

● GIS Courses ▪ Biological Sciences (BIO)

● Electives for specific agriculture pathways (BIO-3, BIO-10, and others)

● Development of new courses (e.g. BIO-59 and a new microbiology course)

● Development of the Food Safety 4-year BS degree proposal ▪ Business (BUS)

● Electives for specific agriculture pathways o Academic Senate

▪ Steven Triano is currently the only senator from the Alisal Campus

● What is working well in the program/discipline? o Growing student population

▪ In 2007, the program had two full-time faculty to support about 100 students per semester

▪ Today, the program has only one full-time faculty to support over 450 students per semester

o We have been fortunate to find a few excellent adjuncts to meet certain needs of this growing population

▪ Note: We have grown beyond capacity and are unable to find adjuncts for certain courses

o Growing community involvement and support ▪ Excellent committee participation ▪ Industry donations ▪ Growing number of internships

o Western Food Safety Summit o Student Success

▪ Completion of 28 AS degrees and 39 certificates in the last 4 years. Way up from previous years.

● If there is a sequence of courses in your program, what process or framework is

used to ensure alignment? o Sequencing is offered in the Small Organic Farmer Training Program

▪ Courses aligned to follow the cropping patterns in the on-site organic farm

▪ Courses offered evenings and weekends to meet the needs of working students

o The food safety program has a sequencing recommendation ▪ Courses offered in 9-week modules to meet the needs of migrant

workers in the industry ▪ With increased enrollments, we are offering multiple sections and

sections at the King City Center ● How is consistency maintained between/among multiple sections of a single

course? o Most courses have only one section per semester, so this is a minor issue

within the ABT programs o When there are multiple sections with different instructors:

▪ Consistency across sections achieved through dialog among instructors and sharing of materials

▪ Discussion among instructors to coordinate SLOs

● Has the program explored alternative scheduling approaches? o Some courses offered with day and night sections o Short courses (6 and 9 week modules, as appropriate) o Sequencing of organic farming courses in 6-week modules o Evening and weekend courses o Courses offered in King City and at ALBA o Courses being developed and considered for Distance Education (DE)

● Do prerequisites, co-requisites and strongly recommended skills continue to meet program needs? Are there special considerations regarding capabilities of incoming

students? o Prerequisites and corequisites are a current topic of discussion within the

ABT programs o Currently, prerequisites and corequisites are under utilized to prevent them

from becoming barriers to students o Some courses do have course advisories, but prerequisites and corequisites

could improve student success ▪ e.g. ENG-101 and/or MAT-121 may be highly beneficial before

taking most courses ▪ e.g. College level biology and/or chemistry may be highly beneficial

before taking ABT science courses o These discussions will continue as the existing programs and courses are

being revised

● What professional activities have faculty recently (last three years) participated in? o Advisory Committee Meetings o Annual presentations by Dr. Steven Triano at the South County

Environmental Health Bureau Safety Workshop o Presentations by Dr. Steven Triano at Cal Poly, San Luis Obispo and UC

Berkeley o California Ag Teachers Association (CATA) Midwinter Conference

(Community Colleges) ▪ Annually attended by Ag Institute faculty at various ag colleges

around California ▪ Hosted by the Ag Institute faculty in December 2013

o California Ag Teachers Association (CATA) Summer Conference in Cal Poly ▪ The summer conference focuses on high school ag teachers ▪ College faculty attend to promote programs and matriculation

o Produce Marketing Association (PMA) Foodservice Conference in Monterey ▪ Annually attended by Dr. Steven Triano ▪ Four day event with special programs developed by The PMA

Foundation for Student Success ▪ Select Hartnell students (4 or 5) annually attend this event with Dr.

Triano o World Ag Expo, Tulare

▪ Annual event attended by Dr. Triano and 20 to 30 Hartnell Students

o Curriculum meetings at UC Davis and CSUMB ▪ Meetings focused on program development, articulation, industry

needs and student success o Cal Ag Leaders Competition

▪ Second annual event hosted by Hartnell in spring 2015 o Future Farmers of America (FFA) competition and Awards Dinner

▪ Hosted annually by Hartnell College faculty

B. INSTRUCTIONAL STAFFING

1. In the table below enter the number of sections offered and the number of full time and adjunct faculty in your program/discipline by term over the past several years.

2. What staffing factors/challenges have influenced the effectiveness of the program?

The Agriculture Business & Technology Program at Hartnell has significant staffing challenges that limit our ability to a deliver fully functional and effective program. In order to meet the demands of

Term No. of Active Sections Full-time Faculty Adjunct Faculty

Spring 2015 20 1 10

Fall 2014 15 1 7

Spring 2014 15 1 4

Fall 2013 13 1 6

Spring 2013 16 1 6

Fall 2012 12 1 4

Spring 2012 13 1 4

Fall 2011 9 1 3

Spring 2011 13 1 5

Fall 2010 8 1 2

expanding course offerings and deliver on our promises of a hands-on educational experience, the Ag Program needs to add two new full-time faculty members and a production assistant. In Fall 2007, the ABT Program had two full-time faculty members and a total of 17 active course offerings in Ag Business and Ag Production (ABT, formerly AGR). The Ag Program was being developed with tremendous industry support and funding with the goal to deliver a hands-on, comprehensive set of related agriculture programs. The Ag Steering Committee, an “umbrella” advisory committee, was established to work directly with industry and coordinate our efforts for all of the programs under the newly formed Ag Business & Technology Institute. The Ag Institute includes programs in the following disciplines: ABT, AIT, ADT, and WLD. Eight years later, the ABT Program has only one full-time faculty and offers 36 active courses, including 19 lab classes. In addition to the core Ag Business and Ag Production certificates and degrees, the ABT Program also offers courses for a certificate in Food Safety, courses for organic production and small farm management, courses for integrated pest management and related sustainable production methods. In the same period, the Ag Institute has increased the number of advisory committees to ten, with half devoted to specializations within ABT. Despite this tremendous growth, there is only one full-time faculty in ABT—half of where it started. In addition, the college has failed to deliver on its promises of a hands-on agriculture program. The college has been promoting a state-of-the-art, hands-on learning experience to develop the next generation of agriculture professionals, yet faculty and students have no access to production facilities such as greenhouses and field space. For nearly seven years, the program has functioned without any support staff at all for laboratory classes and other activities. In fact, the 2014-15 school year is the first time the Ag Program has had the support of a full-time technician to support laboratory classes. At this point, the Ag Program is not able to keep up with the number of course offerings. The student demand is there. The industry demand (jobs!) is there. We need more personnel to meet the current program needs as well as the near-term projected growth. The pool of potential adjunct instructors is very small. Few people are both qualified and available to teach the classes. The pay for adjuncts is well below the salaries that qualified agriculture professionals make in industry. As a result, the Ag Program has experiecned tremendous difficulty hiring adjuncts. We do have a few excellent adjuncts. Unfortunately, most of our adjuncts have been very inexperienced, and some have been ineffective in the classroom. The result has been an inconsistent and disappointing experience for our students. The most pressing need in the classroom is to hire two new full-time faculty members. The first hire should focus on a faculty member to teach production classes. To adequately meet the current needs, we really require two additional faculty. When comparing our student population to other programs, it is very reasonable to expect at least three faculty to run a program of this size. Hartnell has been very willing to accept industry money for the development of hands-on teaching facilities, but has yet to make it happen. Over the years, we have been promising state-of-the-art production greenhouses, and field production facilities. In order to deliver on this commitment, the program will need three full-time faculty members and a production assistant. One faculty member would be primarily responsible to oversee production facilities and lead the Enterprise Project classes. In addition to the faculty and staffing needs, I think the program would benefit from student instructors (SIs) and tutorial services. This is a broad-based need for programs across Hartnell. The

Alisal Campus is especially weak when it comes to student support services and tutoring for English, Math and program-specific courses.

C. CTE PROGRAMS – LABOR MARKET & ACHIEVEMENT

Please complete this section if the program is Career Technical Education

(CTE). Go to subsection D if the program is not CTE.

1. Describe the demonstrated effectiveness on the program over the past several

years with levels and trends of achievement data, including degree/certificate completions (awards) and employment statistics.

NOTE: This PPA report encompasses all of the programs and certificates in the area of Agriculture Business and Technology (ABT). This includes Ag Business, Ag Production and Food Safety, plus some other areas of specialization. This PPA DOES NOT include information or data related to Agriculture and Industrial Technology (AIT). The institutional data provided for PPA was provided using the outdated AGR descriptor. AGR was abandoned years ago to recognize that ABT and AIT are two distinct and separate programs with little in common. I think it is important that all future institutional data be separated, analyzed and reported separately for ABT and AIT.

● Completion of 28 AS degrees and 39 certificates in the last 4 years. Way up from previous years.

● Enrollments up from 106 students in Fall 2007 to 464 in Fall 2014 (and an estimated 510 in Spring 2015!)

● Employment Data o According to the Bureau of Labor Statistics

▪ Demand of new jobs in ag-related sectors to increase 3% to 19% by 2022 (depending upon job sector)

▪ Median income ranges expected between $33,000 and $90,000 (depending upon job sector)

▪ Salinas, CA has the highest employment percentage in CA and AZ ● Over 30,000 new jobs ● 188 ag-related jobs per 1000

o According to The Centers of Excellence ▪ 181,740 new ag-related jobs in CA in the next 5 years ▪ Average hourly wage is $23.87 ▪ Mean growth rate in ag occupations is 15.9%

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.

● There have been a total of twenty five ABT-related committee meetings in

the last two academic years ● Ag Steering Committee

o Three meetings in the last two academic years o Primary agenda topics

▪ Ag Institute Program Planning & GAP Analysis ▪ Employment Training Grant Collaboration

● Water/Drought Training—West Valley College ▪ Ag Institute Program Updates ▪ Grant Activities

● NIFA—iAgriculture ● Community Collaborative Grant ● New grant applications

▪ Fundraising Updates ▪ Advisory Committee Updates

● Ag Business and Production Advisory Committee o One meeting in the last two academic year o Primary agenda topics

▪ GAP Analysis of skills and knowledge needed by local employers ▪ Review current programs and curriculum ▪ New degrees, certificates and articulation

● 2+2 Ag & Environmental Sciences Degree with CSUMB ● 2+2 Agribusiness Degree with CSUMB ● Sustainable Crop Management AS Degree

o There is a separate advisory committee to focus on this in detail

● Horticultural Technician AS Degree o There is a separate advisory committee to focus on this

in detail ▪ iAgriculture ▪ Expansion of committee membership

● Food Safety Advisory Committee o Sixteen meetings in the last two academic years o Primary agenda topics

▪ Curriculum evaluation ● Revision of existing ABT Food Safety courses ● Existing Hartnell courses (including BIO and CHM options) ● New Hartnell courses desired (to be developed) for a transfer

degree or BS degree ● Potential transfer institutions for BS degree ● 2+2 program options ● Proposal for a 4-Year BS degree at Hartnell College

▪ Adjunct instructors ● current and future needs ● current challenges for existing adjunct faculty

▪ Expansion of committee membership ● Horticultural Technician Advisory Committee

o Two meetings in the last two academic years o Primary agenda topics

▪ Development of a Horticultural Technician curriculum ● Existing ABT courses ● New courses needed or recommended

o Develop new courses in ABT ▪ Irrigation ▪ Plant breeding ▪ Geographic Information Systems (GIS) ▪ Intro to Databases

o Inclusion of other Hartnell Courses ▪ Botany (BIO-3) ▪ Principles of Microbiology (BIO-47) ▪ The Science of Chemistry (CHM-22)

o General Ed,(English, Math, Humanities, and Ethnic Studies)

● Development of a laboratory skills class o This proposal became BIO-59, developed by Dr. Steven

Triano and Dr. Ann Wright ▪ Review current programs and curriculum ▪ Articulation with local feeder schools and universities ▪ Skills and knowledge needed by local employers ▪ Recommended classes, short courses and DE content ▪ Recruitment strategies for new students in the program ▪ Expansion of committee membership

● Sustainable Crop Technician Advisory Committee o Two meetings in the last two academic years o Primary agenda topics

▪ Horticultural Technician Program curriculum ● Existing courses ● Number of units needed ● Transfer possibilities into CSUMB or other universities ● Expansion of existing internship programs and utilization of

ABT-99 ▪ Review current programs and curriculum ▪ Articulation with local feeder schools and universities ▪ Skills and knowledge needed by local employers ▪ Recommended classes, short courses and DE content ▪ Recruitment strategies for new students in the program ▪ Expansion of committee membership

● Precision Technology Advisory Committee o No meetings in the last two academic years o Other programs have taken priority

● Viticulture & Wine Studies Advisory Committee o No meetings in the last two academic years o Other programs have taken priority

● Registered Environmental Health Specialist Advisory Committee o No meetings in the last two academic years o This committee will likely be disbanded in favor of other priority programs

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?

● Labor Market Data

o Expected job growth ▪ According to the Bureau of Labor Statistics

● New jobs in ag-related sectors to increase 3% to 19% by 2022 (depending upon job sector)

● Salinas, CA has the highest employment percentage in CA and AZ

o Over 30,000 new jobs o 188 ag-related jobs per 1000

▪ According to The Centers of Excellence ● 181,740 new ag-related jobs in CA in the next 5 years ● Mean growth rate in ag occupations is 15.9%

o High salaries ▪ According to the Bureau of Labor Statistics

● Median income ranges expected between $33,000 and $90,000 (depending upon job sector)

▪ According to The Centers of Excellence ● Average hourly wage is $23.87

● Recommendations by The Centers of Excellence o “There is a need for education programs throughout California for

specialized occupations throughout the agriculture value chain.” o Colleges should develop “partnerships with employers.” o “Colleges should assess the employment need in their service area” including

“recruitment of faculty to teach classes for agriculture occupations.”

● Responses to the market data and advisory committee recommendations o Advocate for two new faculty members with skills to teach courses for

“specialized occupations throughout the agriculture value chain” o Advocate for teaching lab facilities to train students in hands-on agriculture

operations ▪ Professional production greenhouses

● Classroom lab support materials ● Enterprise projects

▪ Production fields ● Demonstration plots ● Irrigation field lab ● Classroom lab support materials ● Enterprise projects ● Community collaborative projects

o Seed industry o Industry trials o FFA field plots o Other?

o Development of new courses ▪ Introduction to Geographic Information Systems (GIS) (ABT-66) ▪ Intermediate GIS with Applications to Agriculture (ABT-67) ▪ Introduction to Sustainable Agriculture and Food (ABT-80) ▪ Integrated Pest Management (IPM) Series

● IPM Principles in Entomology (ABT-81) ● IPM Principles in Weed Science (ABT-82) ● IPM Principles in Plant Pathology (ABT-83)

▪ Irrigation Practices and Materials (ABT-91) ▪ Introduction to Small Fruit Science (ABT-95)

▪ Biological Research Methods (BIO-59) ● Developed in collaboration with Dr Ann Wright to support the

Horticultural Technician Program and students interested in a variety of laboratory science opportunities

▪ Introduction to Databases (under development) o Development of distance education (DE) content

▪ Agriculture Laws and Regulations (ABT-58) ▪ Other courses being evaluated for online delivery

o Development of new programs and program emphases ▪ Horticultural Technician Program ▪ Sustainable Crop Management Program

● Focus on students interested in a Pest Control Advisor (PCA) and Certified Crop Advisor (CCA) career pathway

▪ Development of new Food Safety options ● AS in Agriculture with an emphasis in Food Safety ● AS in Food Safety ● 2+2 degree program in Food Safety ● 4-Year BS Degree in Food Safety

o Proposed to be offered by Hartnell under the pilot program for BS degrees at community colleges

▪ AS-T degrees in Ag Business and Plant Science ▪ 2+2 degree options with CSUMB

● 2+2 in Ag Business ● 2+2 in Ag & Environmental Studies

▪ AS Degree in Organic Farming and Small Farm Management (under development)

o Articulation of ABT-160, Introduction to Agriculture, with area high schools o Expansion of advisory committees and committee membership o Increased emphasis on student internships and Cooperative Work

Experience

D. PROGRAM GOALS

1. List and describe program/disciplinary goals for the next comprehensive review cycle. Be sure to highlight innovative, unique, or other especially noteworthy aspects.

In considering your program’s future goals, please review Hartnell’s vision and mission statements.

VISION STATEMENT

Hartnell College will be nationally recognized for the success of our students by developing leaders who will contribute to the social, cultural, and economic vitality of our region and the global community.

MISSION STATEMENT

Focusing on the needs of the Salinas Valley, Hartnell College provides educational opportunities for students to reach academic goals in an environment committed to student learning, achievement and success.

Program Goals

1) Addition of full-time faculty and support staff

a. Two full-time faculty to support existing and future course offerings i. Adjunct faculty are rarely available with qualifications to teach the ABT

courses. For example, we were unable to find an instructor for our irrigation course in Spring 2015.

ii. Our program is being asked to increase course offerings in South County as well as during evenings, weekends and summer session.

b. One support staff member to assist with the management of farming and greenhouse operations

2) Development of field and greenhouse facilities

a. Resource facilities for enterprise project classes b. Support facilities for existing and future laboratory classes c. Potential to offset a portion of program costs using revenue generated from production

3) Development of new programs to meet expanding needs of students and industry

a. 2+2 programs with CSUMB, one in Ag Business and one in Ag & Environmental Studies

b. New emphases within the Agriculture degree i. Sustainable Crop Management (PCA, CCA)

ii. Horticultural Technician

c. Revision and expansion of the Food Safety Program i. Degree in Agriculture with an emphasis in Food Safety

ii. AS Degree in Food Safety (more focus on microbiology) iii. 2+2 in Food Safety

(Will attempt to resubmit our proposal for a BS in Food Safety if the opportunity returns)

4) Expansion of course offerings in South County

5) Training of faculty and students in middle schools and high schools to increase interest in a

pipeline of students into our agriculture programs

6) Development of distance education (DE) course offerings

a. Complete development of ABT-58, Ag Laws & Regulations, as a fully online DE cours b. Development of selected Food Safety courses for fully online modality c. Development of other selected courses, as appropriate

7) Reevaluate all courses for the potential benefits of prerequisites and/or corequisites, for

examples: a. We are considering a prerequisite of a college level science course for ABT-98,

Fertilizers and Plant Nutrition b. We are considering a prerequisite or corequisite of ENG-101 or ESL 101, or higher, for

ABT-90, Soil Science, ABT-92, Plant Science, ABT-58, Ag Laws & Regulations, and other courses.

This section must be completed for ALL academic programs, including those scheduled for a comprehensive review in spring 2015.

A. COURSE DATA & TRENDS

1. Please evaluate the 3-year trend of enrollment and success of courses in your program/discipline. Identify the courses you are choosing to examine this current year in the list below. You do NOT need to evaluate trends for each course every year.

Course Number Course Name Does the course have any DE

hybrid) sections? ABT-110 Careers in Ag & Technology Hybrid

ABT-49 Introduction to Agriculture Business Hybrid

ABT-58 Agriculture Laws & Regulations Hybrid

ABT-92 Plant Science Hybrid

ABT-98 Fertilizers and Plant Nutrition Hybrid

Please use the data that have been provided. Analyze trends that you observe with respect to the data for the identified courses and answer the following questions.

ENROLLMENT

2. Review the enrollment data. Describe and analyze any patterns or anomalies

that you notice. What do you make of these patterns or anomalies? What actions should be taken to ensure continuous improvement?

● NOTES:

o These data are for ABT courses. AIT is being reported separately since it is a distinct and unique program.

o The courses selected to evaluate enrollment and success trends were primarily chosen due to an anomaly or concern in the Success Rate data.

● The most obvious trend in the ABT enrollment data is the dramatic increase in enrollments

o In Spring 2007, there were two full-time faculty for 109 enrolled students

o Between Spring 2007 and Spring 2011, enrolled students increase over 300% to 366.

o By Spring and Fall 2014, enrollments increased to about 450 o Enrollments in ABT over the last three years have substantially exceeded

Hartnell College enrollment trends o Estimated Spring 2015 enrollment is 510

● Summer enrollments have started to increase, and this could increase much more with enterprise projects and increases Cooperative Work Experience offerings.

● Enrollment increase trends continue in all areas, and additional courses and programs are expected to drive this increase well into the future if the necessary faculty, staff and facilities are made available to meet the growth demand from the community.

● Waitlists have been full in many sections. As a result, students have been turned away

o When possible, faculty have permitted class enrollments in excess of contract limits if rooms are available

SUCCESS

3. Review the success data. Describe and analyze any patterns or anomalies that you notice. What do you make of these patterns or anomalies? What actions should be taken to ensure continuous improvement?

● NOTES:

o These data are for ABT courses. AIT is being reported separately since it is a distinct and unique program.

o The courses selected to evaluate enrollment and success trends were primarily chosen due to an anomaly or concern in the Success Rate data.

● In the last three years, success rates in ABT have been consistent with the Hartnell College success rates with the exception of Spring 2014.

● Following are some details to shed light on anomalies that account for the success rate drop in Spring 2014.

o AIT Course success rates, Spring 2014 ▪ AIT course success rates were significantly below the norm in Spring

2014 ▪ As previously mentioned, AIT is a separate program and will be

reported in a separate PPA ▪ College data is currently reported as AGR, an old and outdated

designator o ABT-110, Spring 2014

▪ The success rate for ABT-110 was very low in Spring 2014. ▪ This semester included a section of students from the Academy for

College Excellence (ACE). This particular group was especially under-prepared for college—lacking both academic skills and attitude.

▪ Despite this anomaly and the impact it had on the overall ABT performance, I still fully support ACE and recognize the

tremendously powerful and positive impacts it has had on the lives of our most at-risk students. In fact, I have one of those Spring 2014 ACE students right now, and she currently has a B! (She was the only student in the Spring 2014 group that showed an interest in pursuing a career in ag.)

o ABT-98, Spring 2014 ▪ ABT-98 has been a challenging course from the hiring perspective.

There are few qualified people in the industry who would even consider teaching for Hartnell.

▪ In Spring 2014, the instructor had no experience teaching and was not prepared to properly explain complex topics to a group of students with a wide range of preparedness.

▪ Quite a few students were unable to handle the rigor in the course without the support to overcome the deficiencies in their academic background.

o ABT-92, Spring 2014 ▪ The data reported in the Enrollment and Success for AGR summary

that I received shows 37% success which seems to be an error in the data. I did have an unusually “unmotivated” group of students that semester which I am at a loss to explain. Still, my records indicate a success rate of 52% for this class.

o ABT-49, Fall 2013 ▪ I wish to point out this class due to its low success rate of 48% ▪ This was the first time we offered a section of this course at the King

City Center ▪ This course was taught at night by an instructor who never taught

the class before ▪ It was not a surprise that there were some challenges in this pilot

group

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.

● Demonstrated Effectiveness:

o Completion of 28 AS degrees and 39 certificates in the last 4 years. o Way up from previous years. o These data miss a large portion of our successful students who do not earn

Ag degrees or certificates ▪ Many students leave with Transfer Studies degrees in order to

transfer to a four year college sooner ▪ Many ag students attend Hartnell to gain skills for a promotion or

industry license, such as a Pest Control Advisor (PCA) license ▪ Many ag students are re-entry students who already possess a

degree, and are taking classes to fill specific gaps in their knowledge or career skills

▪ Many students “job out” into promising careers with good pay and advancement potential

▪ Unfortunately, we do not have the systems or infrastructure to capture data on the other success stories

o As mentioned elsewhere in this report, there are several new degree emphases under development, including revisions to existing degree and certificate programs. These changes are expected to accelerate the positive trend in ABT program effectiveness.

B. TEACHING MODALITY

1. Enter the number of Distance Education Courses, both fully online and hybrid sections, along with the number of full-time and adjunct faculty.

Term No. of DE/Online Sections

No of Hybrid Sections

Full-time Faculty

Adjunct

Spring 2015 0 17 1 9

Fall 2014 0 14 1 6

Spring 2014 0 12 1 3

Fall 2013 0 12 1 5

Spring 2013 0 13 1 5

Fall 2012 0 12 1 4

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?

Not applicable.

3. Describe the process to change and improve student success in DE

courses/sections in your program.

Not applicable.

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?

Not applicable.

5. Describe the process to change and improve student retention in DE

courses/sections in your program.

Not applicable.

6. Describe any other relevant factors regarding diverse teaching modalities

and environments, such as specific locations.

Not applicable.

C. CURRICULUM

Complete the following tables pertaining to courses scheduled for review.

Courses scheduled for review during AY 2014-15 as previously specified

Faculty member(s) responsible for coordinating

(a) Was the course reviewed and (b) taken through the curriculum process?

Date of approv Commi

ABT-101 Steven Triano No Delayed





ABT-110 Steven Triano In Process Spring 20











ABT-51 Steven Triano INACTIVATED Fall 2014












ABT-94 Steven Triano INACTIVATED Fall 2014




NEW COURSES:

ABT-66, Intro to GIS Steven Triano In Process Spring 20

ABT-67, Intermediate GIS in Ag Steven Triano In Process Spring 20

ABT-80, Intro to Sustainable Ag Steven Triano Yes 03/20/14

ABT-95, Intro to Small Fruit Sci Steven Triano Yes 03/20/14

ABT-XX, Intro to Databases Steven Triano No New revi

BIO-59, Bio Research Methods Steven Triano and Ann Wright Yes Spring 20

Courses scheduled for review during AY 2015-16


Target semester and ye Fall 2015 or Spring 201

ABT-101 Steven Triano Fall 2015





















D. OUTCOMES

Use your Program Outcome Maps to assist you in this subsection. As you plan your course assessments, keep the higher level program outcome in mind. While course level assessment serves the purpose of examining the teaching and learning for that particular course, it also provides the data that will be viewed collectively for assessment of the associated program level outcomes.

PROGRAM LEVEL OUTCOMES

1. Please complete the following tables.

List Program level outcome(s) scheduled for assessment as previously specified

What changes have occurred in the program/discipline as a result of dialogue?

Was the P Assessme

1) Problem solving and critical thinking (See below.) (Yes. See b

2) Business documents and math skills (See below.) (Yes. See b

3) Professional and personal development (See below.) (Yes. See b

● All three program level outcomes were assessed independently for EACH of the

primary programs within ABT o Agriculture—Business Emphasis o Agriculture—Production Emphasis o Organic Farmer Training Program o Food Safety

● What changes have occurred in the program/discipline as a result of dialogue? o Agriculture—Business Emphasis

▪ Revise assessments: ● For ABT-49, add a requirement that is more specific to the business

principles being addressed and assess that separately within the rubric.

● For ABT-57, provide more assignments, lab walkthroughs, and group work to encourage collaboration and group learning.

▪ Revise teaching methods: ● Add more basic math assignments to ABT-90, 92 and other courses

that require those fundamental skills. ● Add content to distinguish between the writing methods for true

research papers and scientific review papers for courses that have a term paper (scientific review) requirement (ABT-92).

● For ABT-110, consult other faculty for ideas to improve student motivation. Students must see the value of the Portfolio Assignment

(more than just a grade). Some students never seem to get started, and I am at a loss how to reach this part of the student population.

▪ Revise SLOs: ● ABT-57 and ABT-92 ● Others as identified?

▪ Revise PLOs: ● The wording of the PLOs is close, but there is room for improvement. ● A draft of the proposed PLOs is in the file ABT_course_SLO_PLO_CC-

01-29-2014.xls. ▪ Improve Student Services:

● We should have a series of staffed open lab hours at the Alisal Campus for students to practice with the applications, do their homework and get their questions answered.

● Consider 1-unit computer lab courses that are designed as supplemental to existing ABT, CSS and BUS offerings.

● We need improved tutorial services for our classes that includes computer skills, math skills, writing skills and course-specific topics as appropriate.

● Encourage and reward student-led study groups (incentives? wage? infrastructure?)

▪ o Agriculture—Production Emphasis

▪ Revise assessments: ● For ABT-57, provide more assignments, lab walkthroughs, and group

work to encourage collaboration and group learning. ▪ Revise teaching methods:

● Add more basic math assignments to ABT-90, 92 and other courses that require those fundamental skills.

● Add content to distinguish between the writing methods for true research papers and scientific review papers for courses that have a term paper (scientific review) requirement (ABT-92).

● For ABT-110, consult other faculty for ideas to improve student motivation. Students must see the value of the Portfolio Assignment (more than just a grade). Some students never seem to get started, and I am at a loss how to reach this part of the student population.

▪ Revise SLOs: ● ABT-57, ABT-92 and ABT-93 ● Others as identified?

▪ Revise PLOs: ● The wording of the PLOs is close, but there is room for improvement. ● A draft of the proposed PLOs is in the file ABT_course_SLO_PLO_CC-

01-29-2014.xls. ▪ Improve Student Services:

● We should have a series of staffed open lab hours at the Alisal Campus for students to practice with the applications, do their homework and get their questions answered.

● Consider 1-unit computer lab courses that are designed as supplemental to existing ABT, CSS and BUS offerings.

● We need improved tutorial services for our classes that includes computer skills, math skills, writing skills and course-specific topics as appropriate.

● Encourage and reward student-led study groups (incentives? wage? infrastructure?)

o Organic Farmer Training Program ▪ Revise SLOs for ABT-101, 102, 103, 104 and 105 ▪ Evaluate the PLOs ▪ Examine the current program at ALBA and how it is supported by

the Hartnell classes ▪ Develop a Hartnell certificate program for Organic Farmer Training

(in progress) ▪ Consider adding ALBA courses as electives for the existing program

in Agriculture Production.

o Food Safety ▪ We developed a subcommittee to

● Evaluate the existing curriculum ● Make recommendations and revisions

▪ Development of new program options (in progress) ● Add the option of an AS in Agriculture with an Emphasis in

Food Safety ● Add a specific AS in Food Safety ● Develop a 2+2 plan for Food Safety with transfer ● Develop a BS degree in Food Safety

▪ Revise SLOs and PLOs

List Program level outcome(s) scheduled for assessment in AY 15-16 Have your course level SLOs nee level outcome been assessed or s assessment?

1) Problem solving and critical thinking (Food Safety and ALBA) Yes

2) Business documents and math skills (Food Safety and ALBA) Yes

3) Professional and personal development (Food Safety and ALBA) Yes

2. Describe how program level outcomes were specifically addressed by the program/discipline during the past year.

For example, were data gathered at the course level? Was there review and analysis of the data? How did the discipline faculty engage in discussion? Were any interventions conducted? Are there any plans to make changes to certificate/degree programs or improvements in teaching and student learning?

● For each course, data was collected on the following:

o Overall course retention and success o SLO-specific scores o Attendance patterns and the relationship to success

● Data was analyzed for the following purposes: o SLOs o Planning course revisions o Planning new course curricula o Planning new programs

● Faculty and committee discussions o Dr Triano spoke with adjunct faculty to review course SLO data o Data were used to facilitate advisory committee discussions during new

program planning discussions ● No interventions were conducted ● Plans to make changes to certificate/degree programs or improvements in teaching

and student learning o Changes to certificate/degree programs:

▪ Changes to existing programs: ● Addition of new elective options in Ag Business and Ag

Production degrees and certificates ● Option of CSS-43 (now BUS-43) for computer literacy goal

o CSS-43 is preferred by certain colleges for transfer ● Modification of electives requirements to allow more students

to earn an AS Degree in Agriculture before transferring. The current program structure results in too many students opting to take an AS Degree in Transfer Studies in order to transfer earlier.

▪ New programs under development: ● Horticultural Technician Program ● Sustainable Crop Management Program

o Focus on students interested in a Pest Control Advisor (PCA) and Certified Crop Advisor (CCA) career pathway

● Development of new Food Safety options o AS in Agriculture with an emphasis in Food Safety o AS in Food Safety o 2+2 degree program in Food Safety

o 4-Year BS Degree in Food Safety ▪ Proposed to be offered by Hartnell under the

pilot program for BS degrees at community colleges

● AS-T degrees in Ag Business and Plant Science ● 2+2 degree options with CSUMB

o 2+2 in Ag Business o 2+2 in Ag & Environmental Studies

● AS Degree in Organic Farming and Small Farm Management (under development)

o Improvements in teaching and student learning: ▪ Plans to review all courses for prerequisites and corequisites that

may improve student success ▪ Additional homework assignments added to specific courses to focus

on foundation skills ▪ Modification of selected homework assignments to break large

assignments into more manageable parts ● The goal here is to allow students to “build” large projects in

logical modules. ● This is especially important to help students without the

experience of large homework projects or the skills to complete complex assignments.

▪ Many of the desired laboratory teaching improvements will not be possible until we have access to professional agriculture field and greenhouse facilities

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?

● No data was collected to specifically address Core Competencies at the course or program level

● Instead, all courses were reviewed for content, including assignments, to determine which Core Competencies were being significantly addressed by the course curriculum.

● After individual courses were aligned with Core Competencies, overall programs were evaluated to determine if the Program requirements (for each existing program in ABT) adequately addressed the Core Competencies for students prior to graduation.

● Based on the discussions of course and program alignment with Core Competencies, it was determined that the ABT programs do adequately address each of the Core Competencies for students completing a program.

COURSE LEVEL STUDENT LEARNING OUTCOMES

4. Please complete the following tables.

List courses scheduled for SLO assessment as previously specified

In what term was the course assessed?

Was the Course Asse Summary Report com

ABT-49 Fall 2013, Fall 2014 Yes

ABT-57 Fall 2013 Yes


ABT-90 Fall 2013, Spring 2014, Fall 2014 Yes






ABT-41 Spring 2014 Yes











ABT-52 Fall 2014 No

ABT-54 Fall 2014 No

ABT-57 Fall 2014 No

ABT-130 Fall 2014 No

ABT-131 Fall 2014 No

List courses scheduled for SLO assessment in AY 2015-16


Target semeste Fall 2015 or

ABT-41 Steven Triano Spring 2016










ABT-90 Steven Triano Fall 2015, Spring







ABT-101 Steven Triano TBD












5. Describe course level assessments results and how they will influence your plans moving forward.

● Plans to review all courses for prerequisites and corequisites that may improve

student success ● Additional homework assignments added to specific courses to focus on foundation

skills ● Modification of selected homework assignments to break large assignments into

more manageable parts o The goal here is to allow students to “build” large projects in logical modules. o This is especially important to help students without the experience of large

homework projects or the skills to complete complex assignments. ● Many of the desired laboratory teaching improvements will not be possible until we

have access to professional agriculture field and greenhouse facilities

6. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving these improvements?

● There needs to be a better process and more support for adjuncts to understand

assessments, collect appropriate data, and enter the data into Elumen. ● Initial course SLOs were established prior to a full understanding of the process by

faculty. Now that we have lived with SLOs for a period of time, they need to be reviewed (both SLOs and the assessments).

● With only one full-time faculty member and a large number of courses and programs, the current system does not allow adequate support for effective assessment and data entry. There is virtually no opportunity for data analysis, meaningful discussions, and implementing improvement plans based on the assessment data.

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?

1. Working with adjunct

faculty on SLOs Adjuncts are all aware of SLOs and the assessment tools. More than half of the adjuncts have participated in the development of SLO assessments

1. Dr. Triano does not have access to all sections in Elumen to ensure consistent SLO and assessment information

2. Adjuncts do not have adequate access and support for using Elumen.

3. Most adjuncts in ABT teach only one or two sections and DO NOT teach every semester. This makes it difficult to enforce full participation in the SLO process.

Yes. We need to improve support and procedures for adjuncts to participate fully in the SLO process.

Y

Activity scheduled What success has been achieved to date on this activity?



2. Curriculum Development

NEW COURSES 1. ABT-66, Intro to GIS 2. ABT-67, Intermed GIS in Ag 3. ABT-80, Intro to Sust Ag 4. ABT-91, Irrigation 5. ABT-95, Intro to Small Fruit 6. BIO-59, Bio Research

Methods

Lack of full-time faculty to support curriculum.

Lack of representation in Curriculum Committee (since Dr Triano always teaches on Thurs afternoon)

Lack of funding to support additional efforts required for DE course development

Yes

Database courses and Food Safety Courses

Y

3. Curriculum Development EXISTING COURSES

Over 50% of all ABT courses have been reviewed, revised and updated. Most have been submitted to Curriculum Committee.



Yes Y

4. Program Development 1. Revisions of existing programs are ready to submit to Curriculum Committee

2. Development of new programs: Hort Tech; Sustainable Crop Mgmt; Organic Farming; Food Safety; Two AS-T Degrees; Two 2+2s under development



Challenges with adequate cooperation and follow-through from CSU and UC partners

Yes Y




5. Grant Development Various grant opportunities,

including the USDA-NIFA Grant Proposal

Lack of Full-time faculty support in ABT

Lack of adequate lead time when developing grants. It is always an emergency rush job!

Yes Y

6. Faculty and Staff Training Various training for the new laboratory technician, Meaghan Black

Professional development opportunities for Dr Triano through (1) participation in CATA, PMA and other professional conferences, and (2) participation in FLEX activities.

Lack of faculty and staff in the department limits the ability to take advantage of valuable opportunities

Yes Y

7. Marketing/Outreach 1. Ag Ambassadors Club recruiting efforts

2. Participation in FFA and Cal Ag Leaders activities

3. Hands-On Fridays and other events that bring potential students to the Alisal Campus

Time and money and the consistent personnel to coordinate these activities are always limiting factors

Yes Y




8. Support Operations 1. Laboratory support

2. Equipment maintenance and calibration

The current problem is a lack of operations to support—no field space, no greenhouses and no enterprise classes. We also lack basic skills or tutorial services and a career and internship center

Yes Y

9. Community Participation 1. Professional conferences such as CATA, NACTA, PMA, etc.

2. Ag Student and young professional organizations such as FFA, Cal Ag Leaders, Ag Ambassadors Club, Farm Days, CCYFR, etc.

3. Sponsorship and organization of community events such as the Western Food Safety Summit, Alisal Open House, etc.

The ag community has many valuable opportunities and organizations. Without a full complement of faculty, we are unable to participate adequately

Yes Y

* For each activity that will continue into AY 2016-17 and that requires resources, submit a separate resource request in Section III.

1. Evaluate the success of each activity scheduled, including activities completed and those in progress. What measurable outcomes were achieved? Did the activities and subsequent dialogue lead to significant change in student learning or program success?

1) Working with adjunct faculty on SLOs a. This is a critical activity for the proper—and expected—implementation of SLOs

at Hartnell b. Unfortunately, the system we have does not work well at all within the ABT

department. i. There is only one full-time faculty member to support all adjuncts

ii. There is virtually no support for adjuncts—especially those that are not involved in Hartnell outside of their single class. These faculty need dedicated outreach efforts!

iii. ABT has a large number of adjuncts and most teach very little. Many just teach one or two classes and never teach again! These faculty do not understand the related activities such as SLOs.

c. We need to following to effectively address SLOs i. A reasonable ratio of full-time faculty to adjunct faculty

ii. Administrative support to train and support adjuncts wrt SLOs iii. Lead faculty access to all Elumen data for all courses

1. Adjuncts should still be responsible for the collection and Elumen input of their course data

d. All Fall 2014 courses for Dr Triano have been input into Elumen e. Prior semester course SLO data and adjunct course SLO data must be input

2) Curriculum Development of new courses a. Each of the courses developed or in the process of development are designed to

support a specific learning objective for a new or existing ABT program emphasis b. Significant dialog has occurred among faculty and advisory committee members

during new course development c. The following courses have been completed and are currently active:

i. Introduction to Sustainable Agriculture and Food (ABT-80) ii. Integrated Pest Management (IPM) Series

1. IPM Principles in Entomology (ABT-81) 2. IPM Principles in Weed Science (ABT-82) 3. IPM Principles in Plant Pathology (ABT-83)

iii. ABT-91, Irrigation Practices and Materials iv. ABT-95, Introduction to Small Fruit Science v. BIO-59, Biological Research Methods

d. The following courses have had curriculum completely written, but still need to go through Curriculum Committee:

i. ABT-66, Intro to GIS ii. ABT-67, Intermediate GIS in Ag

e. The following courses were written, but the first drafts were rejected by Dr Triano. New drafts are needed before proceeding to Curriculum Committee:

i. ABT-XX, Introduction to Databases ii. ABT-XX, Intermediate Databases and Applications to Agriculture

3) Curriculum Development of existing courses a. All active ABT courses, excluding those recently developed, have been reviewed

for content, textbooks, and all related content in CurricUNET. b. Over half of these courses have been submitted to Curriculum Committee for

approval. c. The remainder will be submitted to Curriculum Committee in Fall 2015. d. Significant dialog has occurred among faculty and advisory committee members

during course review and revision. 4) Program Development

a. All existing programs have been reviewed and revised and are ready for submission to the Curriculum Committee

i. New courses have been added as elective options ii. Course options have been revised to help improve student completion

rates. b. The following new programs have been created with input from our advisory

committee members to meet the needs of changing industry requirements and community needs:

i. AS-T degrees being finalized in 1. AS-T in Plant Science 2. AS-T in Agriculture Business

ii. Two new 2+2 programs being developed with CSUMB 1. BS in Agribusiness Management 2. BS in Ag & Environmental Studies

iii. New emphases in Ag 1. Sustainable Crop Management (PCA, CCA) 2. Horticultural Technician

iv. Food Safety Options 1. AS in Agriculture with an emphasis in Food Safety 2. AS in Food Safety 3. Proposal for a 4-Year BS degree at Hartnell College

v. Organic Farmer Training Program 1. In collaboration with the Agricultural Land Based Association

(ALBA) 5) Grant Development

a. Development of the USDA-NIFA Grant Proposal b. Other grant proposals will be pursued as opportunities become available

6) Faculty and Staff Training a. Laboratory Technician, Meaghan Black

i. Meaghan has received a variety of training opportunities since she was hired

ii. Her training will continue as opportunities arise b. Professional Development Opportunities for Dr Triano

i. Attendance at professional conferences 1. California Ag Teachers Association 2. Produce Marketing Association

ii. Various FLEX activities 1. Elumen 2. Teaching methodologies 3. ACE Community of Practice events

7) Marketing/Outreach a. Ag Ambassadors Club recruiting efforts b. Participation in FFA and Cal Ag Leaders activities and competitions c. Hands-On Fridays and other events that bring potential students to the Alisal

Campus d. Alisal Campus Open House e. Development of new marketing materials planned for Spring 2015 to Fall 2015

8) Support Operations a. Current support operations have been limited to laboratory support by Meaghan

Black, including lab prep, ordering, vendor relations, event and activity support, and equipment maintenance and calibration

b. Arguably, the Ag Institute could be considered a support operation since it provides a great deal of support for ag-related activities for programs within the Ag Institute (ABT, AIT, ADT and WLD). Since this is actually an umbrella organization that is funded separately, the Ag Institute is not being detailed in this PPA.

c. To deliver on the promised “hands-on education” in the ABT programs, we need a full complement of support operations that includes field space and greenhouses!

9) Community Participation a. Dr Triano and all of the Ag Institute faculty have a tremendous relationship with

the community and professional organizations. These relationships are invaluable to garner industry support and collaborate with important industry activities.

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. NEW CURRICULUM b. FURTHER DEVELOPMENT OF THE PROGRAM OR SERVICE

c. GRANT DEVELOPMENT AND PROPOSALS d. FACULTY AND STAFF TRAINING e. MARKETING/OUTREACH f. ENROLLMENT MANAGEMENT g. STUDENT SERVICES

h. ADMINISTRATIVE SERVICES i. SUPPORT OPERATIONS

j. FACILITIES

1. List information concerning new projects or activities planned. The first activity listed should be the most important; the second activity listed the second most important, etc. Please keep in mind that resources needed, if funded, would not be approved until spring 2016 and provided until FY 2016-17. Ongoing activities involving resources that will no longer be available from grant funds starting FY 2016-17 must be planned for appropriately.

Activity Strategic Plan

Goal(s) No. & Letter

(e.g., 5A)*

Related Courses, SLOs,

PLOs, or goals

Desired Outcome(s)

Resources Needed

Person Responsible

Estim Date

Compl (can be mor one year in

1. Hire two new full-time faculty

1A, 2A, 2B, 3B, 4A, 5A, 6A

This activity will have an impact on all SLOs, PLOs and program goals

Increase number of sections offered. Increase student success. Reliable and effective staffing of all courses.

$200,000/yr salary and benefits plus office spaces

Steven Triano and Zahi Attallah

To start 201

2. Hire one farm support staff

1A, 2A, 2B, 3B, 4A, 5A, 6A


Provide the support to operate field and greenhouse labs to support all programs and enterprise projects

$70,000/yr salary and benefits plus office spaces

Steven Triano and Zahi Attallah

To start 201

3. Farm and Greenhouse facilities development

2A, 2B, 4B, 4D, 5A, 6A


a) Deliver on the promise of a hands-on agriculture learning environment

b) provide enterprise project opportunities for business and production students

c) provide opportunities for community collaborative projects

$250,000 Steven Triano and Zahi Attallah

To start 201



(e.g., 5A)*


PLOs, or goals

Desired Outcome(s)

Resources Needed

Person Responsible

Estim Date


4. Annual maintenance and calibration for microscopes, balances, pipettes, pH meters

2A, 4C, 4D This activity will support all SLOs, PLOs and program goals

Provide quality equipment for our students and save money by keeping all equipment in proper working order

$8,000 ANNUAL maintenance and calibration costs

Meaghan Black Ongoing

5. Complete development of two 2+2 pathways with CSUMB and finalize two AS-T programs

1A, 2A, 2B, 5A, 6A

There is a long list of courses included in these programs

The AS-T degrees are necessary for compliance with state mandates

Provide improved pathway options for students seeking BS degrees

$10,000 for support and personnel and content development

Steven Triano Fall 2015 fo AS-T degree Spring 2016 2+2 pathwa

6. Complete development of Food Safety degree and pathway options

1A, 2A, 2B, 5A, 6A

There is a long list of courses included in these programs

Provide 2-year degree options for (1) students interested in ag with an emphasis in Food Safety, (2) students interested in an AS in Food Safety, and (3) students interested in a BS pathway in Food Safety or related field

$10,000 in costs associated with new course development

Steven Triano and Susan Pheasant

Phase one i 2015 and Ph Spring 2016

7. Complete revisions of existing courses and programs

1A, 2A, 2B, 5A, 6A

This activity will support all SLOs, PLOs and program goals

Ensure that all programs are current AND that the students have the greatest opportunities for completion and transfer

No additional costs expected

Steven Triano Fall 2015



(e.g., 5A)*


PLOs, or goals

Desired Outcome(s)

Resources Needed

Person Responsible

Estim Date


8. Online course development for Ag Business (ABT 49, 52, 53, 54, 58, 80) and Food Safety (ABT-130, 131, 132, 133, 134)

1A, 4C, 6A This will impact a variety of courses and program goals

Provide students with DE course options to meet the needs of working students and improve scheduling options

$30,000 Steven Triano and Susan Pheasant

Courses to b out over the to 5 years

9. Outreach and training to local middle schools, high schools and businesses

1A, 2A, 2B, 5A, 6A

Improved communication, education and outreach

Improve the awareness of Agriculture among our educational partners and community members. Increase enrollments and provide opportunities to a greater number of students who could benefit from our programs

$20,000 for support personnel and marketing materials

Steven Triano, Zahi Atallah and Susan Pheasant

Ongoing

10. USDA NIFA Grant proposal

1A, 2A, 2B, 5A, 6A

This activity will support all SLOs, PLOs and program goals

Provide additional funding for new and innovative educational opportunities, and build relationships with our educational and industry partners

Almost ready for submission. No new resources will be needed.

Zahi Attallah and Steven Triano

Spring 2015



(e.g., 5A)*


PLOs, or goals

Desired Outcome(s)

Resources Needed

Person Responsible

Estim Date


11. Travel to CATA Summer and Midwinter Conferences, PMA, World Ag Expo

2A, 2B, 3A, 3B, 6A

Faculty Development and educational opportunities for students

Faculty Development and educational opportunities for students

$1,500 Steven Triano Ongoing

12. Student Instructors and Alisal Campus Tutorial Plan

1A, 2A, 2B This activity will have an impact on all SLOs, PLOs and program goals

Student success $8,000 Zahi Attalah and Steven Triano

Fall 2015

13. Hire a Career Center and Internship Coordinator

1A, 2A, 2B This activity will have an impact on all SLOs, PLOs and program goals

Student success, career success, industry partnerships, student tracking (DATA!)

$70,000/yr salary and benefits plus office space

Zahi Attalah Fall 2016

14. Provide open access computer lab hours at the Alisal Campus

1A, 2A, 2B, 4C This activity will have an impact on all SLOs, PLOs and program goals

Student success and technology access

Combine with the Career Center and Internship Coordinator to avoid additional costs

Zahi Attalah Begin Fall 2

15. Provide a Reserve Book System for the Alisal Campus

1A, 2A, 2B, 4A This activity will have an impact on all SLOs, PLOs and program goals

Student success Combine with the Career Center and Internship Coordinator to avoid additional costs

Zahi Attalah Fall 2016

* 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.

Consider:

∙ Faculty

∙ Other staffing

∙ Facilities

∙ Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000)

∙ Software

∙ Hardware

∙ Outside services

∙ Training

∙ Travel

∙ Library materials

∙ Science laboratory materials

a) Describe the new activity or follow-on activity that this resource will support.

Each of the following activities are crucial to the development and delivery of a comprehensive Agriculture program to

a) build strong relationships with our educational partners, community and local industry

b) recruit a strong population of students c) provide opportunities for at-risk populations that would otherwise miss the

resources at Hartnell d) develop a strong set of courses and program options to meet the needs of our

students, industry and community e) provide learning resources designed for student success f) develop cutting edge, hands-on field and lab facilities for students to learn with

the latest technologies that match or emulate industry practices and provide enterprise project opportunities to complement the classroom learning experiences

g) Connect our students with industry partners through internships, Cooperative Work Experience and job placement

h) Connect our students with educational partners to continue their education toward BS and graduate degree opportunities

i) Following is the list of activities (from the table above) targeted to create an effective and comprehensive pathway, and to make the Hartnell Ag Program a truly world class institution

1) Hire two new full-time faculty 2) Hire one farm support staff 3) Farm and Greenhouse facilities development 4) Annual maintenance and calibration for microscopes, balances, pipettes, pH meters 5) Complete development of two 2+2 pathways with CSUMB and finalize two AS-T

programs 6) Complete development of Food Safety degree and pathway options 7) Complete revisions of existing courses and programs 8) Online course development for Ag Business (ABT 49, 52, 53, 54, 58, 80) and Food

Safety (ABT-130, 131, 132, 133, 134) 9) Outreach and training to local middle schools, high schools and businesses 10) USDA NIFA Grant proposal 11) Travel to CATA Summer and Midwinter Conferences, PMA, World Ag Expo 12) Student Instructors and Alisal Campus Tutorial Plan 13) Hire a Career Center and Internship Coordinator 14) Provide open access computer lab hours at the Alisal Campus 15) Provide a Reserve Book System for the Alisal Campus

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 activities of this PPA are very broad-based program building activities. As a set

they encompass all of the Core Competencies, PLOs, SLOs, program goals and most of the Strategic Plan Goals.

● The table above already includes information to illustrate how the proposed activities in the Ag Program will support each of the areas above.

c) Does this activity span multiple academic years? YES ☐ NO

If yes, describe the action plan for completion of this activity.

● Most of these activities are ongoing ● The timelines are included in the table above

d) What measureable outcomes are expected from this activity? List indicators of

success.

● Expected outcomes are includes in the table above ● Indicators of success include:

o Increased enrollment o Increased student success

▪ Course level success rates ▪ Degree and certificate completion rates ▪ Transfer rates (with student tracking and DATA GATHERING!) ▪ Job placement (with student tracking and DATA GATHERING!)

● Internships ● Cooperative Work Experience ● Career Jobs

▪ Inproved student services ● Tutorial and Student Instructors

o Basic skills at the Alisal Campus o Course specific services at the Alisal Campus

● Computer lab access ● Reserve textbook facilities

o Preferably with basics supplies ▪ Consider a vending machine with Scantrons,

pencils, paper, etc o Increased program options o Increased community involvement o Improved instructional experiences for students

▪ Full-time faculty with the necessary experience and qualifications ▪ Field and greenhouse facilities to extend learning beyond the

classroom and teach skills and experiecens that are impossible in a traditional classroom setting

o Increased industry funding

e) What are the barriers to achieving success in this activity?

● Barriers to success include: o Lack of full-time faculty o Lack of consistent, qualified and effective adjunct faculty

▪ Instructors for course sections as needed ▪ Pool of possible substitute instructors as needed

o Lack of field and greenhouse facilities (with the associated staffing needs) ▪ This is potentially very expensive, but lies at the heart of the promises

for a hand-on education in ag ▪ This is what the industry funded over the last 8 years, and we have

yet to deliver on our promises ▪ With proper planning, these facilities could become an income source

to offset costs

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. Personnel Classified

Staff/ Faculty

(C/F/M)*

Supplies/ Equipment

(S/E)**

Technology Hardware/

Software (H/S)***

Contract Services

Training Travel Library Materials

Facilities/Space

e.g., Science

Labs

1. Two full time faculty

Computers Office space

2. Hire one farm support staff

Computer Office space

3. Farm and greenhouse supplies and infrastructure

Farm Labor Farm and greenhouse spaces

4. Annual maintenance and calibration microscopes, balances, pipettes, pH meters

Activity No.

Personnel Classified

Staff/ Faculty

(C/F/M)*

Supplies/ Equipment

(S/E)**

Technology Hardware/

Software (H/S)***

Contract Services

Training Travel Library Materials

Facilities/Space

e.g., Science

Labs

5. New course support equipment

Curriculum services

6. New course support equipment

Curriculum services

7.

8. Course content Multimedia development

9. Outreach staff Training materials

Travel to sites

10.

11. Travel to sites

12. SIs

13. Career Center and Internship Coordinator

Computers Career Center

14. Lab supervision Computer Lab

15. (Combine with Career Center for efficiency)

* 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 real- world needs of its diverse student population, while also developing and employing a culture of innovation that will lead to improved institutional effectiveness and student learning.

Priority 6: Partnership with Industry, Business Agencies and Education

Goal 6A: Hartnell College is committed to strengthening and furthering its current partnerships, in order to secure lasting, mutually beneficial relationships between the college and the community that the college serves.

Date post:	07-Mar-2018
Category:	Documents
Upload:	doantruc
View:	212 times
Download:	0 times

· PDF fileProgram Planning and Assessment (PPA) for Academic Programs. Comprehensive Review,...

Documents