PK !NN _rels/.rels PK zT݈word/document.xml Non-Instructional PPA: AA - Dean Math, Science & Engineering Office (DN-MSE)PPA Review Narrative2021 - 2022 GENERALName and Title of ManagerSharon Albert, Interim Dean, Academic Affairs, STEMName and Title of Contributor 1Joel Thompson, Director SMI/MESAName and Title of Contributor 2Julie Stephens-Carrillo, Director, K-12 STEMName and Title of Contributor 3Anely Meneses, Program Assistant MESAName and Title of Contributor 4Leticia Sanchez, Program Asst. K-12 STEMDate Submitted to VP04/07/2022STUDENT SUCCESSHow does your service/office/non-instructional program focus on students?The STEM non-instructional programs and services focus on students in the following ways:Providedirect access and support to transfer level math courses without remediation as part of AB705Provide academic support services through tutoring, academic excellence workshops, preparation and advising for transfer, professional development opportunities for the students, and preparation and training for STEM careers, for example through workshop for writing resumes, developing application, application and placement into internship opportunities and presentations to showcase student work.Provide preparation for transfer across many STEM and non-STEM disciplines, with particular depth in Math, Science and EngineeringConfer Associate’s degrees in STEM, some certificates in STEM and transfer pathways to STEMOffer key courses for General Education in the Natural Sciences/Language and Rationality (Hartnell), the Physical Universe and Its Life Forms (CSU Breadth), and Mathematical Concepts and Quantitative Reasoning/Physical and Biological Sciences (IGETC)The STEM office supports students, staff and faculty to ensure quality courses are available to students, tailored academic support services are provided, opportunities to acquire and hone professional and soft skills necessary for success and achievement in internship, transfer, and career and job placement.We work with College partners to support student success. We host MESA, the STEM Internship Program, and K-12 STEM Programs, the Hartnell Planetarium, among others. How does your service/office/non-instructional program support students in: a. Completing their program/educational goal? b. Completing their program on time? Is there more that it can do?The STEM non-instructional program interacts with prospective students in the community and supports students with the enrollment process in the following ways:K-12 STEM Programs are a key pipeline for STEM students, with edges broad enough to spark K-12 interest in Allied Health, many aspects of agriculture, and higher education in general. This program provides 30-40 hour, hands-on STEM experiences to more than 7000 students a year, including with NASA and CoderDojo activities throughout the year and at various sites both at Hartnell campuses and at partners from school districtsThis dense programming for early connections and preparation is supplemented by our Family STEM Day, and participation in community events like the International Airshow, and outreach by STEM clubs, students, services, lab technicians, and faculty, as well as MESA and K-12 STEM.Planetarium exposure (7000 children per year visit with classes, weekly public shows).The kickoff of the Central Coast Mobile Fab Lab Virtual Design Studio workshop was October 28, 2020. This is a collaborative sponsored by Chevron and the international Fab Foundation in partnership with the Monterey County Office of Education, California State University Monterey Bay, and Ĵý. The Fab Lab includes a state-of-the-art mobile digital fabrication lab for use by both students and the community, equipped with 21st Century STEM fabrication tools.MESA (Math, Engineering, and Science Achievement) assists and supports students in the enrollment process. MESA is a Chancellor’s Office sponsored program designed to support STEM students to successfully transfer to 4-year universities. The Hartnell’s MESA program has met all 13 MESA components and 8 MESA objectives over its last 3-year funding cycle. MESA at Hartnell supports STEM students by providing counseling and mentoring, tutoring and supplemental instruction, a study space, textbooks and calculators available for loan at no cost, and information on scholarships and internships, and transfer support with a STEM focus.STEM clubs activities and MESA ambassadors organize events that help students with enrollment and information about STEM pathways.CSin3 does a lot of high school outreach, including many school visits. It ties with our K-12 Program: CoderDojo to build a pipeline for computer science.STEM obtained funding to hire a dedicated STEM counselor- Her role has been to provide counseling support to help students enroll and includes leading STEM groups at Panther Prep Days and coordination for students getting a one-term ed-plan and registering for Summer and Fall Courses. The STEM staff assisted with these efforts as well.STEM teacher Pathway is developed and strengthened through two collaborative NSF-NOYCE grants with UCSC and CSUMB to promote and support the STEM Middle and High School Teacher Pathways in the region. This also includes collaboration and coordination with the Hartnell TPP and MAESTROs programs, including through outreach and promotional activities.We received Priority Registration for MESA students as a strategy that would improve the access and success for this important student group. MESA is a key program supporting students with challenging backgrounds to complete some of the most difficult majors at Hartnell. MESA students tend to have high course loads for their STEM major and they can have high numbers of accumulated units. If a student is waitlisted or cannot access a class, that is a prerequisite and part of a sequence of courses (as many STEM majors are in this format), the student will have to wait one of more terms, thus negatively impacting the students educational plan, graduation/transfer timeline, and the number of units accumulated.What more dowe plan to do?We will continue to update and build upon our one page STEM pathways-pipeline-STEM ecosystem logic model, (used for the President's STEM Task Force), and continue topromote it in our webpage to make informationaccessible and visible to all community members.As a project to further promote STEM meta majors, we met with the STEM Faculty to solicit their ideas. They suggested that we create short videos of Alumni and Faculty in STEM programs as part a META MAJOR outreach and recruitment project. This video series could be posted to the Hartnell Youtube channel and on our webpage.We are also looking to increase our outreach in STEM to middle and high schools possible through programs such as Gateways which are the middle school programs that lead to Project Lead the Way programs at the high school level.We are collaborating with the Director of the College Readiness programs to incorporate more Dual and Concurrent enrollment strategies through CCAP and articulation agreements with area school districts. This will allow students to begin earning college credits for takingHartnell STEM pathway courses while still in high school, create better alignment through pathways which will create asmoother transitionto STEM degree and certificate programs of study at the post-secondary level.We will continue to collaborate with the Upward Boundto offer summer courses thatserve the high school students in this program and encourage them to continue their studies at Hartnell.We will continue to build upon linkages between service area high schools andĴý through alignment and articulation of programs, concurrent and dual enrollment as well as Summer Bridge programs to providehands-on workshops and intensive academic prep-workshop for gateway courses to STEM. K-12 STEM Programs are a key pipeline for STEM students, with edges broad enough to spark K-12 interest in Allied Health, many aspects of agriculture, and higher education in general. This program provides 30-40 hour, hands-on STEM experiences to more than 7000 students a year, including with NASA and CoderDojo activities throughout the year and at various sites both at Hartnell campuses and at partners from school districts This dense programming for early connections and preparation is supplemented by our Family STEM Day, and participation in community events like the International Airshow, and outreach by STEM clubs, students, services, lab technicians, and faculty, as well as MESA and K-12 STEM. Planetarium exposure (7000 children per year visit with classes, weekly public shows). The kickoff of the Central Coast Mobile Fab Lab Virtual Design Studio workshop was October 28, 2020. This is a collaborative sponsored by Chevron and the international Fab Foundation in partnership with the Monterey County Office of Education, California State University Monterey Bay, and Ĵý. The Fab Lab includes a state-of-the-art mobile digital fabrication lab for use by both students and the community, equipped with 21st Century STEM fabrication tools. MESA (Math, Engineering, and Science Achievement) assists and supports students in the enrollment process. MESA is a Chancellor’s Office sponsored program designed to support STEM students to successfully transfer to 4-year universities. The Hartnell’s MESA program has met all 13 MESA components and 8 MESA objectives over its last 3-year funding cycle. MESA at Hartnell supports STEM students by providing counseling and mentoring, tutoring and supplemental instruction, a study space, textbooks and calculators available for loan at no cost, and information on scholarships and internships, and transfer support with a STEM focus. STEM clubs activities and MESA ambassadors organize events that help students with enrollment and information about STEM pathways. CSin3 does a lot of high school outreach, including many school visits. It ties with our K-12 Program: CoderDojo to build a pipeline for computer science. STEM obtained funding to hire a dedicated STEM counselor- Her role has been to provide counseling support to help students enroll and includes leading STEM groups at Panther Prep Days and coordination for students getting a one-term ed-plan and registering for Summer and Fall Courses. The STEM staff assisted with these efforts as well. STEM teacher Pathway is developed and strengthened through two collaborative NSF-NOYCE grants with UCSC and CSUMB to promote and support the STEM Middle and High School Teacher Pathways in the region. This also includes collaboration and coordination with the Hartnell TPP and MAESTROs programs, including through outreach and promotional activities. We received Priority Registration for MESA students as a strategy that would improve the access and success for this important student group. MESA is a key program supporting students with challenging backgrounds to complete some of the most difficult majors at Hartnell. MESA students tend to have high course loads for their STEM major and they can have high numbers of accumulated units. If a student is waitlisted or cannot access a class, that is a prerequisite and part of a sequence of courses (as many STEM majors are in this format), the student will have to wait one of more terms, thus negatively impacting the students educational plan, graduation/transfer timeline, and the number of units accumulated. We are in the process of updating our one page STEM pathways-pipeline-STEM ecosystem logic model, used for the President's STEM Task Force, with now the intent to post it and promote it in our webpage to make it accessible and visible to all community members.Faculty also want to feature short videos of Alumni and Faculty in STEM programs as part a META MAJOR outreach and recruitment project. We are looking to increase our outreach in STEM to middle and high schools possible through programs such as Gateways which are the middle school programs that lead to Project Lead the Way programs at the high school level. We are collaborating with the Director of the College Readiness programs to incorporate more Dual and Concurrent enrollment strategies to reach out to High school students so they can start early their STEM pathway to Hartnell. We are collaborating with the Upward Bound program to offer summer courses that can best serve the high school students in this program and encourage them to continue their studies at Hartnell. More efforts to link HS to Ĵý through alignment and articulation of programs, including with concurrent and dual enrollment as well as Summer Bridge programs such as hands-on workshops and intensive academic prep-workshop for gateway courses to STEM. Increase capacity to better meet the student demand and place students in career pathways with high need such as Engineering and Network/Cybersecurity. This requires hiring at least one faculty in Engineering and one in Computer Science. Increase our capacity to develop, submit and implement major grant projects that serve student enrollment, access and success. Development of user-friendly online and interactive mappers for STEM majors, and incorporating the recently developed STEM Meta-Major summaries, line tags and visuals as part of the Guided Pathway initiative. We are in the process of hiring of new Planetarium coordinator and increasing the activities post covid19 to include Mobile Planetarium and more education outreach activities. We recognize the need for STEM students to have informed support from their parents. STEM tried a number of models a couple of years ago to build this (a parent event at an internship retreat in July, a parent event at the intern kick off in June, and including a STEM perspective in the parent events at Panther Prep). In 2018 we have piloted having a series of parent events during the term- targeting MESA. Based on the success of these events, we should plan to launch more series starting at the Internship Symposium and including these topics: an Orientation to Hartnell, Financial Aid, Supporting Your Student through Transfer. How does your service/office/non-instructional program support students in selecting and/or pursuing their academic program? Is there more that it can do? STEM students often need very specific information to plan an effective path to transfer in a STEM discipline: Having a dedicated counselor to help build institutional knowledge to assist students directly and disseminate information through counseling staff has proven to be an effective support for STEM students. The Science and Math Institute/MESA work closely with the STEM counselor, and also provide student ambassadors working with students and career and transfer workshops. With the addition of our STEM Internship Program, STEM has been a leader on campus supporting students in choosing their pathway. We have implemented a STEM Stepping Stone through a $1.5M NSF grant, award #1832446, for STEM Building Capacity in STEM and Improving Undergraduate STEM Education at an HSI, led by Dr. Yahdi.. It enables Hartnell STEM area to develop and implement an innovative model that provides authentic Micro-Internship (MI) experiences in STEM, easily accessible to ALL students and at an early stage in their education pathways, and to hone STEM Building Capacity through faculty & staff professional development and acquiring equipment. A micro internship, led by Hartnell mentors, is distinguished by collaborative inquiry, hands-on opportunities, short duration, and flexible schedule. The goals of the micro internship are to “narrow the internship access gap,” improve student outcomes such as access, success, degree completion, and transfer, and recruit and retain more Latinx and underrepresented, and non traditional students into the STEM workforce. Led by the director of K12-STEM, the NASA-MUREP grant project development is underway.This is a great opportunity to strengthen the pathway from high school to post-secondary (Hartnell). Key elements include: to broaden participation and expand opportunities in STEM to underrepresented minorities (URMs), and in engineering-related fields in particular. implement novel programmatic endeavors or support the expansion of existing successful programs to address critical challenges. opportunity to participate in joint NASA and NSF National Network Convenings to discuss challenges, barriers and explore solutions Initiatives are underway to develop and implement a Cybersecurty pathway from HS to Ĵý that aligns and articulates with the newly established Certificate in Networking Security, and with involvement of Project Lead the Way (PLTW). We are collaborating with the Director of the College Readiness programs to incorporate more Dual and Concurrent enrollment strategies to reach out to high school students so they can start their STEM pathway to Hartnell at the secondary level. What does your service/office/non-instructional program do to impact and/or support students’ learning/development in the classroom? Is there more that it can do? STEM and Math faculty were early adopters of supplemental instruction, so this support is widely available across most of the STEM program. New Academic Excellence Workshops (AEW) are offered for students in five gateway Math courses to STEM pathways, in full coordination with the Panther Learning Lab/Student Academic Support. Five Math faculty coordinators are implementing the model over the rest of spring 2021, with culturally relevant practices and validation theory shown to improve the frame of mind and social connections of students with their classmates, topics, faculty, academic support services when starting those rigorous new courses of study, and as a consequence unleash student abilities and confidence to success. The goals include providing deep and timely student support, communities of learners, and increasing coordination between sections of those courses and the academic learning support services. MESA programs and ambassadors have started a new collaboration with the Hartnell Panther Learning Lab (PLL). They are now assisting the PLL with tutoring in STEM subjects. As part of AB705, our large math courses (MAT 13, 123, 25) include sections with co-requisite support lab classes/workshops. Faculty were involved in regular “community of practice” meetings and the development of the related activities and training for those co-requisites and the alignments with the parent courses. This is an effort to ensure best practices available to both full-time faculty and part-time faculty, including Early Support Program (ESP), Canvas/online support, Supplemental Instruction/Peer-Lead Tutoring, required homework, review bootcamps, etc. We particularly need this coordination and faculty support as we implement multiple measures and AB705 acceleration. Math Academy offers two sessions, each pre-start of the fall and spring terms. The winter 2021 Math Academy piloted an evening schedule to meet the needs of our working students. The focus of the math academy is to help prepare students for their math class in a supportive and welcoming learning environment. The math academy faculty and panther learning lab staff, tutors and ambassadors have coordinated a unique experience for students. Students attended workshops that ranged from topics related to scholarships to transferring to a 4-year college. Students have voiced great appreciation for the workshops and everything they have learned in the Math Academy. They have also voiced that they would like the Academy to run throughout the semester so they can stay in touch with their peers, Faculty, and tutors. Students stated how well prepared they are for the upcoming term and much of the anxiety that they felt towards school and math has been minimized and/or lifted. STEM support faculty and staff Professional Development either through participation at external conferences and workshops or through sessions led bySTEM faculty and staff at our STEM area meetings. Micro Communities of Colleagues (MC^2) is a new STEM initiative. MC^2 creates collaborative spaces for small groups of about 4 faculty to engage on regular basis on a dialog about student learning and DE modalities, teaching methods from the student perspectives, creating opportunities to collaborate with colleagues across disciplines, nurturing community, and disrupting institutional silos, as well as inspiring and empowering to pursue particular topics of interest in teaching and learning, such as diversity, equity and inclusion initiatives. The goals include support collaborative efforts in this very isolating covid era; Strengthened student success across majors; Improved teaching practices; Cross-disciplinary connections; Support all faculty members; Sharing best practices and insights STEM Lab Technicians, in collaboration with STEM faculty, developed, prepared and distributed, each term, hundreds of lab kits to students in Biology, Chemistry, Engineering, Geology and Physics courses, and related safety protocols and instructions, to help facilitate online learning by providing hands-on, hazard-free experiments to enhance the online laboratory class. CSin provides significant support for the cohorts, beyond scholarships, placement in internship and transfer. For example, in preparation for the incoming term, the CSin3 Cohort students are engaged in the program onboarding process with CSin3 Fundamentals Intensive workshop series. This workshop series runs for 12 weeks on Saturdays. The aim is to introduce students to cohort program norms and values, prepare them with the math fundamentals needed to succeed in their first year of the program as well as provide some computer science exposure. How does your service/office/non-instructional program support students to a. Complete their program? b. Complete their program on time? Is there more that it can do? Science and Math Institute/MESA and its student ambassadors work with students to support transfer, including workshops. Our transfer numbers are increasing on a regular basis. MESA programs aim to: Implement efficient processes and practices and utilize existing college transfer centers to garner greater MESA student transfers to four-year institutions; Implement strategies to increase the rate at which MESA students are deemed transfer ready in STEM majors; Improve the academic performance of MESA students; Establish partnerships with MESA Engineering Programs (MEP), MESA Schools Programs (MSP), California Alliance for Minority Participation, or similar programs in an effort to provide optimum student support services; The STEM counselor’s role includes working closely with STEM/SMI/MESA/STEM-Clubs to assist students directly and disseminate information about completion, career and transfer. STEM programs have developed a STEM scheduling plan to avoid scheduling conflicts for students taking multiple STEM courses, especially for Engineering programs. This also includes offering some evening classes for STEM majors that in addition increase access to those classes for students with other time conflicts during the daytime. STEM students do not typically graduate on time- the average number of units to graduate is around 110, rather than 60. Several STEM majors are high unit (BIO, CHM, EGN) and needed special general education to be developed state-wide to qualify for transfer degrees at 60 units. Hopefully the Meta-Major, Guided Pathway and AB705 implementation will help. There are many strong reasons for STEM students to take more units than required to transfer. It is often prudent that students finish a sequence of a course ensuring it will not need to be repeated after transfer- the MAT 3 Calculus sequence is a common example. Moreover, it is often recommended to take those sequences at the same institution as some universities require that a whole sequence be at the same institution and in the right order. Additionally, sequences can be taken that will be needed to complete the bachelor’s but are not required for transfer- the CHM 12 Organic Chemistry sequence is often prudent for biology majors to complete. What more do we intend to do? Across STEM we can work to better explain these options for students. We have created program maps that are available on our webpage, but there will have to be a system in place to update them regularly with the help of our STEM counselor and curriculum committee support. We have received Priority Registration for MESA students as a strategy that would improve the access and success for this important student group to complete on time. MESA students tend to have high course loads for their STEM major and they can have high numbers of accumulated units. If a student is waitlisted or cannot access a class, that is a prerequisite and part of a sequence of courses (as many STEM majors are in this format), the student will have to wait one of more terms, thus negatively impacting the students educational plan, graduation/transfer timeline, and the number of units accumulated. The STEM Meta Major development and mapping went well with significant engagement from the faculty and STEM. When the program mapping and the overall Guide Pathways to STEM, including continuing and completing students pages, are implemented, they would provide significant help for the students to enter, stay, continue and complete the path, and on time. Efforts and initiatives listed in the previous section, including coordination and collaboration with PLL, MESA, CSin 3, AEW, AB705, Micro-internships and internship are also key to help achieve those goals The National Science Foundation awarded about a $1.5 M grant for a Noyce collaborative project with CSUMB (the lead) and Ĵý, as well as MPC and Cabrillo College. The NSF Noyce "Collaborative RISE Ready" Award # 2050336 is titled "A Collaborative Regional Alliance to Prepare STEM Secondary Teachers for Service in Rural, High-Need Schools and School Districts." This is a culmination of a collaborative effort to support the STEM Middle and High School Teacher Pathways in the region. Collaborations are underway with the College Readiness program through Concurrent/Dual for students to start their STEM meta-major pathway while still in HS, and thus facilitate success in completing their program on-time. In the same direction, we are developing or implementing summer bridge programs, such as with upward bound, that can help students complete their program on time, such is the case for CSin3. We have plans to increase coordination with the new educational centers to offer STEM courses, including for STEM majors, at those centers, to help make the courses more accessible and improve program completion. We began to offer classes in Chemistry with the Spring semester and intendto offer more in the summer in addition to Math. SERVICE AREA OUTCOMESSIGN OFF / APPROVALPK !eH6 6 word/footnotes.xml PK !S0 0 word/endnotes.xml PK ! uword/theme/theme1.xml PK !uz word/settings.xml PK !@##word/webSettings.xml PK !C  word/fontTable.xml PK zT(ȯdocProps/app.xml 852211379Microsoft Office Word011falseTitle1false91falsefalse16.0000PK zT docProps/PK zTword/PK zT word/_rels/PK zT=AdocProps/core.xml Jason McElravyJason McElravy122020-07-22T14:41:00Z2021-03-31T16:52:00ZPK zT>sɴǰ//dzܳԳ.泾.PK zTui[Content_Types].xml PK zTc./word/styles.xml PK zT&\7)7)word/numbering.xml PK zT履 word/header1.xml Non-Instructional PPA: AA - Dean Math, Science & Engineering Office (DN-MSE)PK zTz1word/footer1.xml 4/27/2022 Generated by Nuventive Improvement Platform Page PAGE * Arabic * MERGEFORMAT 1 of NUMPAGES * Arabic * MERGEFORMAT 1 PK !NN _rels/.relsPK zT݈wword/document.xmlPK !eH6 6 > word/footnotes.xmlPK !S0 0 +word/endnotes.xmlPK ! u7word/theme/theme1.xmlPK !uz Fword/settings.xmlPK !@##Tword/webSettings.xmlPK !C  $Xword/fontTable.xmlPK zT(ȯt_docProps/app.xmlPK zT cdocProps/PK zTcword/PK zT cword/_rels/PK zT=AddocProps/core.xmlPK zT>sgword/_rels/document.xml.relsPK zTuin[Content_Types].xmlPK zTc./vword/styles.xmlPK zT&\7)7)<word/numbering.xmlPK zT履 fword/header1.xmlPK zTz1rword/footer1.xmlPK