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//////////////////////////////////////////////////////II/II

PROGRAM REVIEW

:, //////////////////////////////////////////////////////II/II 2009-2010

Program Name: Agribusiness

Self Study Member: Alfredo Koch

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PROGRAM REVIEW :~ Agribusiness• TABLE OF CONTENTS•

PROGRAM REVIEW"• Status Summary - Final Previous Plan of Action.............................................................................2-3•., .,

Program Review Self Study........................................................................................................... 4-43

Review of Prerequisites, Corequisites, and Advisories - Summary .......................................... 44-46

Plan of Action Pre-Validation .................................................................................................. 47-48

•• EXHIBITS

Student Data Summary.....(Dept. to Provide} .................................................................................. E1 " Student Data ........... (Dept. to Provide} ............................................................................................ E2

Statistics .............. (Dept to Provide from Intranet) .......................................................................... E3

f; Articulation Status of Courses ...... ( Dept to Provide from Intranet} ................................................ E4

•.~

APPENDICES

Approved Course Outlines ....(Dept. to Provide) ........................................................................... Ai

• Degree and Certificate Requirements ...(Dept. to Provide) ...........................................................A2 ., Advisory Committee ..(Dept. to Provide, if appropriate) ..............................................................A3..

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., VALIDATION

Executive Summary ....................................................................................................................... 49 . Plan of Action - Post Validation ............................................................................................... 50-52, " .,., .., " .,...."I •~

" 1

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2

.... Previous plan of action

FINAL PLAN OF ACTION - POST VALIDA nON (FIVE YEARS)

Department: Life, Physical & Health Sciences

Program: Viticulture &Enology

In preparing this document, refer to the Plan ofAction developed by the discipline/program during the self-study, and

the recommendations of the Validation Team, IdentifY the actions the disciplinelprogram plans to take during the next

five years, Be as specific as possible and indicate target dates, Additionally, indicate by the number each institutional

goal and objective which is addressed by each action plan, (See InstitutIOnal Goals and Objectives, Section 6) The

completed final plan should be reviewed by the department as a whole, Please be sure the signature page is attached

PLANS GOAL OBJECTIVE NUMBER TARGET DATE

I. Work with the Department Chair to schedule lab classes in

rooms with sufficient facilities,

Expand current agreement with Central Coast Wine Warehouse

to include a space for wine analysis lab work for Basic Winemaking

classes.

3. Evaluate space available to the program, develop and design

alternatives to better use space. Seek additional space on campus

that may be available for secure storage.

4. Have a dedicated classroom and lab for Viticulture & Enology

Program.

5. Continue to purchase necessary equipment & supplies for all

classes, lab and field work offerings in the Program. All students

should have access to equipment & supplies for a "hands-on"

experience.

6. Request budget augmentation to support field trip experiences, and

explore ways to expand vehicle access for field trips including

requirements for driving larger vehicles,

7. Participate in the full-time faculty prioritization process

Fall 2002 to request an additional full-time instructor.

8. Continue to create new curriculum and degree certificates as

suggested by Advisory Board.

9. Continue to hire part-time instructors who have expertise in

specific areas of newly developed classes.

10. Develop a request and rationale for hiring a lab field assistant

11. Request tbat consideration be given to an increase in coordination

time to 50% until Plans 7 and or Plan 10 are fulfilled.

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C3

1.1,2.1

1.1,4.7

C2

1.1,21,54, C4

1.2.21, AI.72

1.1,21

C4

54,C4

Accomplished

Changed to Campus Winery

Wine analysis lab work for that

class is not implemented

Space may still be an issue

Not implemented yet

In the winery it is partially

improved In the vineyard more supplies are

needed

Not implemented

No success yet

This is to be initiated in

2010-2011

Accomplished

Not accomplished

There was a change but in the onnosite ciirecl ion

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12 Plant and maintain Campus Vineyard as a field lab and grapevine

variety, rootstock and species identification teaching block.

5.1,5.4,24,1.1 Not accomplished

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Program Review Self-Study .. This report provides a structured opportunity to reflect on cu rrent practices and

propose program changes/refinements.

Definition of Desired Student Outcomes Desired student outcomes are defined as the explicit learning outcomes embedded in each instructional objective for a particular course. As part of the assessment of student learning outcomes, faculty gather information from students with the aim of interpreting and gauging student learning.

There are two basic ways to assess student learning:

1. Direct - The assessment is based on an analysis of student behaviors or products in which they demonstrate how well they have mastered learning objectives.

2. Indirect - The assessment is based on an analysis of reported perceptions about student mastery of learning objectives. The perceptions may be self reports by students, or they may be made by others, such as peers, alumni, fieldwork supervisors, employers, or faculty.

Other useful measures may include enrollment/use data, retention/persistence data, and graduation rates.

Directions: Below, explain how you assess student learning in relation to AHC's general education outcomes. Select those outcomes that are appropriate to your program {refer to question 1 a through e - AHC General Education Desired Student Outcomes}. Also, explain how you assess program outcomes {refer to question 2 a through f Program Specific Desired Student Outcomes}. Indicate "not applicable" for data that are not gathered for program evaluation.

Consider the following questions as prompts to answer questions related to student learning outcomes.

• What does the instructor expect students to know and be able to do by the time students complete a course or earn a degree or certificate?

• Which students benefit from which classroom teaching strategies? • What instructional strategies are responsible for students' attainment of the

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,II>"'..•••.~ SELF-STUDY QUESTIONS

• GENERAL EDUCATION COURSES - Desired Student Outcomes ••., 1. General Education -If you have courses in your discipline/program.. that are approved for meeting the general education requirement(s)

for AHC, CSU, or UC, provide the followinginformation:• • Based upon review of course outlines (including course objectives, • •

assignments, and evaluation tools), course syllabi, and other relevant instructional materials, please state the desired student outcomes, and

••• how achievement of each of those outcomes is measured. Include how

students demonstrate achievement of the outcomes listed below that are applicable to one or more of the courses. Indicate "not applicable"

• for data that are not gathered for program evaluation.

• Introduction to Viticulture, AG 102 is a GE approved class at Cal Poly - SlO and UC Davis.•

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a) Communication outcomes-Students are expected to communicate effectively their knowledge of basic agriculture including physical and chemical laws and concepts. Student assessments include the following:

• written in-class exercises

• • written homework assignments

• • written exams including short answer and essay questions

• oral presentations

• • discussions in-class

• research papers

•• Achievement is demonstrated through grades and completion ofthe above assessments.

•• There is at least one research paper prepared in the class with the possibility of

• oral presentation. Classes are very interactive and instructors encourage ., participation from everybody. There are handouts and practice tests that encourage reading and independent study.

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Summaries are prepared for every class and students are quizzed almost every J . '" ..WIclass.

b) Cognitive outcomes-Students are expected to demonstrate critical and logical vtiJ thinking and to demonstrate quantitative reasoning skills in problem solving .iiJ applications. Student assessments include the following: .;,

• written exam questions requiring basic analysis and multiple problem solving ..steps in vine care and berry development ,;;;• written exam questions requiring comprehension of related concepts in

viticulture including vine biology and physiology .. • oral and written in-class activities requiring analysis of viticultural problems and .JJ

possible solutions .­• interactive games with questions .­

.;jAchievement is demonstrated through grades and completion of the above assessments. .I/J logical tbinking is also encouraged through questioning and "what if' scenarios. wII

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c) Information outcomes-Students are expected to recognize a need and then acquire, .II evaluate, interpret, organize, and ethically communicate information from a variety of resources. Student assessments include the following: J!

• Oral presentations (independent or in groups) requiring the acquisition of

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information from handouts posted on Blackboard, books on reserve or information available on the Internet

This happens particularly in the required research paper preparation. ..wlI

Achievement is demonstrated through successful task completion and grading. JJ

..JJd) Social and emotional outcomes-Students are expected to interact with individuals and within groups with integrity and with awareness of others' opinions and to respect diverse people and cultures. Students are also expected understand the role and .Jf limitations of science in society. Student assessments include the following: .JI

• oral discussions of topics in each class

• teamwork preparation of cases • field trips and participation in club activities •

.. vii• Specific discussion on cultural aspects that influence viticulture all over the

world. •.;;,..Teamwork in special projects is also offered. Since every consumable product requires an ethical understanding of the . .fIjimplications of each action and decision in the production process, important J .J)

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aspects of health issues are discussed. The diversity of winegrowing cultures is addressed and the roles and limitations in society deliberated.

e) N/A

Table 1 Introduction to Viticulture AG 102 Discipline/Program Intended Outcomes Use basIc ideas and concepts In viticulture including biol09Y and

r grapeecophysio ogy of vines an cultlvars, to work in the viticulture industry

Assess and dltterentlate ettects ot viticultural activities and processes in final arapes and wines produced, inclu ing yearly activities and arape vine Rhenology, to make soun viticultural decisions during the entire hear to ensure quality fruit and

ealthy vines

Describe and recommend alternatives for irrigation, pruning, canopy management, pest and disease control and optimal harvest conditions

Identify common vineyard problems and suggest solutions.

Assessment tools for achievement demonstration

Oral Examinations

Embedded exam questions

Job simulations

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DISCIPLINES (Desired Student Outcomes)

2. Courses not included in a major or certificate - If you have courses that are not part of an approved program (degree major or certificate)

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JJ and are not general education, please respond to the following J .,,;, information (i.e., reading, sign language, real estate, leadership, Jjpersonal development):

.JI Based upon review of course outlines (including course objectives, .;, assignments, and evaluation tools, please state the desired student .JI outcomes, and how achievement of each ofthose outcomes is """.

measured. Indicate "not applicable" for data that are not gathered for .. ""'"..program evaluation.

a) Communication outcomes-to communicate effectively and analytically in .. writing, listening and speaking; to read and comprehend at the collegiate level. ..

b) Cognitive outcomes-to think logically and critically; to use problem solving .­and quantitative reasoning solving mathematical problems. .Jjc) Information outcomes-to recognize a need and then acquire, evaluate,

interpret, organize, and ethically communicate information from a variety of .iJ collegiate-level resources. ."j

d) Social and emotional outcomes-to understand social interaction by learning ~

how to interact with individuals and within groups with integrity and with awareness of others' opinions; to demonstrate an understanding of ethical issues; to make sound decisions and judgments and to develop responsibility J.

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for individual actions and respect for diverse people and cultures; and to understand the role and limitations of science in society. .Ii

e) Performance outcomes-to respond to artistic and creative expression or to wicommunicate through the visual and performing arts.

f) Skill-based outcomes (motor skills, mechanical skills) .­..,g} Technical outcomes (e.g. in such fields as auto body, dental, welding, ceramics, sewing) ...

h) Other specify

N/A ...;; .. PROGRAM (Desired Student Outcomes) .... 3. Programs are defined as an organized sequence of courses leading to ..a defined objective, a degree or certificate.

.;, Based upon review of the program objectives which may include course ..-4 outlines (including course objectives, assignments, and evaluation tools), course syllabi, design of degree or certificate as approved by the ..Chancellor's office, please state the desired program outcomes, and how achievement of each of those outcomes is measured. Include how \~ students demonstrate achievement of the outcomes listed below that ..J.

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• •• .\., are applicable to the program. Indicate "not applicable" for data that "

are not gathered for program evaluation.

a) Communication outcomes-to communicate effectively and analytically in writing, listening and speaking; to read and comprehend at the collegiate level.

b) Cognitive outcomes-to think logically and critically; to use problem solving and quantitative reasoning solving mathematical problems.

c) Information outcomes-to recognize a need and then acquire, evaluate, interpret, organize, and ethically communicate information from a variety of collegiate-level resources.

•• d) Social and emotional outcomes-to understand social interaction by learning

how to interact with individuals and within groups with integrity and with awareness of others' opinions; to demonstrate an understanding of ethical

• issues; to make sound decisions and judgments and to develop responsibility for individual actions and respect for diverse people and cultures; and to understand the role and limitations of science in society.

e) Performance outcomes-to respond to artistic and creative expression or to communicate through the visual and performing arts.

f) Skill-based outcomes (motor skills, mechanical skills) g) Technical outcomes (e.g. in such fields as auto body, dental, welding, ceramics,

sewing) .:c..,• h) Other -- specify

• The Agribusiness section supports the A.A. degree in Viticulture and Enology, the A.S.

• degree in Viticulture. Intended program outcomes and assessments are discussed in Tables 2 A-C. •

• Table 2 A.Viticulture

Assessment tools Discipline/Program Intended Outcomes for achievement

demonstration

• Oral Examinations

processes in final grapes and wines produced, including Assess an i erentiate e ects 0 viticu tura activities an

Embedded exam

• yearly activities and grape vine phenology, to make sound questions

• viticultural decisions during the entire year to ensure quality fruit and healthy vines Job simulations

Descri e an recommen a ternatives or irrigation, pruning, canopy management, pest and disease control and optimal harvest conditions •

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B. Enology Discipline/Program Intended Outcomes

ems

Assessment tools for achievement demonstration

Oral Examinations

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C. Wine Busi l1 ess (Wine Marketing) Discipline/Program Intended Outcomes Assessment tools for

achievement demonstration Ora Exammatlons

Embedded exam questions

Job simulations

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• Designed to train students to evaluate the sensory components of different styles of

• wines from several grape-growing regions and to plan and prepare specific dishes that complement each wine.

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Discipline/Program Intended Outcomes

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Assessment tools for achievement demonstration

analyze an'! sU9gest appropriate and innovative foo pairings to most common wines

Oral Examinations

Embedded exam questions

Job simulations

be able to prepare these toods and comment about the pairings possibilities

IdentIty characters trom wine trom different cultivars and regions

~vC!luate the sensory components of different wines

• • PROGRAM (Desired Student Outcomes) {Ed Code 78016{a}{l}• • 4. What do the data indicate about the desired student outcomes at the program

• level? Provide information using the following data sources which apply to the program/discipline: (Indicate "not applicable" for data that are not gathered for program evaluation:) Contact the Institutional Research and Planning office if

• YO,u need assistance.

• a) Documents and labor market data from professional organizations,

• government agencies, and community groups related to needed skills and

• demand for future workers (identify sources where information can be found,

• e.g. Occupational Outlook)

According to Wine Business Monthly magazine, marketing and sales positions have grown strongly (by an average of 17 percent) from 2002 to 2007. Vineyard operations have been growing by 6% in the same time period. There is increased interest for vineyard irrigation professionals, sales marketing and administration in the wine industry, as well as cellar, wine lab assistants •.,

.(., and winemaker assistants. In general winemakers have seen a steady increase

• .,• 11

..iii in salary in the last 6 years. Salaries in the industry go from about 30K for tasting room sales, 45K to 125K vineyard managers, 40K to 80K assistant winemakers, and 55K to 140K winemakers up to 120K to 200K for Directors, general managers and CEOs.

b) Data from advisory committee regarding appropriateness of current outcomes and needs for entry and upgrade level training

Advisory Committee recommendations have included the following:

Promotion in Santa Barbara city through the newspaper "The Independent" or similar.

Obtain a bonded winery permit in order to be able to better instruct the students in commercial winemaking. The benefits will be the following: The bonded permit will allow us to teach the students the whole cycle from the grape to the consumer. It will also provide the College with full compliance with federal and state laws, and therefore provide important practice to the students in all compliance issues. The program will be able to participate in numerous events promoting the College and the Program (we cannot show a bottle of wine because it does not have all the requirements to be sold or poured). And even more important put in the student's mindset that we are learning to produce consumer goods that have t6 be competitive in the market. It prepares students better to think in terms of efficiency and high production quality standards all the way from producing the grapes until reaching to the customer.

Create student exchange programs with Coordinator contacts abroad in Argentina, New Zealand, Italy, Spain and France.

Offer online courses.

Offer short courses (e.g. corks, oak additions, enzymes, bottling, sparkling wine production, etc.).

Offer coordinated internships for the program students in the local industry.

c) Data from employers

Employers need personnel in wine business and marketing, tasting rooms, all winemaking processes, including wine analysis, and other winemaking

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processes. According to our advisors, more prepared personnel is needed in the vineyard work in Santa Barbara County, including vineyard managers and irrigation specialists. There is a need for more wine business consultants and administrators in vineyards and wineries in the area.

d) Data from students via focus groups, surveys, SGIDs

The results of the student survey are discussed in this section. Ninety students from all of the classes represented by the Agribusiness Program participated in the survey.

Quality of instruction in the program: Of the 90 students that responded to this question, ~84% reported being highly satisfied or close to highly satisfied, while ~13% were moderately satisfied, and 3% were dissatisfied or had no opinion. In general it would appear that students are satisfied with the quality of instruction.

The way textbooks and other materials in the course help student learning: Of the 90 students that responded to this question, "'69% were highly satisfied or close to highly satisfied, while "'24% were moderately satisfied, and 7% were dissatisfied or had no opinion. This indicates general satisfaction with the teaching materials.

Advice about the program from counselors: Of the 90 students that responded to this question, "'35% were highly satisfied or close to highly satisfied, while "'8% were moderately satisfied, "'5% were dissatisfied, and "'47% had no opinion. This reflects the fact that most of the viticulture and winemaking students have a clear educational path or do not see counselors for assistance.

The way the program meets educational goals of the student: Of the 90 students that responded to this question, ~84% of students reported being "highly satisfied or close to highly satisfied" that the program was meeting their educational goals, 12 % reported being "moderately satisfied", and only 1 % reported being less than "moderately satisfied", and 3% reported "no opinion". This demonstrates that in general the students feel that their educational goals are being met.

Contribution toward intellectual growth: Of the 90 students that responded to this question, "'87% reported being highly satisfied or close to highly satisfied, while ~12% were moderately satisfied, and "'1% had no opinion. The students are possibly encouraged by

13

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the amount of information and the situation analysis in different viticultural J.,and winemaking conditions.

Clarity of course goals: Of the 90 students that responded to this question, "'82% reported being "highly satisfied or close to highly satisfied" with the clarity of course goals and learning objectives, 17 % were "moderately satisfied", and 1% had "no opinion". Goals are presented in'syllabus and at the beginning of each class.

Feedback and assessment of progress toward learning objectives: Of the 90 students that responded to this question, 69% of students reported being "highly satisfied or close to highly satisfied", "'21% reported being "moderately satisfied", 1 % were dissatisfied, and "'8% had "no opinion".

Course Availability: .JI Of the 90 students that responded to this question, 59% were highly satisfied ./I or close to highly satisfied, while 28% were moderately satisfied, 9% were .. dissatisfied, and 4% had no opinion. Further research is needed to investigate ..if this is just a problem of meeting various individual needs or it is related to a time when most students are better off. This may indicate the difficulty of .. scheduling classes. In previous surveys students expressed preference for evening classes meeting only once a week. J.'. Course Content: Of the 90 students that responded to this question, 75% of students were highly satisfied or close to highly satisfied, while 15% of students were moderately satisfied, 2% were dissatisfied, and 8% had no opinion. Course contents are varied and the aim is to attract most students although their interests may differ.

Coordination of courses in Agribusiness and with other disciplines: Of the 90 students that responded to this question, 48% report being highly satisfied or close to highly satisfied, 16% were moderately satisfied, 3% were dissatisfied, and 33% had no opinion. It is possible that some students did not understand the question or were not taking other courses in Agribusiness or other disciplines, since 33% of the students did not express any judgment. ;,

..,j The physical facilities and space: .JjOf the 90 students that responded to this question, 77% were highly satisfied ..,or close to highly satisfied, 21% were moderately satisfied, and 2% were dissatisfied. The classrooms and labs in Building M are fabulous. . ..1

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Instructional Equipment: Of the 90 students that responded to this question} 69% were highly satisfied or close to highly satisfied} 21% were moderately satisfied} 1% was dissatisfied} and 9% had no opinion. We are providing excellent equipment that is appropriate to our circumstances and opportunities.

Presentation of classes via the college}s Blackboard course management system: Of the 90 students that responded to this question} 70% were highly satisfied or close to highly satisfied} 16% were moderately satisfied} 7% were dissatisfied} and 8% had no opinion. The Bla~kboard system is extensively used and analysis of possibilities to include additional software} embedded quizzes and games are under way.

Course assistance through tutorial services: Of the 90 students that responded to this question} 31% were highly satisfied or close to highly satisfied, 10% were moderately satisfied} 2% were dissatisfied, and 56% had no opinion. Agribusiness is not currently offering tutorials. It may be possible to offer perhaps once a week a combined office hour with part time instructors.

Availability of appropriate resources in the library: Of the 90 students that responded to this question, 42% were highly satisfied or close to highly satisfied} 11% were moderately satisfied} 6% were dissatisfied} and 41% had no opinion. That is a strange answer because the use of books on reserve is emphasized. However} students use books on reserve more frequently by the end of the semester when papers are due.

Students in the program are usually enthusiastic and helpful. Students expressed they would like a winery room. New sets of handouts in courses Ag 102 and Ag 101 were also requested by students. This was partially solved with updated materiat but the preparation of completely new handbooks for each class is recommended.

All PROGRAMS AND COURSES

Evidence of Students' Attainment of Intended learning Outcomes (£d Code 78016(a)(3)

15

5. How and why is the program/discipline effective? Analyze student performance indicators and patterns of student success in the course and/or the program. Provide evidence regarding progress toward and achievement of desired student outputs. Where appropriate, please indicate "not applicable."

Select those performance indicators applicable to the program.

a) Suceess and retention rates. 1) What is the overall trend in success and retention in your program (have

they increased/decreased)?

Student retention has been steady between 90 and 93%, being 92% in 2007-2008, higher than the 87% for the college overall. Success was expressed as Passed with a C or better was 84% in 2007 -2008 compared to 71% overall for the college.

2) How do these rates compare to the college and/or comparable programs?

See answer above.

3) Analyze course specific trends in success and retention.

There is a stable trend in success and retention. They appear to be steady.

4) Are there any courses where the trend over the past five years deviates from the program trend? What explains any observed differences?

In AG 102 Intro to Viticulture there was low success in the years 2006-7, probably due to the change in instructors, and program coordinator.

AG 120, 121 and 122 used to have low enrollment and were not taught every corresponding semester in the years of 2006-7 and 2007-8. This situation has changed and these Viticulture Practices classes have experienced enough enrollments for the last year for the classes to be held (15-23 students). Enrollments in AG 121 reached 35 in Spring 2010. It has been suggested to modify both the Viticulture Practices and the Basic Winemaking courses into ABCD courses to allow for the learning of increasing technicalities and practices.

In general enrollment was highly reduced during 2006-7 and 2007-8, most likely due to the change in instructors and coordinator. Interestingly, in table 3a there is a breakdown of enrollment per period and comparing periods 2005-6 to 2007-8 the difference in enrollment is 186. Considering

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• difference can be mainly explained by the food and wine pairing courses added about 91students and the more advanced courses AG 360, AG 361

•• and AG 379 with other 91 students more in 2005-6 than 2007-8. There were many sections in 2005-6, 35 to 18 and fewer students per session on

• average (16 in 2005-6 compared to 20 in 2007-8) (See table 3a).

• Courses with higher enrollment have been Intro to Viticulture, Intro to Winemaking, Wine and food Pairing, and recently Wine Analysis. •

• The highest enrollments were experienced in 2008-2009 and 2009-2010 • •

maybe due to the economic recession and better mix of classes and new instructors. Data seem to support that appropriate mix of classes is

• important. (Tables 3b and 3c)

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Table 3a .­2005-2006 .2008-2009 .,

.Course . Enrollment Times .Ef1rol!m~.'ht Times Diffin 'filiitaught taught Enrollment

AGI0l 54 2 63 2 -9 ~ AGI02 42 2 41 2 1 AGI03 16 1 21 1 -5 ..4

AGI04 13 1 20 1 -7 ;JjAG 105 15 1 0 15

AGI06 15 1 0 15 .Jj AGll0 .. AG120 8 1 .~.' 1 -1 .." ...AG121 11 1 0 11 AG122 10 1 0·" • 10 JJ.,AG125 AG130 8 1 0 8

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AG135 14 1 0 14 AG136 2 1 0 2 .JI AG140 5 1 4 AG141 4 0' 4 ... AG142 8 0 8 AG149 1 3 -2 •AG189 1 15 1 -14 .JI AG199 19 1 24 1 -5 .. AG301 64 3 44 3 20 AG302 23 1 0 23 • .,.,jAG303 12 1 0 12 AG304 AG305 18 1 0 18 .;, AG306 18 1 0 18 ..AG310 30 1 16 1 14 AG311 19 1 15 1 4 AG320 16 1 30 1 -14 •.. AG360 19 1 0 19 tilAG361 16 1 0 16 ..JjAG379 56 3 0 56

Enrollment 537 35 302 15 235 Courses offered 35 15 .."" Avg per course 15.3 20.1 J .;,

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••••-c..,.•• • Table 3b • • 2007-2008 2008-2009 2009-2010

• Course Enrollment Times Enrollment Times Diff in Enrollment Times Diff

• Taught Taught Enrollment Taught Enroll

AG 101 63 2 84 3 21 58 2

• AG 102 41 2 49 2 8 62 2

• AG 103 21 1 33 1 12 34 1 AG 104 20 1 19 1 -1 19 1

• AG 105 0 0

• AG 106 0 0 AG 110 0

• AG 120 9 1 17 1 8 20 1

• AG 121 0 17 1 17 28 1 AG 122 0 0

• AG 125 20 20 29 1

• AG 130 0 0 AG 135 0 0 20 1

• AG 136 0 0 AG 140 1 4 3 7 AG 141 0 0 9 AG 142 0 0

•• AG 149 -3 AG 189 15 1 6 -9 12 AG 199 24 1 27 1 3 26 1

•.(., 3

• AG 301 44 3 19 1 -25 21 1 AG 302 0 0 19 1

• AG303 0 0

• AG304 0 AG 305 0 12 12

• AG306 0 0

• AG 308 0 18 1

. AG 310 16 1 23 1 7 25 1

• AG 311 15 1 -15 21 1

• AG 314 0 20 1 AG320 30 1 -30

• AG360 0 0

• AG 361 0 0 AG379 0 25 25 53 2

•• Enrollment 302 15 355 15 53 501 19 Courses offered 15 15 19 Avg per course 20 24 26

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Course Enrollment Times Enrollment Times Diff in .;, Taught Taught Enrollment

AG 101 54 2 58 2 4 AG 102 42 2 62 2 20 ,),! "" AG 103 16 1 34 1 18 "" JIJ.AG 104 13 1 19 1 6 AG 105 15 -151 JI AG 106 15 1 -15 AG 110 0 .JJ AG 120 8 1 20 1 12 )6,.. AG 121 11 1 28 1 17

.,jjAG 122 10 1 -10 AG 125 29 29 .Jj AG 130 8 1 -8 AG 135 14 1 20 1 6 ~ AG 136 2 1 -2 .. AG 140 5 7 2

.JjAG 141 4 9 5 AG 142 8 -8 .;;, AG 149 1 -1 AG 189 1 12 11 \.1 AG 199 19 1 26 1 7 ...." .. AG301 64 3 21 1 -43 AG302 23 1 19 1 -4 .J; AG303 12 1 -12 ..;; AG304 0 AG305 18 1 -18 .Jj AG306 18 1 -18 .Jj AG308 18 1 18 ..AG 310 30 1 25 1 -5 AG 311 19 1 21 1 2 .. AG 314 20 1 20 AG 320 16 1 -16 vi AG360 19 1 -19 .tI AG361 16 1 -16 AG379 56 3 53 2 -3 ;,.. Enrollment 537 35 501 19 -36 Courses .JI offered 35 19 .. Avg per course 15 26

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20

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••••& .•• c.,

•• 5) Do some courses tend to have higher or lower success and retention rates

• than other courses? Please describe any relevant differences between your program and the college and/or other programs. Please analyze

• differences in success and retention of on site courses versus online

• courses.

• • The retention and success rates for the college as a whole can be seen in

Table 4a. The retention and success rates for the Agribusiness program can be seen in Tables 4a and 4b. "Grades" indicates the total number of•

• students who received a grade in the course for that semester. "Retained" indicates the total number of students who received a grade other than 'w'

• in the course for that semester. "Success" indicates the total number of

•• students who received a grade of 'C' or better in the course for that semester.

• It can be seen from the tables below that for the last five years the

• "retention" percentage for the agribusiness program has averaged 4% higherthan the college as a whole It can also be seen from the tables

• below that for the last five years the "success" percentage for the Agribusiness program has averaged 14% higher than the college as a whole. Agribusiness shows success rates significantly above college-wide :(..

• rates. Lastly, it is important to note that the large majority of students

• enrolled in viticulture courses at AHC were not transfer students. But this trend is changing, for these students success is likely measured in terms of

• gaining acceptance to a university and obtaining a Bachelor's degree (or

• higher degree) in areas such as viticulture or enology. No statistics are

• available for this type of data. This data would improve the merits of this

• report. Success and retention have been higher than AHC general.

•• Online courses are not offered yet. The plan is to offer Introduction to

• Winemaking, Wine Business and Introduction to Viticulture online by Fall

• 2012.

• 6) Success in specified sequential courses (English and math only). Please

• consult with the office of institutional research and planning for data.

• • b) Degrees and certificates • 1) Describe the types of awards (degrees/certificates) available through your

program.

• I' One Associate in Arts, two Associates in Science with also Certificates of..... •

21••

Achievement, and two Certificates of Accomplishment are offered.

2) What is the general trend in program awards over the past 3 to 5 years and how does this compare to the college as a whole?

The number of certificates and degrees is increasing as the program becomes more organized into definite pathways.

c) Certification exam results 1) Is there a governing board that provides certification exams"for students in

your program?

No.

2) What was the most recent pass rate and how does this compare to pass rates over the past 3 to 5 years? What factors affecting pass rates are relevant for program planning?

N/A

d) Job placement rates (for occupational programs) 1) Do you track job placement of students in your program or use external

data (CTEA)?

See Table Perkins report below.

2) How do your rates compare to external criteria or standards?

N/A.

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22

PERKINS IV Core Indicators of Performance by Vocational TOP Code

Indicators for 2009·2010 Fiscal Year Planning

Summary by College for: ALLAN HANCOCK • ALLAN HANCOCK

Total Count is 10 or Greater Total Count is Less Than 10

Core 1 - Skill Attainment, GPA 2.0 & Above: 92.46% Performance Goal (2006-2007) Core 2 - Completions. Certificates. Degrees and Transfer Ready: 66.13% Performance Goal - (2006-2007) Core 3 - Persistance in Higher Education: 82.18% Performance Goal - (2006-2007) Core 4 - Employment: 79.86% Performance Goal - (2006-2007) Core 5 - Training Leading to Non-traditional Employment: Greater than 19.52% Participation & 20.32% Completion - (2006-2007)

24

~ ~ L •• ~~~~~~~~~~~~ •• L~~~~LL~~~~~~~~~~~~~~~~~~ ••

••••••••••••••••••••••••••••••••••••••••••• r ~ r

Table 4a. Retention and success rates for the col

6 Year

Retained 501 461 477 478 233 349 382 Retention % 91% 91% 93% 90% 90% 92% 95% AHC retention

Passed C or better 478 424 433 449 206 31.7 328 84% 84% 79% 84% 82%

25

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Table 4b. Retention and success rates for the Agribusiness program ... Enroll Retained % Passed C or % # Sections Avg. Class ~

.Ji ~

Fall 2003 223 199 89% 175 78% 16 14 .JI

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88% 77 75% 8 13Fall 2006 102 90

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.j .., Total 2,315 2,103 91% 1,885 81% 187 .Ji

•.;;Table 4c. Degrees awarded

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Table De rees and Certificates 010400 & 220610 .. ~ Agribusiness

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5 Year 5 Year Linear .;).,Averag % Trend .. .. ~ ~

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•••••.(.,

• • Duplication (Ed Code 78016{aJ(21 {Vocational Programs Only} • •

6. Does this program represent unnecessary duplication of other manpower training programs in the area?

•• Yes No x

•• Attach documentation supporting the response.

•• There is actually no other Agribusiness/Viticulture and Enology program in Central. or Southern California College. Therefore, students from as far as los Angeles

• • come to take classes at our college. There have been students from Pasadena,

• long Beach, Malibu, etc.

••:<.••••••••••••••• e. I.""•••

27

Student Characteristics Data

Definition of Student Characteristics: Data pertaining to student characteristics that creates a profile of the students enrolled in the program. These data include information about students' demographic characteristics and students' enrollment patterns.

7. How have changes in the demographic profile of the student population, changes in enrollment, or participation of students in special programs affected the program?

Definitions of Student Characteristics: Data pertaining to student characteristics that create a profile of the students enrolled in the program. These data include information about students' demographic characteristics and students' enrollment

,"< patterns. a) Demographic characteristics (ethnicity, gender, part-time-full-time) available """ .,.tI on the AHC Intranet (choose Research Reports and Student Demographic

data). ~ 1) Describe your student population in the most recent semesters with regard .;,to ethnicity, gender, enrollment status and age

\...,..., Interestingly, considering all agribusiness courses, the program had only 16% of Hispanic representation in 2007 compared to 3S% AHC overall. The ..percent of Hispanic students grew 8 points in Fall 2009 compared to Fall 2008. There are no black students and the percent of full time students is increasing (14% in 2007), but still low compared to overall AHC of 47%. '" Female enrollment suddenly decreased in 2007 to 36% but this could have been just a temporary variation. The age of students has been shifting from students of 3S to S4 years old towards younger students, as shown in table 7.

Demographic data for the college as a whole and the Agribusiness program are available in tables Sand 6 respectively. Data suggests that the Agribusiness program is not very similar to the college as a whole in terms of ethnicity. A slightly larger proportion of the students are white in theAG program when compared to AHC. The percent of younger people is increasing in the program. Males are predominant and the question remains how to attract more female students? Although comparing fall semester 2008 against fall 2007, the percent of

""­

males is equilibrating to females, S7% to 42% respectively. More than half .. of the students are first-time students, younger than 34 years old (Table 7). ~J.;;

28 JI....

•••••.~

•• 2) Has the pattern in student demographics in your program changed over

the past five yea rs? If there have been demographic changes, are those. • • experienced in your program different from those at the college or similar

• programs at the college?

•• The change indicated is that the proportion of younger students is increasing, especially in the last two semesters of Spring and Fall 2009.

• However, fewer female students enrolled in the last year. A possible

• reason for this is that the numbers in the program are small compared to total AHC enrollment and therefore, there are no meaningful gender

• statistics.

•• 3) Have there been program or course specific targets with respect to one or

• more student characteristics (e.g., gender equity), and to what extent have

• those targets been attained?

• N/A

:~ b) Enrollment patterns - You are to evaluate enrollment, FTES,average class size, and efficiency load data. These data describe the number of students you serve

•• • (enrollment), the total level of teaching activity and revenue (FTES), and

efficiency (average class size and efficiency load). Note: WSCH (weekly student contact hours) measures the average student hours taught per week. FTEF

• •

(full-time equivalent faculty) measures the resources used to generate student

• contact hours. Efficiency load (WSCH/FTEF) measures the average student

•• contact hours per full-time faculty (1 FTEF). Efficiency load is the statewide standard to measure productivity and efficiency. 1) With regard to overall enrollments (course enrollments), how many

• student enrollments were there in your program over the most recent time

• period? i. Have enrollments increased or decreased over the past 3 to 5 years?

•• ConSidering the period 2002-2003 to 2007-2008 the decrease in

• enrollment has been 32% compared to a decrease of 10% for AHC.

• Overall class size has been between 10 and 13 students. Compared to an average of 21 AHC. But enrollment is increasing at a faster pace than

• AHC in the last semesters (see question below).

ii. How does the program enrollment trend compare to that of the college •.(., and comparable programs?

• 29• .,

The trend of the program in enrollment is -32% compared to -10% AHC overall in the 6-year period. The main decrease was in 2006 and 2007. Interestingly, later the enrollment increased by 45% in 2007-2008 compared to 2006-2007 (increase in 118 from 260 to 378) compared to an increase of 4% in overall AHC. Making a special trer!d of the last three years since Spring 2007 there is an increase in enrollment with a percent increase of 95% and a positive slope of 75.

Enrollment from 2006/2007 to 2009/2010

;

100!

o i 06.{)7 07'{)8 08-09 09-10

Academic Year

2} With regard to FTES, how many FTES did the program generate over the most recent time period?

. FTES generated in 2007-8 were 31.7. FTES generated in Spring 2008 were 17.0 compared to 7.81 FTES generated in Spring 2007.

30

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i. Have FTES in your program increased or decreased over the past 3 to 5 years?

• FTES have decreased 1%.

•• ii. How does the program FTES trend to compare to that of the college

and comparable programs?

•• The trend in the program is increasing at a faster rate when compared

• to the College in general.

• iii. Does the trend in your program FTES differ from your enrollment trend? If so can you explain the difference?

• No both enrollment and FTES are increasing. • ••

Spring Fall Spring Fall 2.P!i!:!& Fall Spring 2007 2007 2008 2008 2009 2009 2010

• Enrollment 126 143 219 192 181 206 302

FTES 7.81 13.77 17.00 20.28 15.43 23.72

.'• .c..., 3) What is the average class size of your program in the most recent time period?

•• i. Has program average class size increased or decreased over the past 3

to 5 years? •

Comparing years 2004-2005 with 2007-2008, the average class size

••.,• increased from 15 to 20 students. Although class sizes are increasing,

there are times when fewer than 15 students register which now is a problem since no class is authorized to be taught with fewer than 15

• students.

•• ii. What factors most likely affect program class size (e.g., course limits,

room capacity, demand for courses)?

•• Possibly demand for courses, time of the course offered, Fall semester

• may have the issue that many students are extremely busy with harvest

• work. It will be interesting to see the demand for online classes.

• iii. Are there differences in average class size by course in your program? Are these differences consistent with your expectations (e.g., based on pre-requisites and sequences of course offerings)? •.(."

31"••

There are differences in average class size. Introduction to Viticulture ~: AG 102 and Introduction to winemaking have 21 students on average, .,Sensory analysis AG 103 and 104 have 21 and 20 average students respectively. New classes have been successful and 3 AG 179 were ..;, taught with average of 22 students each. ., In Fall 2009, the most popular classes seemed to be AG 1011ntro to 'filii Winemaking with 35 students at this time and AG 179 Wine Analysis

.""with lab at full capacity_ It is anticipated that important classes in Wine

..;;business may become popular according to surveys from Cal Poly SLO, although these new classes have not been offered yet. The first new Wine Business class was offered Fall 2009.

WIll .., .., .,J

c) OPTIONAL Do you have other related data such as student participation in .,..,..." ..•.special programs and use of support services (e.g. MESA, EOPS, student clubs, .",

the honors program) that you are using from program planning? (For example, .,jJsurvey indicators of students use). If so, what conclusions can you draw about ,.;;student use ofthese other services and the relationship to your program?

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Definition of Educational Environment: The educational environment includes ... information about the experiences of students in and out of the classroom. The ..,-,-, educational environment is impacted by proposed changes in the curriculum; innovative

'''5

classroom strategies; co-curricular strategies and activities outside the classroom; the involvement of program faculty, staff, and students in the community; and the ""'" " resources allocated in support of the program such as faculty and staff, learning space, """ equipment, and supplies.

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•• Directions: Evaluate the educational environment an'd include data from institutional records! students! faculty! alumni! employers and other interested parties. Some of the data may include:

• • Information about student activities in and out of class • Information about training and activities of faculty and staff • Information about support services and strategies designed to meet specific

student needs and institutional goals

• • Budget and other resources data

Club activities.

•• 8. What curricular changes have occurred since the last program review? List all

changes that are applicable.

•• a) Connections among courses--prerequisites! co-requisites! advisories and/or limitations on enrollment

•

New sequences are being proposed of Basic Winema king series and Viticulture Operations series. The plan is change these courses to ABCD with different levels of instruction. Also the Viticulture Practices Series are being enhanced with different class materiat new vines and equipment.

•• b) Recent program/course refinements that incorporate new developments in

• the fields and are consistent with technological advancements and diverse

• learning modalities.

•• - The campus vineyard was renewed with different cultivars. About 2/3 of the

• vineyard was grafted. There is a campus winery on campus that started in 2008

• and currently is in the first year of production with an experimental permit

• fromTIB.

• - The new course in vineyard irrigation provides a rapid job entry position in

• vineyards and agriculture in general. The class has been canceled last time it

• was offered. And it will be offered again in the Fall 2010.

• - The new wine analysis course meets a need that has been identified as

•• . urgent. A course in Wine Business for fall 2009! met an increasing area of interest and high job demand in the industry! with also high interest from Cal

• Poly SLO.

• - The new course in Organic and Biodynamic Viticulture and Enology fulfills the increasing interest in sustainability in California and especially in Santa Barbara •

•.. •

33

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J .." County. This class was taught twice.,

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- In fall 2010 Viticulture II and in spring 2011 Advanced Winemaking are .."

respectively scheduled. 'fIIII1

""" .iiic) Specific examples of instructional methodologies which actively involve

students in the learning process (e.g., problem-based learning, study groups, """ learning communities, guided discoveries, cooperative learning, peer-assisted """ learning)

C:'j

"'" ... - Use of case studies by team of students working to evaluate the outcome, use ..,of Clickers and Blackboard for handouts and course information is helpful to

.;;,develop critical thinking. In most courses one quiz is administered per week.

.Ii - Use of Campus Winery, momentarily only with experimental permit. The use ... of the campus vineyard presents an important attraction to students which .IIalways value hands on demonstration and training. ..,

d) Specific strategies designed to meet diverse student needs (including students .J with disabilities and distance-learning students) and promote tolerance for '\

.." interpersonal and cultural differences J .."

.I Viticulture and Enology Club meetings and activities promote interaction as .t/iJ was demonstrated at past Grape Festivals, where most clubs from campus .,J participated. A distance learning possibility is being developed for Wine ., Marketing, Viticulture and Winemaking core classes. ''Yt

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9. What co-curricular strategies have been implemented since the last program .." ,review?

""'" a) Program activities that led to the expansion of high school and university .II

articulation ... ... A new class in Environmental Horticulture, with Righetti High School students .,Jiand instructor participation has been developed. Visits to Cal Poly SLO

.JViticulture and Enology Program. The Viticulture and Enology Club activities that have taken place have helped in promoting the program as well. ..",

~ b) Opportunities provided by the department/program for students to extend ..;#learning outside the formal classroom

.'1.., ,~Field trips and guest speakers through classes and Viticulture and Enology Club J .""

34 .,J .'~

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•• •• •

(.., activities. Field trips have been organized to more than 20 different vineyards and wineries in the last two years. More than 50 guest speakers have been invited and participated in campus lectures and meetings. The first Grape

• Harvest Festival was successful on campus last October 2008. And it was repeated together with Career day in 2009.

•• 10. What process and/or procedure is used to ensure program quality?

• a) Fostering consistency among all sections of a course

•• The contents in Introduction to Winemaking are compared between instructors and reviewed by the coordinator. The same happens in Viticultural

• •

Practices which is taught by different instructors.

• b) Maintaining course rigor

•• In the course ofcurriculum discussions, course rigor is also discussed. Exams,

• quizzes, and examples are rewritten to incorporate the necessary rigor.

• c) Maintaining course currency

New material is constantly incorporated from new books and industry and•• (..,• research publications.

• 11. Are resources sufficient to support the program?

• a) Learning space and facilities (e.g. classrooms, labs, faculty offices)

• A final winery building is the most urgent need. In the Vineyard some roof or• protection for tractor and equipment is highly desirable.

• There is no dedicated lab or room for the program. A dedicated place would

• provide a presence on campus and the AgribUSiness students would then have a place to gather, study and exchange ideas. This would also create more

•• industry support. Because ofthe newness of classes and recent growth in the program there is not sufficient space for winemaking activities.

•• The program needs a more permanent physical place on campus. A dedicated winery would be amazing. This would provide a presence on campus, and the Agribusiness students would then have a place to gather, study and exchange ideas. This physical presence on campus would create more industry support.

•• We could use the facilities for related events in the community that would foster and promote the program as well. The dedicated winery would also enable the program to properly store, inventory and control equipment and

• supplies.

• The application for a Bonded Winery Permit would allow the Program to participate in major promotional events in the area and in California and would also provide the students with the possibility to practice all aspects of the

• ••<.

• 35•

-

industry and gain a complete practical understanding of industry stages and competition in the market. Students will learn to comply with government regulations for wine production, including licensing, operating a winery premise, record- keeping, regulatory compliance, and health and safety programs.

b) Equipment, supplies and other resources - availability and patterns of use

Some of the supplies needed include books in Agribusiness, estimated cost of approximately $3,000 to update and provide resources for student's projects and studies. Greenhouse equipment is needed for the new greenhouse at the vineyard in order to be able to teach propagation and grow own vines and agricultural plants as needed. Estimated cost for these equipments could reach $7,000. Some basic safety equipment will be needed once the winery is located in a more permanent location. Estimated $2,000. In the winery some more climate control is needed, a refrigeration system will be appropriate. Estimated cost of $12,000.

c) Staffing profile and recommended personnel

A winery and vineyard technician is necessary in order to take care of varied vineyard and winery duties and activities, including safety records and equipment maintenance and preparation for demonstrations. A full time instructor would be appropriate for the development of wine business classes and later another full time faculty for the development of environmental horticulture. In California, recognized sources for program continuation schools are for Wine Business, Sonoma State, and for Horticulture, UC Davis among others.

1) Review your data regarding department FTEF. In the most recent time period how many FTEF were in part-time budgets (1310) and full-time budgets (1110). Is the current ratio of full-time to part-time FTEF typical for your program (e.g., have you lost or gained full-time faculty in recent years?)

Currently there are 14 part time instructors and 1 full time instructor and coordinator. This ratio indicates the need for more support that could be assistant technician for vineyard, winery and program activities.

2) What resource implications for program planning are derived from your answers to the data?

36

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There are needs for a Winery, a winery and vineyard lab technician, and support for distance learning courses.

•• d) Funding to support program improvements

•• There is strong support from the industry. It is recommended to start with the

• bonded winery permit that will allow to participate in shows and to sell small amounts of wines that would contribute a small amount of funding back to the

• program.

• 12. Describe the impact of new instructional technologies (for example. distance

•• • learning, multimedia, the Blackboard course management system, wireless

computing) on the program and identify how the program will incorporate these in the future. What will be necessary to incorporate them fully in the program

• •

(resources. training)?

• In order to incorporate distance learning course, instructor training will be needed

• as well as dose captioned videos. Assistance in the preparation of the main distance learning courses will be required.:(...,

• Clickers have been used in AG 101, AG 102, AG 310 and the use is expanding to other courses with favorable reception from students. It is mainly used as a review

• game prior midterms and exams.

• • Primarily, but not exclusively for vocational programs • ••

13. In what ways is the community involved in support of the program? List all that are applicable and provide evidence. This questions is designed primarily, but

• not exclusively for vocational programs. Please indicate "not applicable" if it

• does not apply to your courses/programs.

• a) Active advisory committee participation for the program and/or district,

• including review and recommendations regarding the curriculum

•• Advisory meetings were held every semester. There is an active advisory committee that assesses and helps the program constantly. Some of the recommendations include: different classes, promotional ideas, facilitation of short courses, online courses, need for winery building, need of bonded winery permit, facilitate internships and student exchange with different colleges . .

••-I • ~

• 37•

-.. b) Donation ofequipment, supplies, scholarship funds, or other support to the

program

Equipment donated just in the last two years included: vines for two acres grafted onto Pinot noir during 2007 and 2008 solar refrigeration unit various wine lab equipment six barrels cover crops compost books labor bottles bird netting irrigation pipes vines and plants

c) Cooperation in service-learning activities

Every semester there are many internship opportunities that students can take advantage of. Testimonies are provided in survey results.

d) Internship and cooperative work experience sites and supervision

Several internships in the industry including Fess Parker vineyards, Ken Volk winery, McKeon-Phillips winery have been provided to students. Independent projects in both winemaking and viticultural projects have also been completed.

e) Community members' attendance at coJ]ege and district functions and student participation in community activities

The students organized and promoted the 151 Annual celebration of Grape Harvest Festival on campus. Pictures are attached.

OPTIONAL QUESTIONS FOR ALL PROGRAMS/DISCIPLINES

14. How does the program meet the recommendations of the Secretary's Commission on Achieving Necessary Skills (SCANS) report?

38

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15. What do the data suggest about the degree of alignment among the three contributors to student achievement--desired student outcomes, student characteristics, and the educational environment?

Please include in an appendix to this document any assessment instruments/tools that further define general education or program-specific outcomes. (It might be helpful to include any generally accepted or recommended assessment tools for the general education outcomes.)

39

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STUDENT DATA SUMMARY J.~ Data analysis is a critical component of program review. The three categories below should be .Jj '" used as guidelines in developing a summary of the student data.

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.JjState at least three positive factors about the discipline/progrom identified by students. Include the number (or percentage) of students responding and any implications for planning. .,JJ

.illCommon positive factors include:

.." ->":1'.Favorable quality of instruction and attitude of teaching staff, especially enthusiasm and ..,

bringing different perspectives from all over the world but reflecting the regional need and trends in winegrowing. .."

.JJStudents also like the comprehensiveness of new curriculum e.g. the variety of classes with flexible scheduling. The lab and winery equipment will be "top notch" once the place can be .fill expanded. .., Close industry ties and speakers keep course material up to date. .iJI;

.,,;,Classrooms are very nice facilities.

..,iJ The students especially acknowledge the benefits of having a vineyard and a winery on campus. ..ifjThey respect the quality of the program and greet the comprehensiveness referring to the amount and variety of classes. \.1

,.."."It is worthwhile to mention that a couple of students from LA liked the program so much that they decided to move to the area in order to finish the program. We also have had students ;;j from Massachusetts, Malibu, Hollywood, Santa Barbara, Canada and Argentina. .Jj

State at least three negative factors about the discipline/progrom identified by students. .;;; Include the number (or percentage) of students responding and any implications for planning. .­The main critique or negative factors were the following: ..;;

.JjStudents prioritized the need of a dedicated winery building. In addition they specified that on an interim basis need storage space for winery equipment and need also a small lab in winery. .J

.",jOther requests include some more industry interaction, increase the lab equipment for Wine analysis, which has been partly accomplished, make sure that small and large grape production .;, are covered. ..,j

In addition, the students have requested courses on vegetable and fruit production, seeds and .. flowers and a course on strawberry production, more contacts and agreements with local state .jand federal agencies in agriculture. Some organisms like the regional quality control board require taking classes to their ~ employees. .J Students stated that they need tutors urgently, that more classes should be in the evening and ~ that more references are needed in the campus library.

J~ ~40 .;j

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• _..•

•• Suggestions from the students also included that the marketing class needs more organization,:(." the preference of taking agriculture classes validated by Cal Poly.

•• An interesting suggestion was to provide services to get revenues for the program, sale of wine,

• fine herbs, provide soil advice for agriculture crops. Students also proposed to eventually have a small barn to sell agricultural products and for short industry meetings and desired more

• courses towards crops science.

•• State any other information (use responsive numbers) that you obtained from student data (e.g.

• focus groups, questionnaires, or SGlDs) that may be of special interest to the self study team. What planning implications will result from this information?

• Have the marketing class work a campaign to promote the program.

•• Advised to have a dedicated room with tutors, materials, and magazines.

• Wine business classes in Santa Maria. More wine fast track courses.

• Some food and wine pairing classes with little cooking or food preparation.

•••:(."•••••••••••••••:<., •

41••

Table 5

Program Review Trend Data: Credit Student Characteristics

r~ii!!,jl,lfiR~~C'~~;~tt;1:rl

Trend 6 Year I Linear

42

L. L. L ~~~~~~~~~~L~~L~~L~L~~~LL.~~L~~~~'~L~~~~L~LL.

••••••••••••••••••••••••••••••••••••••••••• r r r Table 6

Program Review Trend Data: Credit Student Characteristics

Black Hispanic White

Full~time (12 or more) Part-time

4 3% 2 2% 3 2% 2 2% 1 17 13% 11 8% 9 90 69% 97 73% 86 16 12% 21 16% 21

9 7% 14 11% 13 121 93% 119 89% 104

1% 0 0% 8°,k 12 14%

74% 49 58% 18% 21 :i5°/~

a 5

56 18

0% 6%

70% 23%

9% 93%

63 16

13 83

43

Table 7 '. .iIJ.,;,

JJ .., .JJ .,;, .JJ w,; ..iii .Ji ... ~ .,. .;, .;, .,j

".., ,,'

J.,Jj.;;,

'fill ."" ./J ."j

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44 .;, ~ ."

••••••••••••••••••••••••••••••••••••••••••• r r r Review of Prerequisites, Corequisites and Advisories

Table 8.

AG 101

AG 102

AG 103

AG 112

AG 120

AG 121

AG 125

Articulation

Introduction to Winemaking

Introduction to Viticulture

Sensory Evaluation of Wine

Fundamentals of Mapping with GIS

Viticulture Operations I

Viticulture Operations /I

Soils and Plant Nutrition

Summary

CSU Fresno

UC Davis

Cal Poly San luis Obispo

CSU Fresno

UC Davis

CSU Fresno

CSU San Bernardino

Cal Poly San Luis Obispo

Cal Poly San luis Obispo

Cal Poly Pomona

Cal Poly San luis Obispo

CSU Chico

CSU Fresno

UC Davis

CAN

ENOL 15

VEN 03

FRSC 231

VIT1

VEN 02

ENOL 45

INFO 280

FRSC 210

FRSC 210

SS 231/231L

SS 121

PSSC 50

SW1

SOlLSCl10

CAN AG 14

Introduction to Enology

Introduction to Winemaking

Viticulture

World Viticulture

Introduction to Viticulture

Wine Evaluation Techniques

Information Mapping and Data Visualization

Viticultural Practices

Viticultural Practices

Basic Soil Science/Lab

Introductory Soil Science

Intro To Soil Science

Introduction to Irrigated Soils

Concepts In Soil Science

45

-----Ust all courses in Discipline/Program Course Prefix No Current Level of $crutinity Result Action to be taken

--- ­

AG 101 None --- ­

i AG 102 None -- ­

AG 103 Must be 21 years old -- ­

AG 104 Prereq. AG 103. Must be

t-------­ -­ 21 years old

AG 105 Advisory BUS 121 or Econ 121

---- ­

AG 106 ---- ­

AG 1101-----­ ---- ­

AG 111 t------­

AG 114

AG 120 None --- ­

AG 121 Advisory AG 120 AG 122

-- ­

AG 125 Advisory Chem 100

AG 130 Prereq. AG 102 or AG 120 or AG 121

AG 135

AG 308 ----- ­

AG 310 Advisory AG 101, must be 21 years old

AG 311 Prereq. AG 310, must be ~lyears old

AG 312

AG 314 AG 320 Advisory English

competency/Eligibility for Eng 101/Eng 301

AG 379 ----- ­ -- ­

46

L L L ~~~~~~~~~~L~L~L~L~~L~L~~~.L~L~L~L~~~~~~~~L'

••••••••••••••••••••••••••••••••••••••••••• r r r AG 379 AG 199 None

-- ­

AG 301 Must be 21 years old

AG 302 Prereq. AG 301. Must be 21 years old

AG 303 Prereq. AG 302. Must be 21 years old

AG 304 Prereq. AG 303. Must be 21 years old

AG 305 I Prereq. AG 304. Must be 21 years old

AG 306 Prereq. AG 305. Must be 21 years old

47

.,j

...

."

J ."jPLAN OF ACTION - PRE-VALIDATION Six Year 'filii

'filiiDEPARTMENT: Life & Physical Sciences PROGRAM: Agribusiness

'filii

."" List below as specifically as possible the actions which the department plans to take as a result of this program review: .Jj Be sure to address any problem areas which you have discovered in your analysis of the program. Number each element .;,of your plans separately and for each, please include a target date. Additionally, indicate by the number each institutional goal and objective which is addressed by each action plan. (See Institutional Goals and Objectives) WI

.;;, Theme/Objective/RECOMMENDA TIONS TO IMPROVE DESIRED STUDENT OUTCOMES AND TARGET .JjStrategy Number

IMPROVE STUDENT PERFORMANCE AHC from Strategic DATE Plan ..iI

Bonded Winery Permit Coordinate with the local industry our College Internship program Establish Student Outcomes Assessments in all classes

RECOMMENDATIONS TO ACCOMMODATE CHANGES IN STUDENT CHARACTERISTICS

Enrollment Changes Attend Unified Symposium

Demographic Changes

ThemelObjectivel. Strategy Number AHC from Strategic Plan

TARGET DATE

.,/,I

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..;, . .;;;

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;,,;; ThemelObjective/RECOMMENDA TIONS TO IMPROVE THE EDUCATIONAL ENVIRONMENT TARGETStrategy Number ..,;;AHC from Strategic DATE Plan .;,

Curricular Changes I. Include newly created courses as core, selectives or electives in

curriculum 2. Conduct assessment about Wine Business Curriculum and

Environmental Horticulture Curriculum 3. Design distance learning introductory courses. One in each

discipline Viticulture, Winemaking, Wine Business 4. Investigate Basic Winemaking and Viticulture Practices courses

ABCD repeatable

Co-Curricular Changes 1. Reevaluation and update class materials, including viticulture,

wine analysis, winemaking class lab manuals. 2. Prepare exercises for each class in Blackboard and study

materials 3. Update course outlines for instructors in selected classes e.g.

'--___W_in_e"-'-.Analysis, Food and Wine Pairing, Viticulture, Winemaking,

,.j

.;j

.~.,

.I

.I ~

.. ~ '. ;,jJ .., ..

48 .,j .., wi

• • .(.,.'•

•• and Wine Business

•

Neigbboring College and University Plans Assess the need for agriculture/horticulture courses

Related Community Plans

• Theme/Objective}• RECOMMENDATIONS THAT REQUIRE ADDITIONAL ESTIMAT TARGEl

• Strategy Number

RESOURCES AHC from Strategic ED DATE Plan COST

• Facilities

•• l. Building plan for Winery Building or relocate existing winery

• 2. Identify dedicated area or room with materials and study

tools for students.

• 3. Establish small horticulture trial with greenhouse

Equipment

• Additional equipment is needed to maintain temperature at the

• winery and also some wine analysis tools Staffing

• 1. Pursue staffing for winery and vineyard.

• 2. Request an appropriate augmentation to support the

Campus Vineyard and Winery

• 3. The Coordinator reassigned time should reflect enough time to fulfill responsibilities; previous six-year review requested 50%. Hereby is requested to return to 40% reassigned time as it was in the past years until Fall 2009 in order to be able :c.., to attend responsibilities.

•••••..••••••••• . -I....". •

49.,•

AGRIBUSINESS (ENOLOGY AND VITICULTURE)

EXECUTIVE SUMMARY (Validation Team Report)

Spring 2010

1. Major Findings

Strengths of the program/discipl ine: 1. The program has largely "turned the comer". Enrollments have improved and the vineyard is

much improved. 2. The multitude of offerings puts the program in a weIl-positioned place to train the industry in

many areas that are of service to the wine industry. 3. The program provides hands-on industry standard instruction for winemaking and vineyard

management. 4. Offerings for entry-level employment, retraining of incumbent workforce, and transfer

preparation. 5. Outreach to high schools. 6. Opportunity to train and respond to changing demographics. 7. Faculty who are experts in the industry.

Concerns regarding the program/discipline: I. Lack of clear pathways for various groups (transfer, re-employment, entry level industry). 2. Sustainability of specialized courses. 3. Currently resources are not adequate to ensure health of the vineyard and carrying out tasks related

to vineyard management. 4. Ongoing necessity for coordinator to promote the program to ensure adequate enrollments.

2. Recommendations I. Cover the basics (limit the scope) to ensure successful offerings of key courses that are part of a

clear set of pathways. Identify clear program pathways that span a two-year timeframe. 2. Identify resources (pennanent employment or outside experts) to maintain the vineyard. 3. Discuss fund raising activities with the advisory committee. 4. Identify those courses that are viable online offerings to facilitate the need for some students to

work harvest and not lose classroom time.

• ~ "'" ~

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••••."......•••••••••••••••:<.•••••••••

Theme/Objective!Recommendations to Accommodate Justification for Early ReviewITarget DateStrategy Number Changes in Student Characteristics AHC from Strategic

Plan

Enrollment Changes Attend Unified Symposium January 2011

I

Demographic Changes

•••••• •:~ ••

PLAN OF ACTION -POST-VALIDATION (Sixth-Year Evaluation)

DEPARTMENT Life & Physical Sciences PROGRAM Agribusiness

In preparing this document, refer to the Plan of Action developed by the discipline/program during the self-study, and the recommendations of the Validation Team. Identify the actions the discipline/program plans to take during the next six years. Be as specific as possible and indicate target dates. Additionally, indicate by the number each institutional goal and objective which is addressed by each action plan. (See Institutional Goals and Objectives) The completed final plan should be reviewed by the department as a whole.

Please be sure the signature page is attached.

Recommendations to Improve Desired Student Outcomes and Improve Student Performance

Theme/Objective! Strategy Number AHC from Strategic

Plan

Target Date Justification for Early Review

1. Bonded Winery Permit 2. Coordinate with the local

industry our College Internship program

3. Establish Student Outcomes Assessments in all classes

4. Identify clear pathways in a two year timeframe

August 2011 June 2012

January 2011

June 2011

Recommendations to Improve the Educational Environment Theme!Objectivel Strategy Number AHC from Strate Plan

Target Date Justification for Early Review

Curricular Changes l. Include newly created courses as core,

selectives or electives in curriculum 2. Conduct assessment about Wine Business

Curriculum and Environmental Horticulture Curriculum

3. Design distance learning introductory courses. in each discipline Viticulture, Winemaking, and

September 2011 September 2011

September 2011

51

I Wine Business 4. Investigate Basic Winemaking and Viticulture

Practices courses ABCD repeatable 5. Identify those courses that are viable online

offerings to facilitate the need for some students to work harvest and not lose classroom time

Co-Curricular Changes 1. Reevaluation and update class materials,

including viticulture, wine analysis, winema king class lab manuals.

2. Prepare exercises for each class in Blackboard and study materials.

3. Update course outlines for instructors in selected classes e.g. Wine Analysis, Food and Wine Pairing, Viticulture, Winema king, and Wine Business

4. Coordinate guest speakers and field trips in order to allow all students from the program to participate

September ~)2011

September 2011 ­Ongoing

September 2012

September 2012 December 2011

Ongoing .."" ,\>,

.­Jj..., .JI .;, .,J .Ij

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."j

fill .., .,;;.. ..,

Neighboring College and University Plans Assess the need for agriculture/horticulture courses December

2011 \

.... ,., Related Community Plans

Discuss fund raising activities with the advisory December committee. i 2010

."j

\,.,.JI

....." ..til .. 52 vi

.,j

.a

4

• • • • • • • • • • • • • • • • • • •

• •

••• .,• ••••

•

• 4

!

•

•••• •"c.,•.,• 53-L.

_~ ThemelObje Strategy Nu AHCfrom Strategic Plan

Target Date Justification for Early Review

Facilities Building plan for Winery Building or relocate existing winery Identify dedicated area or room with materials and study tools for students. Establish small horticulture trial with greenhouse

ecommendations that Require Additional Resources

Sep 2012 Sep 2012

Sep 201 J

Equipment Additional equipment is needed to maintain temperature at the winery and also some wine analysis tools

Dec 2010

Staffing Pursue staffing for winery and vineyard. Identify resources (permanent employment or outside experts) to maintain the vineyard. Request an appropriate augmentation to support the Campus Vineyard and Winery The Coordinator reassigned time should reflect enough time to fulfill responsibilities; previous six-year review requested 50%. Hereby is requested to return to 40% reassigned time as it was

1'"1 the past years until Fall 2009 in order to be able to attend ~sponsibilities.

As soon as possible

As soon as possible As soon as possible

• • •

•••••••••••••••••••••

••••••••••••••••.,.,

PLAN OF ACTION - Post-Validation

Review and Approval

Ptan Prepared By Alfredo Koch

Date: [1-10-( 0

~. MiCha~

Date: t 2--- ~ - , 0

/Steve Rasmussen

Date: 1,)- (p "'~Ol U

Mary Perry

Reviewed and approved by:

Department Chair*

~~ ;t:l;~/ Date: 10iJ:.,(z.=L~in~d~a~M~e-ta-x-as~~~----~---------------------------- 7 7

*Signature ofDepartment Chair indicates approval by department ofPlan ofAction.

Dean of Academic Affairs

~~~ Date: I-\\--t\-< =Pa-u~I~M~u-~~h-y-,P~h~.D=-.--~~!,r~------------------------- ,

Vice President, Academic Affairs

~\ ~~c ~ PL Date: Ij1.-11William J. Cordero 0