Horticulture Instructional Planning Report Spring 2012 ... · The Horticulture Department (Hort)...

Horticulture

Instructional Planning Report

Spring 2012

Table of Contents

Instructional Planning Narrative Report

I. Background, Evaluation and Analysis ................................... 1

A. Program Description ................................................... 1

B. Relationships .............................................................. 2

C. Cost ............................................................................ 2

D. Student Learning Outcomes ....................................... 5

E. Student Success ......................................................... 6

F. Results of Student Surveys ......................................... 8

G. Analysis of External Data Research ........................... 9

H. Curriculum Review.................................................... 15

II. New Directions ................................................................... 16

III. Program Goals and Recommendations ............................. 17

IV. Required Attachments Appendix A: SLO Assessment Analysis Forms Appendix B. Horticulture Catalog Pages of Program and Course Lists Appendix C. CTE Completer Leaver Data Appendix D. Crop Production Track Course Schedule Appendix E. Landscape Track Course Schedule Appendix F. Organic Food Production Track Course Schedule

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HORTICULTURE DEPARTMENT

INSTRUCTIONAL PLANNING REPORT

Spring 2012

I. Background, Evaluation and Analysis

A. Program Descriptions

The Horticulture Department (Hort) offers two A.S. degrees with specialized training in four distinct areas.

A.S. degree in General Horticulture and Crop Production

General Horticulture and Crop Production is a CTE program focusing on preparing students to work in the field of crop production. This field is very diverse and our focus is on multiple areas including Ornamental Nursery and Greenhouse Crops, Organic Food Production and Controlled Environment Agriculture. Courses include information on basic plant growth, pest control, soil management, manipulating plant growth using controlled environments, and best farm management practices.

This track provides the following:

An A.S. degree (including courses that transfer to CSU for those pursuing a bachelor degree).

A Certificate of Achievement in Greenhouse and Nursery Management. Three Skills certificates: Greenhouse and Nursery Management, General

Horticulture, and Alternative Crop Production.

A.S. degree in Landscape Horticulture

Landscape Horticulture is a CTE program focusing on preparing students to work in the field of landscape design/build with an emphasis on sustainable practices. Courses include information on design, installation, plant materials identification and proper use, water management, pest management and tree care.

This track provides the following:

An A.S. degree (including courses that transfer to CSU for those pursuing a bachelor degree).

A Certificate of Achievement in Landscape Horticulture. Six Skills certificates: Landscape Horticulture, Landscape Design, Landscape

Construction, Landscape Gardener, Restoration Landscaping, and Arboriculture.

The Horticulture department consists of 2 full time faculty, 6 adjunct faculty, 3 staff. We also have about 900 hours of volunteer support over the course of a year.

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B. Relationships

The Horticulture department works closely with Culinary Arts to provide local food grown at the Horticulture facility to the Pino Alto restaurant. Culinary students are encouraged to help harvest crops during the spring semester. We also donate hundreds of plants left over from the plant sale to the grounds department of Cabrillo College.

Two of our classes (HORT 1A, and HORT 1B) provide a lab science for General Education Area B-2 (Scientific inquiry and Quantitative Reasoning) for the completion of an AA degree. These courses provide a hands-on science lab class for those completing an A.S. degree (though they are transferable to CSU they do not meet GE requirements). HORT 1A is popular with non-horticulture students and may account for 30-40% of those enrolled.

The Horticulture department provides a forum for all departments on campus during our annual plant sale. We have featured interested students from the small metal arts program, culinary arts, pottery, and music.

The Horticulture department has worked hard to establish a close relationship with our local high schools. We have articulation agreements with the following local high schools; Costanoa High School, Soquel High School and Watsonville High School. These agreements allow students to use their high school courses for Cabrillo College credit and are one way of encouraging students from the local high school ROP programs to attend Cabrillo. Additionally, we have included the high school faculty in our advisory committee meetings. Cabrillo faculty have also been attending ROP advisory committee meetings as well as working with HS faculty on a number of career ladder events, including participating in a number of collaborative events with the local high schools during the summer. There has been the largest number of new Future Farmers of America (FFA) students nation wide (17,000) since 1928. This is something we need to tap into.

Community connections include our industry advisory committee and all of our adjunct faculty members work in industry in addition to teaching. We offer volunteer opportunities to life long learners. These volunteers help with crop production under the guidance of our nursery manager and have donated an average of 900 hrs per year. Both full time faculty members participate on major college committees, participate and make presentations during flex week, attend industry advisory committee meetings, professional meetings and training seminars, and maintain memberships in professional societies. We participate in Career Night.

C. Cost There are several ways cost can be calculated. The first measure compares weekly student contact hours to faculty teaching units spent, or perhaps more clearly understood, as the amount of FTEF required to teach a number of FTES. Horticultures costs using this measure are shown in Figure 1.

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Figure 1. Cost effectiveness of the Hort program compared to the college average expressed as load (WSCH/FTEF). Fall and Spring data only. Two of the five years our load was slightly lower than the college average, three years it was higher. The last two years are encouraging; we are essentially the same as the college load, which is good for a CTE program. Our program has quite a few courses that have low enrollment caps. One course is only 25 and most are at 30 to 32 because of the classroom capacity, and many have a laboratory component where enrollment is limited due to quality of instruction and safety. We do have several courses that bring in larger numbers as they are either lecture only (Hort 52 and 160B) or have manageable labs (Hort 172) and can be in a larger room with higher capacity. However, our students are kinetic learners and have greater success with a combination of hands-on and lectures. Another method of evaluating costs is to look at the program’s cost effectiveness (Income based on FTES vs. Cost based on Base Expenditures) compared to the college.

This measure is shown in Figure 2.

Figure 2. Horticulture cost base compared to Horticulture revenue as a percent of the

college cost and revenue. Fall and Spring data only.

2005-06 2006-07 2007-08 2008-09 2009-10

Hort Load 527.9 530.45 577.75 606.4 618.1

College Load 532.03 505.03 524.08 609.81 615.5

0

100

200

300

400

500

600

700

2005-06 2006-07 2007-08 2008-09 2009-10

Hort Cost % Base 1.33 0.792 1.19 1.29 1.38

Hort Revenue % FTES 0.999 0.931 0.968 0.999 1.04

0

0.25

0.5

0.75

1

1.25

1.5

1.75

2

4

The last 3 years our FTES have been increasing as a percentage of the college FTES and more importantly to us is that our enrollment has drastically increased (see Figure 5). However, our costs are increasing slightly faster than the increase in FTES. There are costs we can control and others we cannot. There are a number of reasons for these increases including increasing faculty salaries (on steps), newer adjuncts coming in with higher degrees, the change from a partial load to a full load of one faculty, and some sick leave expenses. But these are things out of our control and are likely to increase yearly. One cause for the increase we are in control of is the amount of TU’s we choose to spend on lab courses. We have increased the number of laboratory requirements for several courses to increase student success and to create better hands-on learning opportunity for our students. “If I can do it I will understand it” seems to be a common thread in our students. Courses with labs cost more than courses without labs. One 3-unit lecture course costs 42% less to teach than a 3-unit lecture lab combination (3 TU’s vs. 4.25TU’s). Another part of the revenue/cost component is our ancillary account. The ancillary account generates money from plant sales and act’s as a credit against expenses. Income from these sales has ranged from $95,000 to $135,000 over the last 6 years. Money spent from this account is charged to our base costs. If our revenue exceeds this account’s expenses we effectively reduce our base costs. When our revenue decreases our costs go up. This past fiscal year, 2009-10, we saw a reduction in revenue of over $30,000. The nursery industry has seen reductions in sales in the range of 30-50% due to the slow down in our economy and a decrease in construction. Our decrease in sales has been at the lower range seen in our local industry. Our base cost for the previous year was $370K increasing only $4,000 compared last year of $374K. Our costs would have been significantly lower if our sales had not dropped yet with the decrease in our revenue (-23%) our cost base only went up $4,000 (1%). We hope to continue reducing our costs or at least keeping them level. The revenue from this account is used to purchase supplies to operate the nursery and greenhouses, pay student assistants, make repairs to the facilities that the college cannot afford (motors and repairs in the greenhouse, greenhouse coverings as examples) and make improvements to the facilities. Examples of improvements include a 9000-gallon water catchment system to reduce water consumption, installing the landscape around 5000 building including hardscape paths and irrigation as well as plants. We also maintain all the landscaped areas inside the gate of the 5000 building with much-appreciated help from M & O on weed control for the spring plant sale.

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D. Student Learning Outcomes We feel very strongly about SLO’s benefiting our students. CTE programs are built on industry standards and certifications and our SLO’s use many of the industry-designed assessments. Our faculty has had very informal discussions with several faculty in the Math department concerning the skill set necessary for our students to be successful in the horticulture area. The classes our students take include MATH 254, 154 and 152. We are very interested in contextual learning in this field. While we are not math instructors we cover much of the math required to be successful in our profession. Perhaps its better to say that we teach them how to solve specific math situations and we do not teach them the theory of the math needed. These skills are represented in creating landscape construction estimates, business overhead analysis, efficient use of space in greenhouses, area and volume calculations, fertilizer applications, dilution ratios and application rates over specific areas. While it would be great to have a math instructor teach this area, we do not think we could guarantee a full class any given semester as many of our students are reluctant to take math classes. We have had little discussion with other areas that support our students and this is on our list of improvements. Horticulture and Cabrillo College Core Competencies All of our classes within the horticulture program address the four college core competencies: 1. Communication 2. Thinking Critically and Information Competency 3. Global Awareness 4. Personal Responsibility and Professional Development Working with living systems requires significant skills in troubleshooting and managerial decision making. Our program has critical thinking embedded in all courses; we do not only focus on facts, but on problem solving. Our courses address communication skills by assigned reading of scientific papers, writing reports, making lab observations, taking notes, answering questions on exams with short essay answers, listening skills and making oral presentations. While the current focus on food seems to be local it is truly a global field. All agricultural crops are global commodities, including food, cut flowers and labor. We focus on the local and the global impacts of food production as well as the proper use of materials in landscape and consider the “costs” of materials on the local and global environment. Students complete projects in all courses that allow them to develop personal responsibility and professional development including time management, seeking assistance, and group work. Each Horticulture course has SLO’s that have been developed using nationally recognized industry skills (Certified Landscape Technician, Certified Arborist Certification, California Nurseryman, Professional Crop Advisor, Commercial Pesticide Applicator, and Association of Professional Landscape Designers (ALPD).

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Each semester during our department meetings we discuss the results of our SLO’s as a group. This group includes our staff. The staff work very closely with students and often students seek clarification with staff members as well. We modify our assignments to create better learning activities. Generally speaking, the most common adjustment is not the context but from the student’s perspective it is the clarity of the project and how the faculty assesses it. In response to this general trend, most of the courses have detailed grading matrixes that are presented with the assignment. When used, we have seen better performance by students. Several of the SLO’s could be altered in the curriculum as material and focus of the class has changed. There was a misunderstanding about degree and certificate SLO’s being different than course SLO’s so we have not tested any of the newly developed degree SLOs. We have had significant discussions about degree SLO’s in meetings however, they were not the official SLO’s. We have 20 classes with a total of 50 course SLO’s. We have tested in class 100% of the SLO’s. We have held formal meetings to discuss these assessments of 40% of these. The other SLO’s have been discussed individually with the faculty and the PC, records of these one on one meetings were not keep nor was a form filled out for these 10 minute discussions. However, the discussions resulted the development of better matrices, or better instructions for students. We have now created degree/certificate SLOs and our six year wheel of assessment. We will be assessing five degree/certificate SLO’s each year. Starting this fall we will also be assessing 17 course SLO’s per year to finish in 3 years.

E. Student Success The Horticulture Department has shown consistently higher success rates compared to the college average (Figure 3).

Figure 3. Horticulture student success rates compared to the college success rate. Fall and Spring data only. Students attending horticulture classes are generally interested in the field of study and interest is one of the keys to success. Additionally, the faculty and staff are very supportive of our students by having our learning materials online and being available at most times of the day regardless of scheduled office hours. We maintain

2005-06 2006-07 2007-08 2008-09 2009-10

Hort Success 72.9 71.05 72.75 70.8 76

College Success 67.5 66.7 67.6 68.7 70.2

60

65

70

75

80

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a job board that also links our staff with students. We have created an environment that supports learning while creating high expectations. The student survey shows a very high regard for our faculty and staff. Courses with lower success and retention rates tend to be those that can be used as a transfer A.A. general education requirement.

Retention We are consistently above the college average (Figure 4).

Figure 4. Horticulture student retention rate compared to the college as a percentage. Fall and Spring data only.

Our retention rate has been higher than the success rate over the last five years. There are several possible explanations for this. We have students that are here only for self-improvement and do not wish to complete all the work or assignments to obtain a passing grade. Another reason seems to be that students may find staying in school challenging financially or otherwise and do not withdraw officially from a class, resulting in a completion with a non-passing grade. We feel it is very important for students to take responsibility for their education and drop courses themselves. Our retention rate has been consistently higher that the college’s average retention rate.

2005-06 2006-07 2007-08 2008-09 2009-10

Hort Retention 83.7 82.5 83.8 90.1 87.1

College Retention 80.9 80.5 81.3 85.1 85

505560657075808590

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Enrollment

Horticulture enrollment is climbing (see Figure 5). We are encouraged to see more and more students attending our courses.

Figure 5. Horticulture department enrollment over the past 5 years. Fall and Spring data only.

Aside from 2006-07 we have seen dramatic increases. First and foremost is the introduction of our organic food production program, and the hydroponic/aquaponic systems. When informally surveyed over the years we have seen a dramatic increase in students indicating an interest in being involved in food related careers. Last year in our crop production courses (mostly focuses on ornamental plants) 85% of the students were not interested in ornamentals but in the nursery production of food related crops. This change in interests has resulted in changes in some of the content of several of our classes to reflect student interests. Our enrollment is increasing due to a higher fill rate and not because of additional TU’s. In fact our TUs are decreasing and our enrollment is up.

F. Student Surveys

Student surveys were collected in the fall of 2010. A total of 37 students were surveyed. Seventy five percent of the respondents claimed to be horticulture majors. Seventy five percent are males. Age was 23% under 21, 25.7% 21-25. The over 40 group was 28%. Eighty one percent indicated having an interest in pursuing a career in horticulture yet only 75% identified themselves as majors. This course (from which the survey was taken) could be drawing in students as potential new horticulture students.

The educational level was 75% with HS or less, 16% with a BS or higher. The respondents were most likely to be taking 6-11 units, (57%), while 38.1% were taking less than 6 units. Only 5% of the students were taking more than 11 units, all of those with more than 16. This shows us that students are working while attending school and having a hard time taking a full load.

2005-06 2006-07 2007-08 2008-09 2009-10

Hort Enrollment 701 651 761 825 863

500

550

600

650

700

750

800

850

900

Horticulture Enrollment

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The most popular reasons for taking courses in this department were job skills (30%), other (21.4%) and Department reputation (15.7%).

When asked what they felt were the program’s major strengths, the most common responses included the facility, the strength of the faculty and staff, and the introduction of the organic food program. The most common thread in suggestions for improvement revolves around increasing all aspects of sustainability in all courses and especially more facility area with an emphasis on food production.

The results of this survey suggest that our average student age is decreasing from prior surveys, they are here for skills leading to careers, particularly in food related areas and that it will likely take longer than two years for them to complete an A.S. degree due to the number of units taken per semester.

G. Analysis of External Data Research

The five core indicators for all CTE programs are

1. Technical Skill Attainment,

2. Completions (Certificates, Degrees),

3. Persistence and Transfer,

4. Employment,

5. (a) Nontraditional Participation and (b) Nontraditional Completions.

The Horticulture department exceeded the District Negotiated Level for all indicators except number 4, Employment.

Analysis of External data

1. Core Indictor 1- Technical Skill Attainment

We feel very successful transferring skills to our students. Results from the state showed that 98.8% of our students attained those skills. Technical skill attainment is achieved using SLO’s in all courses that are designed around specific industry designed certifications.

All landscape courses use SLO’s designed from the Certified Landscape Technician program (www.clca.org/clca/education/certification.php) or other certifications such as the Certified Arborist examination (www.isa-arbor.com), or the Association of Professional Landscape Designers (www.apldca.org).

Crop production courses also use SLO’s to test skill attainment where available. Certifications include Qualified Applicator Certificate or Qualified Applicator License (www.cdpr.ca.gov/docs/license/liccert.htm), Certified Crop Advisor (www.certifiedcropadvisor.org). The California Association of Nurserymen is old, out-of-date so not used as a guide.

http://www.apldca.org/

http://www.cdpr.ca.gov/docs/license/liccert.htm

http://www.certifiedcropadvisor.org/

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2. Core Indicator 2 for Completions, - Credentials, Certificate, Degree or Transfer Ready

Results from the state showed that The Horticulture department had a success rate of 91.30%, well above the district negotiated level of 82.05%.

The Horticulture department offers eight skill certifications, two certificates of achievement and two A.S. degrees. The number of awards is shown in Figure 6. The numbers jump around a bit but the number of A.S. degrees is pretty constant. With an increase in enrollment we hope to see some increase is these and other awards in the future.

Figure 6. Horticulture AS degrees, Certificates of Achievement and Skill certificates awarded over the last 5 years.

The department has increased the focus on A.S. degrees and Certificates of Achievement by developing schedule guides for all degree concentrations. We have identified optimal class sequences for all tracks and put them in a semester-by-semester schedule. This is available to our students on the horticulture website. Since many of our students and potential students do not realize we only offer each course once a year, we have developed a guide showing which courses are offered during each semester, which day of the week and approximately what time so the students can plan their semesters in advance. We have shared this with the CTE Collaborative and will send this to Counseling this spring. (See appendix D).

We have increased our efforts to reach out to our students, new and continuing, to be sure they are on track. We held our first series of student orientations this fall and will do so again in the spring semester. Additionally, we are encouraging students to apply for these certificates. (A computerized system that automatically awards certificates may be very easy to institute in admissions and records and would benefit the college and the programs).

2005-06 2006-07 2007-08 2008-09 2009-10

A.S. 12 8 7 7 8

Certificates ofAchievement

1 3 0 1 3

Skill Certificates 8 18 7 9 14

Total 21 29 14 17 25

0

5

10

15

20

25

30

35

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3. Core indicator 3 – Persistence and Transfer

Results from the state indicate that the Horticulture department success rate was 87.78% compared to the district negotiated level of 85.96%.

Transfer is not a priority of our program, though that might change over the years. Some of the careers with higher pay and growth are in areas that would benefit from completing a B.S. degree. These include Certified Crop Advisors, Hydrology, and Soil Conservation. Increasing this focus will require a lot of work with CSU’s.

4. Core indicator 4 – Employment

Results from the state indicate that the Horticulture department (42%) was below the district-negotiated rate for employment (65%). There are several possible reasons for this result including students taking three or more classes (becoming concentrators) with no desire to switch professions or just for self-improvement. According to the completer/leaver survey, over the last five years 25% (14/56) of the leavers indicted that self-improvement was their educational goal. The same survey shows 14% of the leavers are not seeking employment while only one completer is not seeking employment.

During the years 2007-11 responders to the survey indicated we had 56 leavers and 30 completers. Both groups indicated 23 were working in the field, 41% for the leavers, and 77% for the completers, for a total of 53% (46/86).

If we pull out the 17% (15) of all our completers/leavers were not seeking employment, our success in placing students in horticulture positions would be 65% (46/71), which meets the District negotiated level.

Five completers and six leavers indicated they were unemployed. This is 13% and is close to the area unemployment numbers. The landscape and nursery industries have been hit very hard by the lack of residential and commercial building industry.

Another reason could be that the employment data collected by the state is mined from employment statistics through the office of social security which tracks contributions from employers. We have a large number of students that leave school and create their own careers through self-employment. A report produced by Terrance Willett for the CEED office shows that 26% of our completers and 38% of leavers are self-employed. Some are acting as contractors not yet licensed, others are farming or producing a product as a self-employed entity (we encourage all student to follow all legal requirements for contracting and having a legal business entity).

Finally, the completer/leaver survey is great tool, but its only a snap shot in time (each person is contacted only once) and in no way suggests that students employment status changed for better or worse.

Wages

Results of the Completer Leaver data show students who complete our program and work in the Horticulture field show the greatest wage increases (Figure 7).

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Table 7. Wages prior to starting and wages when no longer attending Cabrillo Horticulture either as a completer or a leaver.

Students who leave and are not working in the filed show the lowest wages. Regardless, students working in the horticulture field upon leaving show higher wages that those working in some other field (Figure 8).

Figure 8. Wages prior to starting and wages when no longer attending Cabrillo Hort either as a completer or a leaver either working in the horticulture field or not.

5. Core indicator 5a and 5b, Nontraditional Participation and Completions.

The Horticulture department is well ahead of the state negotiated level for Participation, 45% vs. 20.37% and Completions, 30.4% vs. 22.1%. These nontraditional students include Displaced Homemaker, Economically Disadvantaged, Limited English Proficiency and Students with Disabilities.

Completer Leaver

Hourly Wages Before 15.26 18.85

Hourly Wages After 20.42 20

1414.5

1515.5

1616.5

1717.5

1818.5

1919.5

2020.5

21

Completer Leaver

Wages Employed in Field 20.42 20

Wages Not Employed inField

18.48 17.42

15.516

16.517

17.518

18.519

19.520

20.521

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Prospects for Future Growth in Jobs

External analysis of careers in the field is encouraging. Growth in many areas is projected to increase while a few are expected to see reductions. Data for these projections are available from various resources including Looking Glass and Economic Modeling Specialists Inc (EMSI). Looking Glass admits that they do not represent our field well as most jobs in our field are not listed on webpages. We are reporting results from a recent study conducted by the Centers of Excellence Economic and Workforce Development California Community Colleges (http://coeccc.net) to look at careers in the food related industries as well as EMSI for local area projections. Additionally we have had hundreds of jobs over this period that come to us via the Cabrillo Career office.

Agriculture/Horticulture related industries

All areas of agriculture including horticulture are expected to see increases in employment except production careers (Table 1). Average wages are estimated to be $23.87 per hour and an annual salary of $58,607. However, there is antidotal evidence that we will be seeing lots of growth in production careers in the small organic farming sector. The largest area of growth will be in support area, which includes pest control advisors, sales of consumables and equipment, and certified crop advisors (Table 2). If wages are looked at regionally, the Bay Area shows significantly higher wages than other areas of the state (Figure 9). Overall, the projections for employment are excellent and wages are at a reasonable level.

Sector 2011

Jobs

5-Year

Growth

Ave. Hourly

Wage

Support 1,446,232 183,018 $24.59

Production 206,303 -36,364 $23.34

Processing/Packaging 226,216 5173 $23.49

Distribution 585,014 29,913 $24.04

Table 1. Ag Value Chain Occupation Projections by Sector, CA.

http://coeccc.net/

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Agricultural Occupation 2011 Employment (Ca)

Growth Rate

5 Yr projected Growth

Average hourly Wage

Farm, ranch, and other agricultural managers 37,420 10.70% 4,008 $33.04

Farmers and ranchers 64,951 3.40% 2,189 $23.98

Management analysts 164,645 22.90% 37,695 $33.70

Landscaping and groundskeeping workers 147,419 13.10% 19,376 $12.66

Sales representatives, wholesale & manufacturing, except technical/scientific products

143,732 17.90% 25,671 $32.02

Bookkeeping, accounting, auditing clerks 247,840 11.20% 27,761 $18.99

Customer service representatives 197,298 24.00% 47,398 $18.05

Stock clerks and order fillers 202,221 18.90% 38,359 $12.22

Office clerks 360,406 12.20% 44,202 $14.69

Miscellaneous agricultural workers 246,165 16.90% 41,828 $9.94

Supervisors – farming, fishing, and forestry workers

10,774 16.90% 1823 $19.33

Food batchmakers 18,443 19.10% 3,521 $12.95

Packaging and filling machine operators 44,170 12.40% 5,471 $12.28

Driver/sales workers 43,443 13.90% 6,055 $15.53

Truck drivers, heavy and tractor-trailer 177,433 15.10% 26,788 $22.48

Industrial truck and tractor operators 64,412 18.90% 12,175 $16.96

Laborers and material movers 246,486 18.20% 44,845 $13.06

Packers and packagers 97,866 9.90% 9,740 $10.32

Totals 2,515,117 15.90%

399,122 $17.60

Table 2. Agriculture Employment Projection.

Figure 9. Agriculture support cluster annual wages by region, 2011.

CentralInlandEmpire

SouthCentralCoast

North/Far

NorthLA/OC

SD/Imperial

Bay/Silicon

Valley

Wage $34,876 $35,896 $43,424 $48,408 $55,736 $63,654 $76,767

$0

$10,000

$20,000

$30,000

$40,000

$50,000

$60,000

$70,000

$80,000

$90,000

Average Wage by Region in CA

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Job growth and pay data pulled from EMSI within the Santa Cruz Commute Region are shown in Table 3. Jobs that are included in our curriculum showing growth and wages are shown below, with job title, change in percentage of jobs, number of openings and pay per hour. Changes are over the 2010 to 2015 period. Percent is not necessarily the best indicator of jobs as a large turnover in a large field may show lower increases as a percentage but higher numbers of actual jobs. The number of Ag manager jobs is projected to be 658 while Ag inspectors only 34.

In summary, job growth in the agricultural and horticultural fields look strong.

Job Title % Increase # Openings Wage Agriculture Inspectors 10% 34 $24.03 Agricultural Managers (0.23%) 658 $37.65 Purchasing Agents 1.11% 548 $31.91 Soil and Plant Scientists 13.8% 34 $31.54 Tree Trimmers 13.4% 386 $11.33 Supervisor and Mgr Landscaping 10.5% 170 $18.12 Landscaping/Groundkeeping Workers

9.3% 1349 $13.09

Nursery Workers 5.4% 8260 $9.45 Nursery Greenhouse Management (38%) 2451 $38.16 Table 3. Job growth, openings and average wage in the Santa Cruz Commute Region.

H. Curriculum Review

The horticulture department is constantly evaluating the relevance of our courses and how they fit the needs of industry as well as student requests. Trends in student interest are the same as other places in the US, a greater interest in sustainable systems within food production and landscaping.

With shrinking budgets and reducing TU’s we have had to make some adjustments to courses and units in those courses. Our students are more likely to be successful gaining skills in courses with a strong laboratory component. We have added labs to some classes that we felt could benefit from added hands-on learning. To shift TU’s and resources to the added labs, we reduced the replication and overlap of information in other courses. Some of these courses were not filling to capacity, which indicated a lack of interest and perhaps a sense of duplication. We also reduced the number of courses in the landscape field to finance the growth in the food production courses. This was also done so students could graduate in two years. Being more careful of our limited TU’s, we have been able to offer a new course that we expect to fill with higher enrollments (Hort 199PC Introduction to Permaculture with 35 students).

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II. New Directions

We are putting more of our resources towards the increasingly popular food production and food safety curriculum, as well as keeping a close eye on industry developments.

We are going to increase sustainability topics and applications into all of our courses where possible, while still providing a solid foundation of skills needed by the industries we support.

As an example of these goals and curriculum evaluation:

We will be introducing a new class in Fall of 2012 entitled Introduction to Permaculture with the intent on offering a Permaculture Certification upon completion. This course and others will use the soon to be developed permaculture site in the rear of the horticulture facility. The site will also be a possible fund raising opportunity for us or CEED to offer expensive permaculture courses to the public.

Our irrigation class has been updated to cover critical irrigation careers and opportunities including water auditing, water runoff and containment plans as well as efficient use of water in landscapes, nurseries and farms.

We would like to work with Hartnell College. Their Ag program is back and we offer some courses that they do not while they have some in food safety and handling that we would like our students to be able to take for credit. We will also increase our involvement with local ROP programs and FFA.

17

III. Program Goals and Recommendations

We have several critical goals over the next 6 years.

To continue to increase student success using improved teaching techniques, integrated hands on learning and career focused career student outcomes.

To increase our outreach and awareness to regional high schools to make the transition to the Horticulture department a smooth transition.

To increase our economic efficiency while maintaining our excellent faculty, staff and expanding our state of the art facilities and diversity of course offerings.

1. Continue to increase our student success rates and be more efficient with our base funding.

a. Cost = $0

2. Increase our participation and interaction with local High Schools and local FFA organizations. We are currently on the Advisory committees for Watsonville HS and Soquel HS.

a. Cost = $0

3. Continue to evaluate our curriculum while maintaining our current TU’s. a. Cost = $0

4. Maintain current level of staffing in face of retirements over the next 2 years.

We cannot operate as we are now with fewer staff and keep our students working with live plants.

a. Cost = Lower than currently expended as new staff will start at a much lower level on the salary scale.

5. Develop outdoor food production are for long cane crops. Raspberries and Blackberries are going to replace strawberries in the future and we need a commercial type growing area for teaching.

a. Cost = $15,000 (Existing Foundation Donations)

6. Development of permaculture site for classes and additional funding for program or college.

a. Cost = $25,000 (Existing Foundation Donations)

7. Maintain our state of the art facilities. Maintenance and Operations does not have the capital to repair equipment that operates our greenhouses. The environment is very hard on mechanical equipment and needs maintenance and replacement. This includes the replacement of greenhouse coverings on 5 greenhouses every 4 years.

a. Cost = $18,000 (from Fund 14 – Plant Sale Revenue)

8. Replace full time tenured faculty within 4 years due to retirement. a. Cost = Neutral or lower as new hire would be lower on the salary

scale.

May 31, 2012

Description: Cost1. Continure to increase our student success rates and be more efficient with

our base funding.

$0

2. Increase our participation and interaction with local high schools and local

FFA organizatoins.

$0

3. Continue to evaluate our curriculum while maintiaing our current or reduced

TU's.

$0

4. Maintain current level of staffing with impending retirements tof 2 staff. Neutral or lower cost as these are

replacements and not a new hires

5. Develop Long Cane Crop (Blackberries and Raspberries) production area

with temporary poly coverings. (Funds fromExisting Foundation donations)

$15,000

6. Construct Permaculture site for classes and extension classes.

(Funds from Foundation donations)

$25,000

7. Maintain facilties and funds for future site development. ((Fund 14 - Plant

Sale Revenue)

$18,000

8. Replace Contract Faculty in 5 years Neutral or lower cost as this is a

replacement and not a new hire

.

.

.

.

Horticulture Program Planning

Goals and Recommendations

Cabrillo College 5/31/2012 10:56 AM

Horticulture Program Assessment Plan

Department

Horticulture

Program Outcomes (List the student learning outcomes of each degree and certificate your program offers. Attach another sheet if necessary)

A.S. Degree in General Horticulture and Crop

Production

1. Critically assess a soil for it’s physical

characteristics and make recommendations.

(Communication, Critical Thinking)

2. Analyze an Integrated Pest Management program

for a chosen crop. (Communication, Global

Awareness)

3. Prepare a cost analysis of a crop being considered

for production. (Communication, Critical

Thinking)

Certificate of Achievement in General Horticulture

and Crop Production






Awareness)



Thinking)

A.S. Degree in Landscape Horticulture

1. Conduct a test to determine the physical

characteristics of a landscape soil and make

recommendations on its suitability for planting.


2. Analyze a list of plants for their pest problems in a

landscape. (Communication, Global Awareness)

3. Design novel landscapes for the Central California

Coast. (Problem Solving, Global Awareness,

Professional Development)

Certificate of Achievement in Landscape Horticulture










Skills Certificate Alternative Crop Production

Methods

1. Analyze current production techniques and justify

which system is recommended for specific crops

grown organically in the Monterey Bay area.

(Global Awareness, Critical Thinking,


2. Develop the Best Management Practices for a list

of crops grown in the region. (Critical Thinking,


Skills Certificate Arboriculture

1. Identify trees found on the ISA exam. (Critical

Thinking, Professional Development)

2. Analyze a list of trees for their pest problems in a


Skills Certificate General Horticulture

1. Perform a ribbon test on a landscape soil.


2. Properly identify landscape plants using the

scientific name and common names. (Critical


Skills Certificate Greenhouse and Nursery

Management

1. Analyze the cost of production and overhead of

greenhouse production. (Communication, Critical

Thinking Problem Solving)

2. Evaluate the various media available for crop

production in containers. (Communication,

Problem Solving)

Skills Certificate Home Horticulture

1. Perform a ribbon test and pH test on an urban soil.


2. Evaluate fruit trees that perform best in our area.

(Communication, Global Awareness)

Skills Certificate Landscape Design

1. Assess components of a sustainable landscape.

(Global Awareness, Professional Development)

2. Construct a landscape plan using sustainable

hardscape materials. (Problem Solving, Global

Awareness, Professional Development)

Skills Certificate Landscape Gardener

1. Analyze a list of perennials for those best suited

for our coastal conditions. (Problem Solving).

2. Evaluate common low water use sprinkler systems

for efficiency. (Problem Solving, Global


Assessment of Program SLOs Describe the Assessment Process your program will use to evaluate the outcomes. Include the assessment tool used and the rubric or criteria used to evaluate success

The Horticulture Program SLO’s will be assessed through

an assessment process that is embedded in the different

courses. We will select or design certain assignments as

assessment tools for a specific program SLO.

EXAMPLE 1:

SLO #3 from A.S. Degree in Basic Horticulture and Crop

Production

Prepare a cost analysis of a crop being considered for

production.

Hort 1B.

Students prepare a cost analysis and production guide for

several crops using different greenhouse or nursery

structures as one variable of costs.

EXAMPLE 2.

SLO # 4 from A.S. Degree in Landscape Horticulture

Design novel landscapes for the Central California Coast.

(Problem Solving, Global Awareness, Professional

Development)

Hort 66. Final Project

Students are evaluated on their design skills and critical

thinking/Problem solving using a matrix developed by the

instructor and given to the students at the time of the

assignment.

Assessment Evaluation When? Who will be involved? What will be discussed?

Program SLO Assessment Schedule

The horticulture Department has 26 Degree/certificate of

achievement/skills certificates and 50 course SLO’s.

Assessments of SLO’s for degrees and certificates will be

discussed during department meetings held two times a

year during flex week.

The program chair will work individually with faculty

during the semester to develop the SLO’s and assessment

techniques. Course faculty will take the lead on

development of matrix or rubric for assessment and

discuss with PC prior to implementation.

Faculty will report to the department during meetings on

outcomes of the assessments and how they might be

improved. Feedback from other faculty will be provided.

How we can better prepare our students to be successful

upon completion of the degrees or certificates. Our goal

will be to evaluate how well our teaching is preparing

them, and how we can improve both teaching and student

learning.

Schedule of Assessment of Evaluation

We will assess 5-6 degree/certificates/skills certificates

SLOs each year. We will also be assessing course SLO’s

over the first 3 years, 17 per year.

The following SLO’s will be assessed during the fall or

spring meeting in each of the following years.

Fall and Spring 2011-12






Awareness)



Thinking)

4. Critically assess a soil for its physical





Awareness)




Thinking)




















3. Analyze current production techniques and justify

which system is recommended for specific crops

grown organically in the Monterey Bay area.

(Global Awareness, Critical Thinking,


How will you record the results?

4. Develop the Best Management Practices for a list

of crops grown in the region. (Critical Thinking,


5. Identify trees found on the ISA exam. (Critical



1. Analyze a list of trees for their pest problems in a


2. Perform a ribbon test on a landscape soil.


3. Properly identify landscape plants using the

scientific name and common names. (Critical


4. Analyze the cost of production and overhead of

greenhouse production. (Communication, Critical

Thinking Problem Solving)

5. Evaluate the various media available for crop

production in containers. (Communication,

Problem Solving)


1. Perform a ribbon test and pH test on an urban soil.


2. Evaluate fruit trees that perform best in our area.

(Communication, Global Awareness)

3. Assess components of a sustainable landscape.

(Global Awareness, Professional Development)

4. Construct a landscape plan using sustainable

hardscape materials. (Problem Solving, Global


5. Analyze a list of perennials for those best suited

for our coastal conditions. (Problem Solving).

6. Evaluate common low water use sprinkler systems

for efficiency. (Problem Solving, Global


7.


We will have evaluated all the SLO’s and will be

preparing for Instructional Planning and revising our

curriculum.

We will take notes and file an assessment of program slos.

Horticulture Program Assessment Analysis

Department

Horticulture

Meeting Date

8/30/10, 8/31/10,

Meet with faculty teaching this current fall semester

(2010) to discuss the outcomes tested last fall and see

how they might be adjusted. These are course SLO’s

only, not degree or certificate SLO’s.

Number of Faculty in Attendance (% of full time and adjunct plus total)

Meet individually with each adjunct and full time

faculty

Number of Faculty sharing Assessment Results – if applicable (% of full time and adjunct plus total)

All of them

SLO(s) Competency Measured

Hort 1A: Critically assess the current botanical

taxonomic hierarchy.

Hort 2: Analyze the physical composition of a

landscape soil.

Hort 57: Construct a paver patio or walkway

Hort 62: Properly identify 80 plants using the

scientific name and common names.

Hort 65: Reproduce detailed color landscape plans for

clients.

Hort 70: Critically assess the economic influences of

conversion from conventional to organic agriculture,

using case studies.

Hort 100A: Demonstrate proper techniques for

preparing and sticking cuttings.

Hort 175: Critically assess the irrigation and on-site

water conservation needs for different sites within the

same landscape.

Assessment Tool (Briefly describe assessment tool)

Hort 1A: Embedded in exam questions showing

understanding of how plants are placed into

taxonomic groups compared to non-taxonomic

groupings. Additionally, a homework assignment

using a cladogram showing the relationships between

all the plants they are learning to identify.

Hort 2: Practical lab quiz, hands-on determination of

soil characteristics.

Hort 57: Estimation project.

Hort 62: Final plant ID exam.

Hort 65: Weekly drawing assignments showing

properly drawn plans.

Hort 70: Embedded in exam questions.

Hort 100A: Lab exercises with instant feedback.

Hort 175: Weekly field trip evaluations.

Assessment Results (Summarize the overall results of your department

Hort 1A: Students seem to have a pretty good

understanding of how plants are placed into modern

systems compared to old fashioned systems and they

including any students needs and issues that emerged)

seem to make the connection between the plant groups

studied during labs over the semester.

Hort 2: Students could use more hands on assessment

of soils without the use of lab equipment. Will make a

better attempt to give them more hands on “in the

field” practice.

Hort 57: Students need more help with Math. They

need more help understanding the overall inputs into

developing an estimate.

Hort 62: Students are identifying plants correctly. The

industry standard for this assessment needs to be more

closely applied however. Industry tests the

identification of 50 plants without using notes, only

thing provided is a list of scientific names. We will

continue to work towards an established industry

assessment.

Hort 65: Students are showing great progress with

drawings since the establishment of these short

assignments. They find it especially helpful having a

grading matrix presented with the assignment.

Hort 70: Students are doing a good job with this

portion of the class, more help on various crops would

be beneficial.

Hort 100A: Repeated assistance to those that need

help shows that this is working very well.

Hort 175: Students are applying these concepts well.

Next Step in the Classroom to Improve Student Learning (list all the items faculty felt would help them improve student learning)

o Revise content of assignment/activities

o State goals or objectives of assignment/activity

more explicitly

o Provide more frequent feedback on student

progress

o Increase guidance for students on assignments

o State criteria for grading more explicitly

o Ask a colleague to critique assignment

Next Step in the Department to Improve Student Learning (check all that the department felt would help them improve student learning)

o Analyze course curriculum to determine that

competency skills are taught, so that the

department can build a progression of skills as

students advance through courses

o Encourage faculty to share activities that foster

competency

o Have binder available for rubrics and results

o Offer/encourage attendance at seminars,

workshops or discussion groups about teaching

methods

Priorities to Improve Student Learning (List the top 3-6 things faculty felt would most improve student learning)

o Emphasize the SLO’s at the beginning of the

semester and remind students why they are

learning specific information.

o Go over the course SLO’s with the class at the end

of the semester to see if covered them well and

seek input from students on how well they feel the

SLO’s match the overall importance of the class.

o Provide clear assignments and expectations

Implementation (List the departmental plans to implement these priorities)

o Provide examples for faculty to use, put something

in the class outlines that take time to introduce

SLO’s and the value of them with the class.

o Have an open discussion with other faculty about

individual assessment tools at faculty meetings.

Timeline for Implementation

These happen every meeting. Our department

meetings during flex focuses on implementing these

goals.


Department

Horticulture

Meeting Date

2/03/11, 2/04/11

Meet with faculty teaching this current spring

semester (2011) to discuss the outcomes tested last

spring and see how they might be adjusted. These are

course SLO’s only, not degree or certificate SLO’s.


Meet individually with each adjunct and full time

faculty


All of them

SLO(s) Competency Measured

Hort 1B: Analyze the cost of production of various

crops under different production techniques.

Hort 52: Justify the style of greenhouse, types of

coverings, heating systems and cooling systems used

for specific crop production.

Hort 54: Critically assess a horticultural business for

proper financial procedures and good management

techniques

Hort 58: Critically assess problems in irrigation

systems needing repair.

Hort 63: Properly identify 80 plants using the

scientific name and common names.

Hort 66: Synthesize information from the class to

design novel landscapes for the Central California

Coast.

Hort 71: Design a nutrient budget for an annual

vegetable crop.

Hort 125: Compare and contrast the various

hydroponic growing systems.

Hort 150: Construct an Integrated Pest Management

program for a chosen crop.

Hort 160B: Assess a local site for edible landscape

use.

Hort 164: Identify 80 common native plants by

scientific and common name.

Hort 172: Evaluate trees in the landscape for proper

care and maintenance.

Assessment Tool (Briefly describe assessment tool)

Hort 1B: Develop a cost analysis of a greenhouse or

nursery crop using production times and costs from

our nursery or theoretical data.

Hort 52: Project; design your own greenhouse with

key requirements and specifications.

Hort 54: Develop parts of a business plan.

Hort 58: Hands-on project, problem solving

controller, valve and sprinkler station.


Hort 66: Final project, semester long design project.

Hort 71: Lab exercises nutrition and fertilization

problems.

Hort 125: Create a poster to help illustrate systems.

Hort 150: Semester project.

Hort 160B: Design project.


Hort 172: Lab assignments.

Assessment Results (Summarize the overall results of your department including any students needs and issues that emerged)

Hort 1B: Students seem to have a pretty good

understanding of how costs are determined. They

could use more help with Excel and Math.

Hort 52: Worked well, might be better to offer more

flexibility to fit students wild ideas. Need more Math.

Hort 54: Works well, should be more focused.

Hort 58: Station works great. Create more modules for

other SLO’s in class.

Hort 63: Students are identifying plants correctly. The

industry standard for this assessment needs to be more

closely applied however. Industry tests the




assessment.

Hort 66: Great project, presentations, well laid out.

Hort 71: Lab exercises in nutrition and fertilization

problems. Need more Math help. Could use some

hands on applications in other important crops in our

area.

Hort 125: Posters seem to work well. They need to be

more specific, rework the description and grading

matrix.

Hort 150: Could use presentation component.

Hort 160B: Needs clear matrix for grading.

Hort 164: Students are identifying plants correctly.

The industry standard for this assessment needs to be

more closely applied however. Industry tests the




assessment.

Hort 172: Little too vague, needs focus.

Next Step in the Classroom to Improve Student Learning (list all the items faculty felt would help them improve student learning)

o Revise content of assignment/activities where

necessary

o State goals or objectives of assignment/activity

more explicitly

o Provide more frequent feedback on student

progress

o Increase guidance for students on assignments

o State criteria for grading more explicitly

o Ask a colleague to critique assignment

Next Step in the Department to Improve Student Learning (check all that the department felt would help them improve student learning)

o Analyze course curriculum to determine that

competency skills are taught, so that the

department can build a progression of skills as

students advance through courses

o Encourage faculty to share activities that foster

competency

o Have binder available for rubrics and results

o Offer/encourage attendance at seminars,

workshops or discussion groups about teaching

methods

Priorities to Improve Student Learning (List the top 3-6 things faculty felt would most improve student learning)

o Emphasize the SLO’s at the beginning of the

semester and remind students why they are

learning specific information.

o Go over the course SLO’s with the class at the end

of the semester to see if covered them well and

seek input from students on how well they feel the

SLO’s match the overall importance of the class.

o Provide clear assignments and expectations

o Provide feedback during assignments.


o Provide examples for faculty to use, put something

in the class outlines that take time to introduce

SLO’s and the value of them with the class.

o Have an open discussion with other faculty about

individual assessment tools at faculty meetings.


These happen every meeting. Our department

meetings during flex focuses on implementing these

goals.


Department

Horticulture

Meeting Date 3/11/11


Full time- 100% (Peter Shaw, Lisa McAndrews)

Adjunct 3. Chris Elliott, Peter Quintinella, Josh Fodor

Staff 1 LIA Andrew Wall


All of them

Purpose of the Meeting

This meeting was held to discuss the Landscape Build

portion of the AS degree and assess the degree SLO’s.

1. Discuss the main SLO’s that any student

completing a degree or certificate in landscape build

and perhaps maintenance should be able to

demonstrate.

2. These competencies can then be placed into logical

and progressive classes.

3. We discussed the various certifications available

and the importance of having something other than a

degree when completing or at least being qualified to

pass an industry test.

Identify Careers

Design Build Landscape Contractor

Certified Arborist, Consulting Arborist

Pesticide applicator

Irrigation Auditor

Professional Gardener

Certifications in this field:

1. Certified Landscape Technician

2. Certified Arborist,

3. Qualified Applicator (QAL),

4. CDL and a Licensed contractor.

We also identified several in the irrigation field, which

has lots of Auditors, backflow auditors and some

storm water management QSP and QSD professions.

Skills needed to be successful – Are these current SLO’s?

These are listed by Careers

Irrigation: CLT (some parts) Water Auditors

Parts ID

How to put pipes together as well as valves and

manifolds

Basic hydraulic comprehension and applications

Hands on experience

Construction (CLT/CLP for owners, Contractor

License)

Design layout

Material identification

Installation of permeable pavers, flagstone, retaining

walls (segmental and dry stack) cement

Wood techniques (basic skills)

Electrical 110V basics

Planting plants

Fertility

Safety

Grading and drainage (how to from a drawing)

Soil amending

Contactors Business (CLT, CLP, Arborist, QAL)

Personnel management

Laws and regulations

Work Place skills

Hiring and firing

Estimating

Customer service

Marketing and sales

Other areas of interest:

Water catchment, Gray water use, low voltage lighting

Professional gardeners

Generally need to know everything that is being

taught in most all of our classes. They do need the

business side and encouragement to become

contractors.

It was determined that some of the SLO’s for the

degrees that were tested and assessed are working

well and others are in need of slight tweaks.

Priorities to Improve Student Learning

1. Our irrigation class needs to focus more on water

auditing and conservation design techniques as well as

water use plans.

2. Construction class is preparing students well for

skills.

3. Our business class needs to be covering the

Business portions of the skills.


1. Hort 58 has been reconfigured for Spring 2013.

2. Construction class created skill based modules that

will be folded into Sustainable Landscaping for Fall

2012.

3. Some should be implemented Spring 2012.


See above.


Department

Horticulture

Meeting Date 2/22/11


Full time- 100% (Peter Shaw, Lisa McAndrews)

Adjunct 2. Mike Arnone, Josh Fodor,


All of them

Purpose of the Meeting

This meeting was held to discuss the Landscape

Design portion of the AS degree and the

effectiveness of our degree SLO’s.

1. What are the careers?

2. What are the skills a graduate with an AS degree

should be able to demonstrate.

3. To determine where such skills are taught and how

they are being assessed.

4. Then to decide if the current SLO’s are assessable

and if not how can they be changed.

5. These competencies can then be placed into logical

and progressive classes.

Identify Careers

1. Landscape design either as a sole function or part of

a design build team

2. Career track on to becoming an LA

Certifications in this field:

APLD, Association of Professional Landscape

Designers

https://www.apld.org/?p=certification

Skills needed to be successful – Are these current SLO’s?

Measuring and Base Plan Construction

Drafting Skills - Hand

Drafting Skills – Computer Aided

Plant Knowledge

Design Theory

Design history

Material Use (selection)

Irrigation – water use calculations

Estimating

Math

Site modification (grading)

Site analysis

Presentation – oral presentations to clients

Computer skills in general but Excel, graphic

manipulation and CADD

It was determined that most of the SLO’s for the

degrees that were tested and assessed are working

well.

https://www.apld.org/?p=certification

Degree SLO idea Option for program wide analysis of SLO’s could

include a formal Portfolio

Priorities to Improve Student Learning

1. We do not currently offer enough CAD

2. Our irrigation class needs to focus more on water

auditing and conservation design techniques as well as

water use plans.

3. Our students need more practice with oral

presentations to prepare them for selling their designs

to clients.

4. Our sustainable landscape class should be a

capstone class with design and presentations as well

as current topics.


1. The CAD question is complicated, not a lot of

students are interested, and it has a steep learning

curve that would require an additional 3 units of lab as

well as using computers in other areas are our lap tops

are old and do not work with the software.

2. Hort 58 has been reconfigured for Spring 2013.

3. Oral presentations are in most classes as projects.

4. No progress on this.

Timeline for Implementation (Make a timeline for implementation of your top priorities

1. With units hard to come by we are combining some

CAD in our graphics class.

4. Hopefully this will be implemented by fall of 2012.

HORTICULTURENatural and Applied Sciences DivisionWanda Garner, Division DeanDivision Office, Room 701 Peter Shaw, Program Chair, (831) 479-6241 Aptos Counselor: (831) 479-6274 for appointmentWatsonville Counselor: (831) 786-4734Call (831) 479-6328 for more informationhttp://www.cabrillo.edu/programs

General Horticulture and CropProductionProgram Description:

The horticulture program prepares students for entry level to man-agement jobs and self-employment in diverse horticulture businesses. Itaffords local horticulturists and working professionals the means toupgrade their skills and knowledge. Opportunities to obtain valuableexperience are provided in the greenhouse/garden facility and by work-ing to enhance campus landscapes.

DEGREES AND CERTIFICATES The college offers two A.S. Degrees, two Certificates of Achievement

and nine Skills Certificates in Horticulture. Students may obtain an A.S.Degree in General and Crop Production or Landscape Horticulture.Students may earn only one A.S. Degree. Separate certificates may beobtained in both areas of concentration.

A.S. Degree: General Horticulture and CropProductionA.S. General Education 21 Units Core Courses (37 units) HORT 1A Basic Horticulture. . . . . . . . . . . . . . . . . . . . . . . 4 HORT 1B Basic Horticulture: Crop Production . . . . . . . . 4 HORT 2 Soil Science and Management . . . . . . . . . . . . . 4 HORT 52 Greenhouse Design and Operation. . . . . . . . . . 3 HORT 54 Business Aspects of Horticulture . . . . . . . . . . . 4 HORT 58 Irrigation System Design and Installation . . . . 3 HORT 62 Fall Plant Materials and Design . . . . . . . . . . . . 3 HORT 63 Spring Plant Materials and Design. . . . . . . . . . 3 HORT 100A Plant Propagation. . . . . . . . . . . . . . . . . . . . . . . 1 HORT 125 Introduction to Hydroponic Food Production. . 2 HORT 150 Pest Management . . . . . . . . . . . . . . . . . . . . . . 4 HORT 199C Career Work Experience Education . . . . . . . . . 2 Approved Electives: Any Horticulture Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Total Units 60

A.S. Degree: Landscape HorticultureA.S. General Education 21 Units Core Courses (38-40 units) HORT 1A Basic Horticulture. . . . . . . . . . . . . . . . . . . . . . . 4 HORT 2 Soil Science and Management . . . . . . . . . . . . . 4 HORT 54 Business Aspects of Horticulture . . . . . . . . . . . 4 or HORT 164 California Native Plants & Plant Communities . 2

HORT 57 Landscape Construction. . . . . . . . . . . . . . . . . . 3 HORT 58 Irrigation System Design and Installation . . . . 3 or HORT 172 Arboriculture . . . . . . . . . . . . . . . . . . . . . . . . . . 3 HORT 60A Landscape Gardening. . . . . . . . . . . . . . . . . . . . 3 or HORT 160B Edible Landscaping . . . . . . . . . . . . . . . . . . . . . 3 or HORT 170 Restoration Landscaping . . . . . . . . . . . . . . . . . 3 HORT 62 Fall Plant Materials and Design . . . . . . . . . . . . 3 HORT 63 Spring Plant Materials and Design. . . . . . . . . . 3 HORT 65 Landscape Design Graphics. . . . . . . . . . . . . . . 2 HORT 66 Landscape Design: Theory and Process . . . . . 3 HORT 150 Pest Management . . . . . . . . . . . . . . . . . . . . . . 4 HORT 175 Sustainable Landscaping . . . . . . . . . . . . . . . . . 4 HORT 199C Career Work Experience Education. . . . . . . 0 - 1 Total Units 60

Certificate of Achievement: LandscapeHorticultureCore Courses (38-40 units) HORT 1A Basic Horticulture. . . . . . . . . . . . . . . . . . . . . . . 4 HORT 2 Soil Science and Management . . . . . . . . . . . . . 4 HORT 54 Business Aspects of Horticulture . . . . . . . . . . . 4 or HORT 164 California Native Plants & Plant Communities . 2 HORT 57 Landscape Construction. . . . . . . . . . . . . . . . . . 3 HORT 58 Irrigation System Design and Installation . . . . 3 or HORT 172 Arboriculture . . . . . . . . . . . . . . . . . . . . . . . . . . 3 HORT 60A Landscape Gardening. . . . . . . . . . . . . . . . . . . . 3 or HORT 160B Edible Landscaping . . . . . . . . . . . . . . . . . . . . . 3 or HORT 170 Restoration Landscaping . . . . . . . . . . . . . . . . . 3 HORT 62 Fall Plant Materials and Design . . . . . . . . . . . . 3 HORT 63 Spring Plant Materials and Design. . . . . . . . . . 3 HORT 65 Landscape Design Graphics. . . . . . . . . . . . . . . 2 HORT 66 Landscape Design: Theory and Process . . . . . 3 HORT 150 Pest Management . . . . . . . . . . . . . . . . . . . . . . 4 HORT 175 Sustainable Landscaping . . . . . . . . . . . . . . . . . 4 HORT 199C Career Work Experience Education. . . . . . . 0 - 1 Other Required Courses ENGL 100 Elements of Writing . . . . . . . . . . . . . . . . . . . . . 3 or ENGL 1A/1AH/1AMC/1AMCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 or CABT 157 Business and Technical Writing . . . . . . . . . . . . 3 Total Units 41 - 43

Certificate of Achievement: Greenhouse andNursery ManagementGeneral Horticulture and Crop Production Core Courses (37 units) HORT 1A Basic Horticulture. . . . . . . . . . . . . . . . . . . . . . . 4 HORT 1B Basic Horticulture: Crop Production . . . . . . . . 4

Cabrillo College Catalog–2011-2012

1

HORT 2 Soil Science and Management . . . . . . . . . . . . . 4 HORT 52 Greenhouse Design and Operation. . . . . . . . . . 3 HORT 54 Business Aspects of Horticulture . . . . . . . . . . . 4 HORT 58 Irrigation System Design and Installation . . . . 3 HORT 62 Fall Plant Materials and Design . . . . . . . . . . . . 3 HORT 63 Spring Plant Materials and Design. . . . . . . . . . 3 HORT 100A Plant Propagation. . . . . . . . . . . . . . . . . . . . . . . 1 HORT 125 Introduction to Hydroponic Food Production. . 2 HORT 150 Pest Management . . . . . . . . . . . . . . . . . . . . . . 4 HORT 199C Career Work Experience Education . . . . . . . . . 2 Other Required Courses ENGL 100 Elements of Writing . . . . . . . . . . . . . . . . . . . . . 3 or ENGL 1A/1AH/1AMC/1AMCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 or CABT 157 Business and Technical Writing . . . . . . . . . . . . 3 Total Units 40

Horticulture Skills Certificates:Skills Certificate: Alternative Crop ProductionMethodsRequired HORT 1A Basic Horticulture. . . . . . . . . . . . . . . . . . . . . . . 4 HORT 2 Soil Science and Management . . . . . . . . . . . . . 4 HORT 70 Organic Agriculture . . . . . . . . . . . . . . . . . . . . . 3 HORT 125 Introduction to Hydroponic Food Production. . 2 HORT 150 Pest Management . . . . . . . . . . . . . . . . . . . . . . 4 Total Units 17

Skills Certificate: ArboricultureRequired HORT 62 Fall Plant Materials and Design . . . . . . . . . . . . 3 HORT 63 Spring Plant Materials and Design. . . . . . . . . . 3 HORT 150 Pest Management . . . . . . . . . . . . . . . . . . . . . . 4 HORT 162PR Landscape Pruning . . . . . . . . . . . . . . . . . . . . 0.5 HORT 172 Arboriculture . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Total Units 13.5

Skills Certificate: General HorticultureRequired HORT 1A Basic Horticulture. . . . . . . . . . . . . . . . . . . . . . . 4 HORT 1B Basic Horticulture: Crop Production . . . . . . . . 4 HORT 2 Soil Science and Management . . . . . . . . . . . . . 4 HORT 150 Pest Management . . . . . . . . . . . . . . . . . . . . . . 4 Total Units 16

Skills Certificate: Greenhouse and NurseryManagementRequired HORT 1A Basic Horticulture. . . . . . . . . . . . . . . . . . . . . . . 4 HORT 1B Basic Horticulture: Crop Production . . . . . . . . 4 HORT 52 Greenhouse Design and Operation. . . . . . . . . . 3 HORT 100A Plant Propagation. . . . . . . . . . . . . . . . . . . . . . . 1

HORT 150 Pest Management . . . . . . . . . . . . . . . . . . . . . . 4 Total Units 16

Skills Certificate: Home HorticultureRequired HORT 1A Basic Horticulture. . . . . . . . . . . . . . . . . . . . . . . 4 HORT 60A Landscape Gardening. . . . . . . . . . . . . . . . . . . . 3 HORT 100A Plant Propagation. . . . . . . . . . . . . . . . . . . . . . . 1 HORT 150 Pest Management . . . . . . . . . . . . . . . . . . . . . . 4 HORT 160B Edible Landscaping . . . . . . . . . . . . . . . . . . . . . 3 Total Units 15

Skills Certificate: Landscape ConstructionRequired HORT 2 Soil Science and Management . . . . . . . . . . . . . 4 HORT 57 Landscape Construction. . . . . . . . . . . . . . . . . . 3 HORT 58 Irrigation System Design and Installation . . . . 3 HORT 62 Fall Plant Materials and Design . . . . . . . . . . . . 3 or HORT 63 Spring Plant Materials and Design. . . . . . . . . . 3 HORT 65 Landscape Design Graphics. . . . . . . . . . . . . . . 2 Total Units 15

Skills Certificate: Landscape DesignRequired HORT 62 Fall Plant Materials and Design . . . . . . . . . . . . 3 HORT 63 Spring Plant Materials and Design. . . . . . . . . . 3 HORT 65 Landscape Design Graphics. . . . . . . . . . . . . . . 2 HORT 66 Landscape Design: Theory and Process . . . . . 3 HORT 175 Sustainable Landscaping . . . . . . . . . . . . . . . . . 4 Total Units 15


2

Skills Certificate: Landscape GardnerRequired HORT 58 Irrigation System Design and Installation . . . . 3 HORT 60A Landscape Gardening. . . . . . . . . . . . . . . . . . . . 3 HORT 62 Fall Plant Materials and Design . . . . . . . . . . . . 3 or HORT 63 Spring Plant Materials and Design. . . . . . . . . . 3 HORT 150 Pest Management . . . . . . . . . . . . . . . . . . . . . . 4 HORT 162PR Landscape Pruning . . . . . . . . . . . . . . . . . . . . 0.5 HORT 199C Career Work Experience Education . . . . . . . . . 1 Total Units 14.5

Skills Certificate: Restoration LandscapingRequired HORT 2 Soil Science and Management . . . . . . . . . . . . . 4 HORT 57 Landscape Construction. . . . . . . . . . . . . . . . . . 3 HORT 62 Fall Plant Materials and Design . . . . . . . . . . . . 3 or HORT 63 Spring Plant Materials and Design. . . . . . . . . . 3 HORT 164 California Native Plants & Plant Communities . 2 HORT 170 Restoration Landscaping . . . . . . . . . . . . . . . . . 3 Total Units 15

Horticulture Courses

HORT 1ABasic Horticulture4 units; 3 hours Lecture, 3 hours LaboratoryRecommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibilityfor MATH 154.

Surveys careers and the history of horticulture as well as horticulturalplant science including plant growth and development, plant taxonomy,nomenclature and plant adaptations for survival in a Mediterranean cli-mate.Transfer Credit: Transfers to CSU.

HORT 1BBasic Horticulture: Crop Production4 units; 3 hours Lecture, 5 hours LaboratoryRecommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibilityfor MATH 154.

Surveys the production of ornamental and landscape plants to gain aworking knowledge of how light, temperature, water, fertilizers, and soil-less media interact in a controlled environment. Also covers pest man-agement and propagation of selected ornamentals.Transfer Credit: Transfers to CSU.

HORT 2Soil Science and Management4 units; 3 hours Lecture, 3 hours LaboratoryRecommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibilityfor MATH 154.

Examines physical, chemical and biological composition of soils, localsoil formations, methods of soil sampling and testing, fertilizer and lim-ing techniques, production and use of organic and chemical fertilizers,green manures and relationship between soils and human culture. Alsoincludes the use and testing of soils for production plus septic and graywater systems.Transfer Credit: Transfers to CSU.

HORT 52Greenhouse Design and Operation3 units; 3 hours Lecture Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibilityfor MATH 154.

Presents the design and management of commercial and residentalgreenhouses including site analysis, greenhouse styles, glazing, circula-tion, cooling, venting, heating systems, and control systems. This classalso covers general growing conditions of plants in a controlled environ-ment. The business of nurseries and greenhouses is also covered briefly.Transfer Credit: Transfers to CSU.

HORT 54Business Aspects of Horticulture4 units; 3 hours Lecture, 3 hours LaboratoryRecommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibilityfor MATH 154.

Focuses on starting and managing horticultural businesses, includinglicenses required, developing a business plan, sales, marketing, comput-er invoicing, and record keeping and legal requirements of employers.Discusses myriad of employment opportunities, especially niche mar-kets. Labs include field trips and retail/inventory training for departmen-tal plant sales.Transfer Credit: Transfers to CSU.

HORT 57Landscape Construction3 units; 2 hours Lecture, 3 hours LaboratoryRecommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibilityfor MATH 154.

Presents an overview of the landscape contracting industry and pro-vides hands-on experience with landscape construction techniquesincluding site layout and preparation, planting, interlocking pavers,retaining walls, wood construction and water features as well as biddingand estimating projects.Transfer Credit: Transfers to CSU.


3

HORT 58Irrigation System Design and Installation3 units; 2 hours Lecture, 3 hours LaboratoryRecommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibilityfor MATH 154.

Introduces the fundamentals of residential and commercial irrigationsystem design and installation using PVC, poly pipe and drip systems,programming irrigation clocks, mainline connection, valve installationand diagnosing system problems.Transfer Credit: Transfers to CSU.

HORT 60ALandscape Gardening3 units; 3 hours Lecture Recommended Preparation: Eligibility for ENGL 100 and READ 100.

Introduces principles and applications of residential landscape design,installation and maintenance including pruning, construction, plantselection, use of new and recycled materials, and water conserving con-cepts.Transfer Credit: Transfers to CSU.

HORT 62Fall Plant Materials and Design3 units; 2 hours Lecture, 3 hours LaboratoryRecommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibilityfor MATH 154.

Covers the identification of the common plants used in local land-scapes including native and introduced trees, shrubs, groundcovers, andvines. Also covers the uses of plants in the landscape, California natives,firescaping, history of gardens, selecting groundcovers, plant selectionsoftware and planting design.Transfer Credit: Transfers to CSU.

HORT 63Spring Plant Materials and Design3 units; 2 hours Lecture, 3 hours LaboratoryRecommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibilityfor MATH 154.

Covers the identification of the plants used in local landscapes includ-ing ornamental grasses, perennials, trees and shrubs. Also coversselecting proper plants for landscape needs including flowering trees andplants for hedges, screens and espaliers. Field trips to local landscapesincluded.Transfer Credit: Transfers to CSU.

HORT 65Landscape Design Graphics2 units; 1 hour Lecture, 3 hours LaboratoryRecommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibilityfor MATH 154.

Introduces graphic techniques of landscape design using variousmedia to create base plans, plan views, and elevation drawings.Transfer Credit: Transfers to CSU.

HORT 66Landscape Design: Theory and Process3 units; 2 hours Lecture, 3 hours LaboratoryRecommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibilityfor MATH 154.

Presents principles of landscape design theory and process includinggraphics, problem solving, and presentation skills through residentialsite analysis, program development, case studies, client interaction andsite measurement.Transfer Credit: Transfers to CSU.

HORT 70Organic Agriculture3 units; 3 hours Lecture, 1 hour LaboratoryRecommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibilityfor MATH 154.

Introduces organic agriculture with an emphasis on organic food pro-duction and a practical understanding of the philosophy, principles andpractices of organic crops.Transfer Credit: Transfers to CSU.

HORT 71Organic Food Production 14 units; 3 hours Lecture, 3 hours LaboratoryPrerequisite: HORT 70 or equivalent experience.Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibilityfor MATH 154.

Continues the theory and practices of good management begun inHORT 70 emphasizing springtime, commercial scale, local area, organicvegetable, fruit and flower crops. Emphasizes the scientific, economicand social basis for good management practices. Designed primarily forstudents planning a management career in organic horticulture.Transfer Credit: Transfers to CSU.

HORT 72Organic Food Production 21 unit; 0.5 hour Lecture, 1.5 hours LaboratoryPrerequisite: HORT 71 or equivalent experience.Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibilityfor MATH 154.

Continues the theory and practices of good management agriculturebegun in HORT 71 emphasizing summertime, commercial scale, localarea, organic vegetable, fruit and flower crops. Emphasizes the scientif-ic, economic and social basis for good management practices. Exploresorganic farming and farm business, and is designed primarily for stu-dents planning a management career in organic horticulture.Transfer Credit: Transfers to CSU.


4

HORT 100APlant Propagation1 unit; 3 hours Laboratory Repeatability: May be taken a total of 3 times.Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibilityfor MATH 154.

Presents techniques in plant propagation including seed collection,handling and sowing as well as producing plants from cuttings, layering,leaf pieces, division, and grafting. Topics include equipment and facilitiescommonly used in nursery and greenhouse production, appropriatechemicals and hormones, growing mediums and fertilizers appropriatefor propagation, sanitation procedures, propagation scheduling, liningout and potting up.

HORT 125Introduction to Hydroponic Food Production2 units; 1 hour Lecture, 3 hours LaboratoryRecommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibilityfor MATH 154.

Introduces concepts and practices of growing food crops hydroponi-cally, including set up, nutrient solution preparation, lighting needs andpest control.

HORT 150Pest Management4 units; 3 hours Lecture, 3 hours LaboratoryRecommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibilityfor MATH 154.

Introduces the concepts and practices of integrated pest managementemphasizing identification of insects, vertebrates, diseases and weeds inmanaged landscapes, crops, nurseries and greenhouses on the CentralCoast. Covers pesticide use and safety and the techniques of integratedpest management including: biological control, resistant varieties, cultur-al controls and mixed cropping.

HORT 156ALandscape Equipment Operation1 unit; 0.5 hour Lecture, 1.5 hours LaboratoryRecommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibilityfor MATH 154.

Introduces the proper use and selection of the equipment used in thelandscape maintenance business including mowers, string trimmers,blowers, and aerators. Safety, basic repairs and maintenance will also becovered.

HORT 160BEdible Landscaping3 units; 3 hours Lecture Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibilityfor MATH 154.

Emphasizes the basic principles of home food production; includingfruit, nut, herb and vegetable crops best suited to Santa Cruz County, soilpreparation and propagation mixes, fertilizer use, care and use of gardentools and pest control techniques.

HORT 161Soil Conservation3 units; 3 hours Lecture Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibilityfor MATH 154.

Presents soil erosion control and soil quality problems within urbanand native land soils affected by human activities by assessing soil con-ditions, using soil surveys and preparing an erosion control plan.Evaluation of watershed restoration techniques is also covered.

HORT 162A-ZCurrent Topics in Horticulture0.5 - 4 units; 0.5 hour Lecture or 1.5 hours LaboratoryRepeatability: May be taken a total of 4 times.Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibilityfor MATH 154.

Presents selected topics in horticulture not covered by regular Catalogofferings. Each special topic course will be announced, described andgiven its own title and letter designation in the Schedule of Classes. Thestructure and format of each class will vary depending on the subjectmatter and may consist of lecture, lab, or both.

HORT 164California Native Plants & Plant Communities2 units; 1 hour Lecture, 3 hours LaboratoryRecommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibilityfor MATH 154.

Covers the identification of native plants and their best uses in thedeveloped landscape, and includes discussion of the diverse native plantcommunities of California.

HORT 165The Therapeutic Garden4 units; 3 hours Lecture, 3 hours LaboratoryRecommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibilityfor MATH 154.

Introduces the use of plants, landscapes, and plant-related activities inimproving the health and well being of people by focusing on the thera-peutic and rehabilitative treatment of people with special needs. Alsocovers the design of accessible landscapes, the vocational potentials ofhorticultural therapy working in service programs within hospitals, nurs-ing homes, correctional facilities, alcohol rehabilitation centers, andvocational training centers.

HORT 170Restoration Landscaping3 units; 2 hours Lecture, 3 hours LaboratoryRecommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibilityfor MATH 154.

Explores the theory and practice of restoring native landscapes withthe goal of promoting biodiversity, mimicking natural habitats, solvingerosion problems and assessing compromised soil situations.Techniques such as grazing and burning to control invasive exotic plants,will be covered as well as the preservation of fragile plant communities,and propagation and seed collection methods. Field trips to local restora-tion sites included.


5

HORT 172Arboriculture3 units; 2 hours Lecture, 3 hours LaboratoryRecommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibilityfor MATH 154.

Introduces the care and management of trees in the landscape provid-ing preparation for the International Society of Arboriculture (ISA) certi-fication exam and covers the selection, training, protecting, fertilizingand the basics of pruning. Soil, water and nutrient management andplant biology will be discussed as well as the operation of a tree mainte-nance business. Trees common to the ISA exam will be covered.

HORT 175Sustainable Landscaping4 units; 3 hours Lecture, 3 hours LaboratoryRecommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibilityfor MATH 154.

Encompasses sustainable landscaping theories and practices includ-ing designing, installing and maintaining ecologically sound landscapesthrough renovating existing gardens with living walls, green roofs, per-meable hardscapes and rain water catchment systems, appropriate plantselection, and water conservation and irrigation.


6

CTE- Completers and Leavers Survey HORT-2003-2011- Report

Planning and Research Office – Cabrillo College – The survey for 2011 is based on responses from students who either completed their CTE program in AY 2009-10 or left the program (no program enrollments since the start of calendar year

2010) after prior completion of 10 program units. Prior years follow the same sampling and surveying pattern. Page 1

Career Technical Education (CTE) I. Employment Status

45

33

46

20

65

35

21

37

45

2

2

4

1

3

4

2

7

4

0

1

3

3

0

1

1

1

2

3

1

1

1

0246810121416

Leavers

Employed Self-employed Unemployed Not seeking employment

67

46

79

57

55

14

55

13

35

2

3

6

3

1

3

1

2

2

1

2

2

0

2

0

2

1

1

1

1

1

0 2 4 6 8 10 12 14 16 18

Survey Yr: 2003Working in field 2003

Survey Yr: 2004Working in Field 2004







Survey Yr: 2011

Working in Field 2011

Completers

Employed Self-employed Unemployed Not seeking employment




II. Earnings Analysis

$15,158

$12,065

$46,733

$10,000

$15,467

$20,800

$30,000

$30,776

$36,288

$23,965

$22,500

$22,870

$12,500

$35,079

$41,600

$22,638

$45,250

$33,700

$0$5,000$10,000$15,000$20,000$25,000$30,000$35,000$40,000$45,000$50,000

2003

2004

2005

2006

2007

2008

2009

2010

2011

Leavers

Earnings Before Cabrillo Earnings After Cabrillo

$17,907

$22,583

$28,171

$47,152

$30,233

$27,216

$46,920

$41,440

$22,640

$26,218

$24,725

$38,521

$29,514

$51,168

$29,050

$58,327

$47,680

$19,240

$0 $10,000 $20,000 $30,000 $40,000 $50,000 $60,000 $70,000

2003

2004

2005

2006

2007

2008

2009

2010

2011

Completers

Earnings Before Cabrillo Earnings After Cabrillo

2003 2004 2005 2006 2007 2008 2009 2010 2011

Earnings Before Cabrillo 5 4 3 1 3 2 2 5 6

Earnings After Cabrillo 5 4 2 2 4 2 2 4 6

Number of cases Leavers

2003 2004 2005 2006 2007 2008 2009 2010 2011

Earnings Before Cabrillo 6 6 8 7 5 5 4 2 2

Earnings After Cabrillo 6 4 6 7 5 6 5 2 4

Number of cases Completers




III. Educational Goal

0

1

2

4

2

0

1

0

4

3

5

3

2

3

5

1

2

2

6

1

2

2

1

2

1

0

0

0

1

0

1

0

0

1

1

0

2

2

1

0 2 4 6 8 10 12 14 16

2003

2004

2005

2006

2007

2008

2009

2010

2011

Educational Goal - COMPLETERS - (Number of Cases)

Update job skills Obtain CTE degree, not transfer Obtain CTE degree & transfer Transfer units with/without Associate Self-enrichment




III. Educational Goal

2

1

3

0

3

2

1

4

3

1

1

2

0

3

3

2

2

3

1

1

0

1

1

0

3

1

1

0

0

2

1

0

0

1

3

1

4

3

5

3

2

1

3

0 2 4 6 8 10 12 14 16

2003

2004

2005

2006

2007

2008

2009

2010

2011

Educational Goal - LEAVERS (Number of cases)

Update job skills Obtain CTE degree, not transfer Obtain CTE degree & transfer Transfer units with/without Associate Self-enrichment




IV. Response Rate –

Year reporting: 2003 2004 2005 2006 2007 2008 2009 2010 2011

Program Leavers 13 13 28 20 27 19 12 22 30

Leaver Respondents 7 6 11 4 14 10 6 11 12

Response Rate 54% 46% 39% 20% 52% 53% 50% 50% 40%

Program Completers 12 12 20 19 13 11 11 11 9

Completer Respondents 9 8 16 11 6 8 7 7 6

Response Rate 75% 67% 80% 58% 46% 73% 64% 64% 67%

Total Response Rate 64% 56% 56% 38% 50% 60% 57% 55% 46%

HORTICULTURE- COMPLETERS/LEAVERS SURVEY-

Crop Production

Fall 1

Monday Tuesday Wednesday Thursday Friday Saturday8:309:009:30 Hort 2 Hort 2

10:00 Soils10:3011:00 Hort 6211:30 Fall Plants12:00 Hort 212:30 Lab1:00 Hort 1A Hort 1A1:30 Lab Lab2:002:30 Hort 62 Lab3:003:30 option 1 option 24:004:305:005:306:00 Hort 1A6:30 Basic Hort7:007:308:008:309:00

Crop Production

Spring 1

Monday Tuesday Wednesday Thursday Friday Saturday8:30 Hort 1259:00 Lab Hort 589:30 Irrigation

10:0010:30 Hydropoinics11:00 Hort 6311:30 Spring Plants12:00 Hort 125 Hort 58 Lab12:301:00 Hort 1B Lab1:302:002:30 Hort 63 Lab3:003:304:004:305:005:306:00 Hort 1B6:30 Crop Prod7:007:308:008:309:00

Crop Production

Summer 1

Monday Tuesday Wednesday Thursday Friday Saturday8:309:009:30

10:0010:3011:0011:3012:0012:301:001:302:002:303:003:304:004:305:005:306:00

Crop Production

Fall 2

Monday Tuesday Wednesday Thursday Friday Saturday8:309:00 Hort 649:30 CA Natives

10:00 Hort 6410:30 CA Natives11:00 Lab11:3012:0012:301:00 Hort 100A1:30 Propagation2:002:303:003:304:004:305:005:306:00 Hort 526:30 GH Design7:007:308:008:309:00

Crop Production

Spring 2

Monday Tuesday Wednesday Thursday Friday Saturday8:309:00 Hort 549:30 Hort 150 Business Hort 150

10:00 Pest Mgt10:3011:0011:30 Hort 150 Lab12:0012:301:00 Hort 541:30 Lab2:002:303:003:304:004:305:005:306:00

Landscape

Fall 1

Monday Tuesday Wednesday Thursday Friday Saturday8:30 Hort 659:00 Hort 164 Hort 1A9:30 Natives Lab10:00 Hort 6510:30 Lab11:0011:30 option 212:0012:301:00 Hort 1A1:30 Lab2:002:303:003:30 option 14:004:305:005:306:00 Hort 1A6:30 Basic Hort7:007:308:008:309:00

Landscape

Spring 1

Monday Tuesday Wednesday Thursday Friday Saturday8:30 Hort 669:00 Land Design Hort 589:30 Hort 172 Irrigation10:00 Arbor10:3011:00 Hort 66 Hort 6311:30 Lab Spring Plants12:00 Hort 172 Hort 5812:30 Lab Lab1:001:302:002:30 Hort 63 Lab3:003:304:004:305:005:306:006:307:007:308:008:309:00

Landscape

Summer 1

Monday Tuesday Wednesday Thursday Friday Saturday8:309:009:3010:0010:3011:0011:3012:0012:301:001:302:002:303:003:304:004:305:005:306:00

Landscape

Fall 2

Monday Tuesday Wednesday Thursday Friday Saturday8:309:009:30 Hort 2 Hort 175 Hort 210:00 Soils Sustainable10:3011:00 Hort 6211:30 Fall Plants12:00 Hort 212:30 Lab1:001:302:00 Hort 1752:30 Hort 62 Lab Sustainable3:00 Lab3:304:004:305:005:306:006:307:007:308:008:309:00

Landscape

Spring 2

Monday Tuesday Wednesday Thursday Friday Saturday8:309:00 Hort 54 Hort 162PR9:30 Hort 150 Business Hort 15010:00 Pest Mgt10:3011:0011:30 Hort 15012:00 Lab Hort 162PR12:30 Lab1:00 Hort 541:30 Lab2:002:303:003:304:004:305:005:306:00 Hort 160B6:30 Edibles7:007:308:008:309:00

Organic Food Production Systems

Fall 1

Monday Tuesday Wednesday Thursday Friday Saturday8:309:009:30 Hort 2 Hort 210:00 Soils Soils Hort 7010:30 Organic 111:0011:3012:00 Hort 212:30 Lab1:00 Hort 1A Hort 1A1:30 Lab Hort 70 Lab2:00 Lab2:303:003:30 option 1 option 24:004:305:005:306:00 Hort 1A6:30 Basic Hort7:007:308:008:309:00


Spring 1

Monday Tuesday Wednesday Thursday Friday Saturday8:309:00 Hort 54 Hort 58 Hort 719:30 Business Irrigation Lab10:0010:3011:0011:3012:00 Hort 5812:30 Lab1:00 Hort 541:30 Lab2:002:303:003:304:004:305:005:306:00 Hort 716:30 Organic 27:007:308:008:309:00


Summer 1

Monday Tuesday Wednesday Thursday Friday Saturday8:30 Hort 729:00 Organic 39:3010:00 Hort 7210:30 Lab11:0011:3012:0012:301:001:302:002:303:003:304:004:305:005:306:00


Fall 2

Monday Tuesday Wednesday Thursday Friday Saturday8:309:009:3010:0010:3011:0011:3012:0012:301:00 Hort 100A1:30 Propagation2:002:303:003:304:004:305:005:306:00 Hort 526:30 GH Design7:007:308:008:309:00


Spring 2

Monday Tuesday Wednesday Thursday Friday Saturday8:30 Hort 1259:00 Lab9:30 Hort 150 Hort 15010:00 Hydroponics Pest Mgt10:3011:0011:30 Hort 15012:00 Hort 125 Lab12:301:001:302:002:303:003:304:004:305:005:306:00 Hort 160B6:30 Edible Lnds7:007:308:008:309:00

Horticulture Instructional Planning Report Spring 2012 ... · The Horticulture Department (Hort)...

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Transcript of Horticulture Instructional Planning Report Spring 2012 ... · The Horticulture Department (Hort)...