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Program Planning and Assessment (PPA)
for Academic Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2014
The purpose of Program Planning and Assessment at Hartnell College is to obtain an honest and
authentic view of a program and to assess its strengths, opportunities, needs, and connection to the
mission and goals of the college. The process is based on the premise that each academic program
reviews assessment data and uses these data to plan for improvement. The results of these annual
cycles provide data for a periodic (every five years) comprehensive review that shows evidence of
improvement and outlines long-range goals.
The Program Planning and Assessment process will improve and increase the flow of information
about student learning, student success and student behavior at Hartnell College. The result of the
process will also improve institutional effectiveness.
Program/
Discipline
Alcohol and Drug Abuse Counseling
Date Completed (must be
in final form by 3/31/14)*
3/31/2014
Date Submitted
to Dean
3/31/2014
*Please note that you should work with your colleagues and dean to ensure that this report is
completed, revised as needed, in its final form and submitted no later than the end of March.
List of Contributors, including Title/Position
Carol Kimbrough, Full-Time Instructor in Psychology
This PPA report is organized in 3 sections and 11 subsections as follows:
I.
II.
III.
Comprehensive Review – a. Overall Program Effectiveness, b. Instructional Staffing,
c. CTE Programs – Labor Market & Achievement, and d. Program Goals.
Annual Review – a. Course Data & Trends, b. Teaching Modality, c. Curriculum,
d. Outcomes, and e. Previously Scheduled Activities.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
 For programs/disciplines scheduled for comprehensive review in spring
2014, please complete Sections I, II, and III.
 For programs/disciplines scheduled for annual review, please complete
Sections II and III.
I.
COMPREHENSIVE REVIEW (N/A)
Please complete this section for programs/disciplines scheduled for
comprehensive review in spring 2014. Go to Section II for programs/disciplines
scheduled for annual review in spring 2014.
A. OVERALL PROGRAM EFFECTIVENESS
1. Describe your program in terms of its overall effectiveness over the past several
years.
Please consider the questions below in describing your program/discipline/area.
•
•
•
•
•
•
•
•
•
•
How are students/employees served by the program?
What are the unique aspects of the program?
How does the program relate to the needs of the community?
How does the program interface/collaborate with other programs on campus?)
What is working well in the program/discipline?
If there is a sequence of courses in your program, what process or framework is used to
ensure alignment?
How is consistency maintained between/among multiple sections of a single course?
Has the program explored alternative scheduling approaches?
Do prerequisites, co-requisites and strongly recommended skills continue to meet program
needs? Are there special considerations regarding capabilities of incoming students?
What professional activities have faculty recently (last three years) participated in?
[Begin response here]
2|AOD Annual Program Planning & Assessment-Spring 2014
B. INSTRUCTIONAL STAFFING
1. In the table below enter the number of sections offered and the number of full
time and adjunct faculty in your program/discipline by term over the past several
years.
Term
No. of
Active
Sections
Full-time
Faculty
Adjunct
Faculty
2. What staffing factors/challenges have influenced the effectiveness of the program?
[Begin response here]
3|AOD Annual Program Planning & Assessment-Spring 2014
C. CTE PROGRAMS – LABOR MARKET & ACHIEVEMENT
Please complete this section if the program is Career Technical Education
(CTE). Go to subsection D if the program is not CTE.
1. Describe the demonstrated effectiveness on the program over the past several
years with levels and trends of achievement data, including degree/certificate
completions (awards) and employment statistics.
[Begin response here]
2. Describe the number of, activities of, and recommendations resulting from
advisory committee meetings that have occurred over the past two years. What
information and/or data were presented that required or currently require
changes to be made to your program?
(Please attach copies of meeting minutes over the past two years and a list of committee
members and their respective industries/areas.)
[Begin response here]
3. Does labor market data and/or the need for additional education indicate that
changes should be made to your program? Does the program (continue to)
meet a labor market demand and/or fulfill an important step toward
higher/additional education?
[Begin response here]
4|AOD Annual Program Planning & Assessment-Spring 2014
D. PROGRAM GOALS
1. List and describe program/disciplinary goals for the next comprehensive
review cycle—Fall 2014 through Fall 2018. Be sure to highlight innovative,
unique, or other especially noteworthy aspects.
A new mission and vision is currently before the board for approval in February. In considering
your program’s future goals, please review the proposed new mission and vision statements.
VISION STATEMENT
Hartnell College will be nationally recognized for the success of our students by
developing leaders who will contribute to the social, cultural, and economic vitality of
our region and the global community.
MISSION STATEMENT
Focusing on the needs of the Salinas Valley, Hartnell College provides educational
opportunities for students to reach academic goals in an environment committed to
student learning, achievement and success.
[List and describe program goals here]
1)
2)
3)
4)
5)
5|AOD Annual Program Planning & Assessment-Spring 2014
II. ANNUAL REVIEW: AOD PROGRAM- 2014
This section must be completed for ALL academic programs, including those
scheduled for a comprehensive review in spring 2014.
A. COURSE DATA & TRENDS
1. Please evaluate the 3-year trend of enrollment and success of courses in your
program/discipline. Identify the courses you are choosing to examine this
current year in the list below. You do NOT need to evaluate trends for each
course every year.
TABLE 1: AOD Program Data (TOPS Code 210440) Chancellor’s Office Data Mart
AOD Program
Semester/
Year
S 2010
F 2010
S 2011
F2011
S 2012
F 2012
S 2013
F 2013
#
Sections
3
4
6
6
4
4
5
4
AOD
Enrollment
Trends
133
170
148
175
170
217
128
138
AOD
Retention
Rates
78.2%
89.41%
80.41%
74.29%
74.12%
87.56%
75.00%
72.46%
AOD
Success
Rates
73.68%
81.76%
72.30%
67.43%
65.29%
73.27%
67.97%
63.77%
College
Trends:
Enrollment
26,743
26,552
28,444
27,170
26,899
23,638
24,707
(25,399)
College
Trends:
Retention
82.55%
85.33%
84.58%
83.99%
69.36%
85.83%
83.47%
85.45%
College
Trends:
Success
71.51%
74.26%
73.39%
71.94%
82.21%
72.75%
71.69%
73.55%
ENROLLMENT
2. Review the enrollment data. Describe and analyze any patterns or anomalies
that you notice. What do you make of these patterns or anomalies? What
actions should be taken to ensure continuous improvement?
Data provided did not include two of the AOD courses (AOD-1 and AOD-2) that usually have the
highest enrollment numbers and most frequent offerings. Omission of these courses affects
discipline totals and summary trends. AOD-1 is the only AOD course taught every semester.
Other AOD courses are usually offered one every three semesters. It is therefore difficult to
assess trends for courses that have been offered once in three years.
Because of the omissions of AOD-1 and -2, I used Chancellor’s Office (Data Mart) summary
data for TOPS Code 210440 to assess discipline trends and compare with college totals. These
data are reflected in Table 1 above.
• Analysis: AOD enrollments tend to show a decrease in semesters where AOD-10
(Practicum Seminar) and AOD-99 (Practicum/Work Experience) courses are offered.
This trend may be due to the attrition of students over the course of the program
sequence but is more likely to be due to the limited number of local practicum settings
and the tendency of many of our students to “job out” once their needs for coursework is
met.
• Actions: Forming an advisory committee to identify and support local practicum settings
may help increase the number of students completing the practicum/work experience
components of the program. A full-time faculty member is needed to establish a
6|AOD Annual Program Planning & Assessment-Spring 2014
program advisory committee, promote the needs of the program within the community
and act as liaison in clinical settings. This full-time position would be instrumental to
program improvement.
SUCCESS
3. Review the success data. Describe and analyze any patterns or anomalies that
you notice. What do you make of these patterns or anomalies? What actions
should be taken to ensure continuous improvement?
Table 2: AOD Success vs. Hartnell
90
80
70
60
50
AOD
40
Hartnell
30
20
10
0
S 2010
F 2010
S 2011
F 2011
S 2012
F 2012
S 2013
F 2013
Table 2 displays success data based upon AOD program averages vs. College success rates
(as provided) for spring and fall semesters 2010-2013.
•
•
Analysis: The AOD program success rates seem to parallel college averages.
Action: none at this time (although higher success rates are preferable).
DEGREES AND CERTIFICATES
4. Describe the demonstrated effectiveness of the program over the past several
years with levels and trends of achievement data, such as degree and certificate
completions/awards.
Although the AOD program is fairly new, degree and certificate numbers have been
disappointing. To date, only 16 degrees and certificates have been awarded.
• Analysis: students may be taking program curriculum to meet regulatory requirements
for continued employment or are seeking to complete internship requirements in facilities
out of our service area. The practicum/work experience portion of the program is a
7|AOD Annual Program Planning & Assessment-Spring 2014
•
CAADAC (California Association of Alcohol and Drug Abuse Counselors) requirement;
other means of qualifying for certification exist and these do not always require a
practicum/work experience component as part of the formal program of study.
Action: continue to monitor program awards and attempt to gather more data on
students who leave the program without completing degree or certificate requirements.
A full-time faculty member who fulfills the role of community liaison would be
instrumental in acquiring this data.
B. TEACHING MODALITY
1. Enter the number of Distance Education Courses, both fully online and hybrid
sections, along with the number of full-time and adjunct faculty.
Term
N/A
No. of DE/
Online
Sections
0
No of
Hybrid
Sections
0
Fulltime
Faculty
0
Adjunct
Faculty
0
2. Compare student success in the DE teaching environment with success in the faceto-face teaching environment in the same course. Are there differences? To what
do you ascribe the differences in your program? Discuss any other relevant factors
regarding diverse teaching modalities and environments, such as specific
locations.
N/A – there are no Distance Education or Hybrid components to the program.
3. Describe the process to change and improve student success in DE
courses/sections in your program, and any other relevant factors regarding
diverse teaching modalities and environments, such as specific locations.
N/A – there are no Distance Education or Hybrid components to the program.
8|AOD Annual Program Planning & Assessment-Spring 2014
C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for
review during AY 201314 as previously
specified
AOD-1
AOD-2
AOD-3
AOD-4
AOD-5
AOD-6
AOD-7
AOD-8
AOD-9
AOD-10
Courses scheduled for
review during 2014-15
none
Faculty member(s)
responsible for
coordinating
C. Kimbrough
C. Kimbrough
C. Kimbrough
C. Kimbrough
C. Kimbrough
C. Kimbrough
C. Kimbrough
C. Kimbrough
C. Kimbrough
C. Kimbrough
Faculty member(s)
responsible for
coordinating
n/a
(a) Was the course
reviewed and (b) taken
through the curriculum
process?
Yes
Yes
Yes
Yes
pending
pending
pending
pending
pending
pending
Date of approval (or
anticipated approval)
by Curriculum
Committee
9/19/2013
9/19/2013
9/19/2013
12/05/2013
spring 2014
spring 2014
spring 2014
spring 2014
spring 2014
spring 2014
Target semester and
year—Fa 2014 or Sp 2015
n/a
9|AOD Annual Program Planning & Assessment-Spring 2014
D. OUTCOMES
Use your Program Outcome Maps to assist you in this subsection. As you plan your course
assessments, keep the higher level program outcome in mind. While course level assessment
serves the purpose of examining the teaching and learning for that particular course, it also
provides the data that will be viewed collectively for assessment of the associated program
level outcomes.
PROGRAM LEVEL OUTCOMES
1. Please complete the following tables.
List Program level outcome(s)
scheduled for assessment as
previously specified
What changes have
occurred in the
program/discipline as a
result of dialogue?
Was the Program
Outcome Assessment
Summary
completed?
PLO-1: students will demonstrate
proficiency in each of the core
functions and performance
domains of substance abuse
counseling
Course level assessments
that support PLO-1 indicate
that students are acquiring
the skills, abilities, and
knowledge needed to
demonstrate proficiency in
each of the core functions
and performance domains of
substance abuse
counselors. The program is
well-served by the existing
curriculum.
Course level assessments
that support PLO-2 suggest
that students are acquiring
the skills, abilities, and
knowledge needed to
support them in functioning
as ethical and competent
entry-level substance abuse
counselors.
Yes
PLO-2: students will function as
ethical and competent entry-level
substance abuse counselors,
with an understanding of and
sensitivity to the diverse
populations which they will serve.
List Program level outcome(s)
scheduled for assessment in
AY 14-15
N/A
Yes
Have your course level
SLOs needed for this
program level outcome
been assessed or
scheduled for
assessment?
ongoing
10 | A O D A n n u a l P r o g r a m P l a n n i n g & A s s e s s m e n t - S p r i n g 2 0 1 4
2. Describe how program level outcomes were specifically addressed by the
program/discipline during the past year.
For example, were data gathered at the course level? Was there review and analysis of the
data? How did the discipline faculty engage in discussion? Were any interventions conducted?
Are there any plans to make changes to certificate/degree programs or improvements in
teaching and student learning?
Assessment of AOD courses has become part of the expected tasks of all AOD instructors each
semester. This year, Deans facilitated the process of SLO analysis and the college supported
adjunct faculty during several informational gatherings. Since all AOD courses are taught by
adjunct faculty, the college support for adjunct faculty was critical to solidify the necessity and
importance of SLO assessments.
Review and analysis of SLO data for all AOD courses held during the fall semester was
conducted at the end of fall 2013 and beginning of spring 2014 semesters. For several adjunct
AOD faculty, assessment of SLOs was at the “beginning awareness” stage while others were
proficient and could complete course-level assessments with minimal instruction from full-time
faculty.
Discussions could then be directed at results of assessments and possible
interventions for continuous improvement.
• For AOD-1, changes in pedagogy (for example, adding more writing) and adding
different measures may be attempted to verify the current assessments; more vignettes
and assessment of fictionalized characters might help support an improvement in
applying appropriate treatment modalities.
• For AOD-2, the instructor will continue to use a combination of measures including case
vignettes and group exercises, supplemented by objective exam items.
• For AOD-8, the instructor will add more vignette practice before attempting role play
components of leading a family therapy session.
• For AOD-9, the instructor will consider adding more assessment tools such as case
studies/vignettes to measure progress throughout the semester. In addition, more outof-class or non-timed writing assignments may help promote student success (these
may be compared with timed essay responses during exams).
• SUMMARY: Pedagogical changes rather than content changes are contemplated to
further support students’ learning.
CORE COMPETENCIES
3. Describe how Core Competencies were specifically addressed by the
program/discipline during the past year. For example, were data gathered at
the course level? Was there review and analysis of the data? How did the
discipline faculty engage in discussion? Were any interventions conducted? Are
there any plans to make changes to courses or improvements in teaching and
student learning?
Data from AOD courses have not been used in the assessment of core competencies.
11 | A O D A n n u a l P r o g r a m P l a n n i n g & A s s e s s m e n t - S p r i n g 2 0 1 4
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for
SLO assessment as previously
specified
AOD-1
AOD-2
AOD-4
AOD-7
AOD-8
AOD-9
In what term was the
course assessed?
Courses scheduled for SLO
assessment in 2014-15
AOD-1
AOD-2
AOD-3
AOD-4
AOD-5
AOD-6
AOD-7
AOD-8
AOD-9
AOD-10
AOD-99
Faculty member(s)
responsible:
Amy Barrett-Burnett
Larry Lachman
Nellis Gilchrist
Barrett-Burnett
Lachman
Gilchrist
Gilchrist
Lachman
Baarrett-Burnett
Gilchrist
Gilchrist
S, F 2011
F 2012
S 2011
F 2013
F 2013
F 2013
Assessment
Summary Report
completed?
Yes
Yes
Yes
Yes
Yes
Yes
Semester/ year:
S 2014
S 2014
S 2014
F 2014
F 2014
F 2014
S 2015
S 2015
S 2015
S 2015
S 2015
5. Describe course level assessments results and how they will influence your
plans moving forward.
•
What we found:
From AOD-1, students obtain a foundation of knowledge upon which other courses build. The
instructor was able to track an increase in proficiency from 63% to 71% in students’ ability to
identify and distinguish the various theoretical models that discuss the etiology of alcoholism
and substance abuse. Students improved on the ability to consider behavioral, psychological,
physical and social effects of psychoactive substances on the individual, the family, and
significant others as part of an integrated approach to assessment and treatment of chemical
dependency from 72% (midterm scores) to 83% (final exam scores). These topics receive
emphasis and students demonstrate a good level of competency in these areas.
•
From AOD-2, all students were able to explain short term and chronic effects of substance
abuse from a neurobiological and pharmacological perspective.
•
From AOD-8, students learn the theoretical foundations and practice applications of family and
group counseling. Students learn to distinguish among such theorists as Minuchin, Bowen,
Haley and how to apply their approaches to the family context. By the 8th week of the course,
students were able to articulate the theory and techniques during class discussions, multiple
choice exams, and essay questions. By the end of the semester all students demonstrated
correct behavioral skill sets in role play scenarios.
12 | A O D A n n u a l P r o g r a m P l a n n i n g & A s s e s s m e n t - S p r i n g 2 0 1 4
•
From AOD-9, students must consider treatment approaches for patients with substance abuse
issues and co-occurring mental health disorders, considering how to prioritize and integrate
treatment approaches. The instructor measured student outcomes via objective exam
questions (t/f questions) and essay type responses. When all the scores of identified items
were averaged together, the overall criterion of 70% was met. Writing in-class essays if often
reported as challenging by many students because of the time constraints and lack of writing
skills (i.e. organized, coherent responses) and may not measure subject knowledge accurately.
•
SUMMARY: Course level assessments from each of the above courses suggest that students
are acquiring the skills, abilities, and knowledge needed to demonstrate proficiency in each of
the core functions and performance domains of substance abuse counselors. Students are
acquiring the skills, abilities, and knowledge needed to support them in functioning as ethical
and competent entry-level substance abuse counselors.
6. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
What our next steps are:
•
•
•
•
•
For AOD-1, changes in pedagogy and adding different measures may be attempted to verify the
current assessments; more vignettes and assessment of fictionalized characters might help
support an improvement in applying appropriate treatment modalities.
For AOD-2, the instructor will continue to use a combination of measures including case
vignettes and group exercises, supplemented by objective exam items.
For AOD-8, the instructor will add more vignette practice before attempting role play
components of leading a family therapy session.
For AOD-9, the instructor will consider adding more assessment tools such as case
studies/vignettes to measure progress throughout the semester.
SUMMARY: Pedagogical changes rather than content changes are contemplated to further
support student’s learning.
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E. PREVIOUSLY SCHEDULED ACTIVITIES
This subsection focuses on activities that were previously scheduled. An activity can address many
different aspects of your program/discipline, and ultimately is undertaken to improve or enhance your
program/discipline, and keep it current.
Activity scheduled
What success has
been achieved to
date on this
activity?
Will activity
What challenges
existed or continue continue into
AY 14-15?
to exist?
Will activity
continue into
AY 15-16?*
1. Hire a full-time faculty
member to coordinate
activities of AOD
program.
None
Budget; other
hiring priorities
Yes if
position is
not filled in
14-15.
Yes
2. Obtain CAADAC
approval of program
curriculum
Self-study
Lack of full-time
Yes
Approval
completed and
faculty inn AOD
(Approval
expires 2-28approved by
discipline
granted for
2016
CAADAC
3-years)
* For each activity that will continue into AY 2015-16 and that requires resources, submit a separate
resource request in Section III.
1. Evaluate the success of each activity scheduled, including activities completed and
those in progress. What measurable outcomes were achieved? Did the activities
and subsequent dialogue lead to significant change in student learning or program
success?
1) Hire a full-time faculty member to coordinate activities of the AOD Program.
The AOD program would benefit greatly from a full-time instructor who could oversee the
development and improvement of the program and coordinate its activities. This request has
been reflected in all prior program reviews. Currently 100% of the curriculum for this program is
taught by adjunct faculty. Hiring a full-time instructor for the AOD program would accomplish all
of the following:
• teaching of all AOD courses by a subject-matter expert
• coordination and implementation of course and program assessments
• program advocacy by faculty informed of legislative and regulatory requirements for
certification of chemical dependency counselors
• development of community partnerships, including the establishment of a program
advisory committee
• strengthen the clinical work-experience components of the program and increase the
number of local clinical sites
• maintain CAADAC (California Association of Alcohol and Drug Abuse Counselors)
program approval and manage required reports and documentation
• track activities of graduates and establish an alumni association
This activity has not been successful, due to other hiring demands and limited budget. This
request will continue as a major priority focus.
2) Obtain CAADAC approval of program curriculum
Program approval was granted for 3 years by the California Association of Alcohol and Drug
Abuse Counselors. This is the maximum number of years that approval is granted. Approval
14 | A O D A n n u a l P r o g r a m P l a n n i n g & A s s e s s m e n t - S p r i n g 2 0 1 4
continues until 2-28-2016. CAADAC approval provides assurance that our curriculum meets
and exceeds state requirements for chemical dependency counselors. The student’s transcript
is accepted as proof of completing necessary educational requirements prior to taking a state
board exam. CAADAC approval is also important to graduates who wish to be more
competitive in obtaining employment in treatment facilities after graduation.
15 | A O D A n n u a l P r o g r a m P l a n n i n g & A s s e s s m e n t - S p r i n g 2 0 1 4
III. ANNUAL ACTION PLAN
This section must be completed for ALL academic programs, whether scheduled
for annual or comprehensive review in spring 2014.
A. NEW ACTIVITIES
This subsection addresses new activities for, and continuing new activities into, AY 2015-16. An
activity can address many different aspects of your program/discipline, and ultimately is undertaken to
improve, enhance, and or keep your program/discipline area current. A new activity may or may not
require additional resources. Activities can include but are not limited to:
•
•
•
•
•
•
•
•
•
•
NEW CURRICULUM
FURTHER DEVELOPMENT OF THE PROGRAM OR SERVICE
GRANT DEVELOPMENT AND PROPOSALS
FACULTY AND STAFF TRAINING
MARKETING/OUTREACH
ENROLLMENT MANAGEMENT
STUDENT SERVICES
ADMINISTRATIVE SERVICES
SUPPORT OPERATIONS
FACILITIES
1. List information concerning new projects or activities planned. Please keep in mind that
resources needed, if funded, would not be approved until spring 2015 and provided until
FY 2015-16. Ongoing activities involving resources that will no longer be available from
grant funds starting FY 2015-16 must be planned for appropriately.
Activity
Strategic
Plan
Goal(s)
No. &
Letter
(e.g.,
5A)*
Related
Courses,
SLOs, PLOs,
or goals
Desired
Outcome(s)
Resources
Needed
Person
Responsible
Estimated
Date of
Completion
(can be more
than one
year in
length)
1.
5A, 6A
all
See below
$75,000.00
College
Planning
Council
open
2.
FT Faculty
3.
4.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
16 | A O D A n n u a l P r o g r a m P l a n n i n g & A s s e s s m e n t - S p r i n g 2 0 1 4
Comments
See below
*** Please complete this page for each new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will
support the program/discipline.
Consider:
• Faculty
• Other staffing
• Facilities
• Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than
$5,000),
• Software
• Hardware
• Outside services
• Training
• Travel
• Library materials
• Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
Hire a full-time faculty member to provide instruction and coordinate activities of the AOD
Program. This individual may also provide instruction in psychology.
The AOD program would benefit greatly from a full-time instructor who could oversee the
development and improvement of the program and coordinate its activities. This request has
been reflected in all prior program reviews. Currently 100% of the curriculum for this program is
taught by adjunct faculty. Hiring a full-time instructor for the AOD program would accomplish all
of the following:
• teaching of all AOD courses by a subject-matter expert
• coordination and implementation of course and program assessments
• program advocacy by faculty informed of legislative and regulatory requirements for
certification of chemical dependency counselors
• development of community partnerships, including the establishment of a program
advisory committee
• strengthen the clinical work-experience components of the program and increase the
number of local clinical sites
• maintain CAADAC (California Association of Alcohol and Drug Abuse Counselors)
program approval and manage required reports and documentation
• track activities of graduates and establish an alumni association
b) Describe how this activity supports any of the following:
1) Core Competency
2) Program level Outcome
3) Course level Outcome
4) Program/Discipline Goal
5) Strategic Priority Goal
17 | A O D A n n u a l P r o g r a m P l a n n i n g & A s s e s s m e n t - S p r i n g 2 0 1 4
This activity addresses Strategic Priority 5: Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the real-world
needs of its diverse student population, while also developing and employing a culture of innovation
that will lead to improved institutional effectiveness and student learning.
AND:
Priority 6: Partnership with Industry, Business Agencies and Education
Goal 6A: Hartnell College is committed to strengthening and furthering its current partnerships, in
order to secure lasting, mutually beneficial relationships between the college and the community
that the college serves.
Currently 100% of the curriculum for this program is taught by adjunct faculty. Hiring a full-time
instructor for the AOD program will support learning outcomes in all AOD courses. At the program
level, the full-time instructor can help to develop and revise curriculum, establish community
partnerships, establish a program advisory committee and hold regular meetings. A full-time
program instructor/coordinator can identify potential clinical settings for work-experience/practicum
components of the program (and potential sources of employment for graduates).
c) Does this activity span multiple academic years?
YES
NO
If yes, describe the action plan for completion of this activity.
A full-time faculty hire will be a tenure-track position.
d) What measureable outcomes are expected from this activity? List indicators of
success:
. Hiring a full-time instructor for the AOD program would accomplish all of the following:
• teaching of all AOD courses by a subject-matter expert
• coordination and implementation of course and program assessments
• program advocacy by faculty informed of legislative and regulatory requirements for
certification of chemical dependency counselors
• development of community partnerships, including the establishment of a program
advisory committee
• strengthen the clinical work-experience components of the program and increase the
number of local clinical sites
• maintain CAADAC (California Association of Alcohol and Drug Abuse Counselors)
program approval and manage required reports and documentation
• track activities of graduates anD establish an alumni association
• individual may provide support in the teaching of courses within the psychology
discipline in addition to AOD courses
e) What are the barriers to achieving success in this activity?
Barriers include other discipline requests for full-time faculty.
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RESOURCE REQUESTS
If new/additional resources are needed for your program/discipline, it is important that you identify
them and project their cost, and that these resources and costs be considered through the College’s
integrated planning (governance, budget development, funding decision making, and resource
allocation) processes. A resource is likely to be something needed to support an activity that you have
identified in IIIA. above, in which case you must link the resource with a specific activity number (first
column below). ). All resource requests completed in the various columns of a specific row
must be linked to the new or continuing activity numbered on the first column of that
same row. A resource could also be something necessary for your program/discipline to function
properly to improve student learning, such as updated equipment in a classroom; in such case be sure
to note that the resource is NOT tied to a specific activity.
Activity
No.
1.
Personnel
Classified
Staff/
Faculty
(C/F/M)*
FT Faculty
Supplies/
Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Library
Materials
Science
Labs
2.
3.
4.
5.
* Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager.
** S for Supplies, E for Equipment. If additional supplies, for example, are needed for ongoing activities, this
should be requested through the budget rollover process.
*** H for Hardware, S for Software.
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Projected
Costs
$75,000.00
APPENDIX A. Strategic Priorities & Goals
(from Hartnell College Strategic Plan 2013-2018)
Priority 1: Student
Access
Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong
learning opportunities—with seamless pathways—to all of the college’s present and prospective
constituent individuals and groups.
Priority 2: Student
Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning
environment to help students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning
environment that addresses and meets the diverse learning needs of students.
Priority 3: Employee
Diversity and Development
Goal 3A: Hartnell College is committed to 1) increasing diversity among its employees; 2)
providing an environment that is safe for and inviting to diverse persons, groups, and
communities; and 3) becoming a model institution of higher education whose respect for
diversity is easily seen and is fully integrated throughout its policies, practices, facilities, signage,
curricula, and other reflections of life at the college.
Goal 3B: To attract and retain highly qualified employees, Hartnell College is committed to
providing and supporting relevant, substantial professional development opportunities.
Priority 4:
Effective Utilization of Resources
Goal 4A: To support its mission, Hartnell College is committed to the effective utilization of
its human resources.
Goal 4B: Hartnell College is committed to having its physical plant, furnishings, and grounds
maintained and replaced in a planned and scheduled way to support learning, safety, security,
and access.
Goal 4C: Hartnell College will maintain a current, user-friendly technological infrastructure
that serves the needs of students and employees.
Goal 4D: Hartnell College is committed to maximizing the use and value of capital assets,
managing financial resources, minimizing costs, and engaging in fiscally sound planning for
future maintenance, space, and technology needs.
Priority 5:
Innovation and Relevance for Programs and Services
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Goal 5A: Hartnell College will provide programs and services that are relevant to the realworld needs of its diverse student population, while also developing and employing a culture of
innovation that will lead to improved institutional effectiveness and student learning.
Priority 6: Partnership
with Industry, Business Agencies and Education
Goal 6A: Hartnell College is committed to strengthening and furthering its current
partnerships, in order to secure lasting, mutually beneficial relationships between the college
and the community that the college serves.
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