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
Anthropology
Date Completed (must be
in final form by 3/31/14)*
8/27/14
Date Submitted
to Dean
8/27/14
*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
Dean Stephanie Low
Dr. Jorge Sanchez, Faculty
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
è For programs/disciplines scheduled for comprehensive review in spring
2014, please complete Sections I, II, and III.
è For programs/disciplines scheduled for annual review, please complete
Sections II and III.
I.
COMPREHENSIVE REVIEW
Please complete this section for programs/disciplines scheduled for
comprehensive review in spring 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]
THE ANTHROPOLOGY PROGRAM PROVIDES AN INTERDISCIPLINARY APPROACH TO THE STUDY OF SOCIAL AND
CULTURAL PHENOMENON THAT IS UNIQUE, ENABLING STUDENTS TO SELF-REFLECT AND EVALUATE THEIR
ROLE IN SOCIETY BOTH AS INDIVIDUALS AND AS A MEMBERS OF THE LARGER CULTURAL SYSTEM.
FURTHERMORE, THE DISCIPLINE OFFERS A COMPORATIVE APPROACH THAT FURTHER ENHANCES THE
STUDENTS’ UNDERSTANDING OF THE INTRICACIES OF HUMAN NATURE.
ONE FO THE STRENGTHS OF THE PROGRAM IS THAT IT PROVIDES THE STUDENTS THE INTELLECTUAL TOOLS
NEEDED TO ANALYZE THE MANNER BY WHICH CURRENT EVENTS AFFECT US. THIS POSITIVE ASPECT OF THE
DISCIPLINE IS FURTHER ENHANCED BY THE DISTANCE EDUCATION COMPONENT THAT HAS BEEN INTEGRATED
INTO THE COURSES, BOTH HYBRID AND FULLY ONLINE.
THUS, ALL THE COURSES USE THE DISTANCE
EDUCAITON PLATFORM TO INTEGRATE UP-TO-DATE INFORMATION AND TO PROVIDE A MEDUM OF
INTERACTION BETWEEN STUDENTS AND INSTRUCTORS FOR A MORE COMPREHENSIVE AND PEGAGOGICAL
CONSISTENT APPROACH.
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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
F-2014
S-2014
F-2013
S-2013
F-2012
S-2012
F-2011
S-2011
F-2010
S-2010
No. of
Active
Sections
14
15
13
14
16
15
14
13
15
14
Full-time
Faculty
Adjunct
Faculty
1
1
1
1
1
1
1
1
1
1
3
3
3
3
3
3
3
3
3
3
2. What staffing factors/challenges have influenced the effectiveness of the program?
[Begin response here]
SINCE ALL THE COURSES NOW INTEGRATE A DISTANCE EDUCATION COMPONENT AND USE THE ETUDES
PLATFORM IN ONE WAY OR ANOTHER (SOME FULLY ONLINE, OTHERS IN A HYBRID MODALITY, AND FACE-TO-
FACE EMPLOY IT AS A TECH-ENHANCEMENT), IT IS VERY DIFFICULT TO ENSURE ALL THE INSTRUCTORS ARE
USING IT EFFECTIVELY AND CONSISTENTLY.
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FINDING TIME TO GET TOGETHER IS VERY DIFFICULT.
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]
N/A
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]
N/A
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]
N/A
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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) Provide up-to-date course content
2) Provide a fully distance education program
3) Infuse the courses’ curriculum with relevant examples
4) Expand course offering
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II. ANNUAL REVIEW
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.
Course
Number
ANT 1
ANT 2
ANT 10
ANT 20
ANT 15
ANT 3
Course Name
Physical Anthropology
Introduction to Cultural
Anthropology
California Indians
Cultures of Mexico
North American Indians
Introduction to Archaeology
Does the course have any DE
(online or hybrid) sections?
Yes
Yes
Yes
Yes
No
No
Please use the data that have been provided. Analyze trends that you observe with respect to
the data for the identified courses and answer the following questions.
ENROLLMENT
2. Review the enrollment data. Describe and analyze any patterns or anomalies
that you notice. What do you make of these patterns or anomalies? What
actions should be taken to ensure continuous improvement?
Enrollments in 2010-2011 and 2012-2013 follow the same approximate trends of Hartnell
College enrollments, with the exception that enrollments in Anthropology increased
substantially more in Spring 2013 than college enrollments. In 2011-2012, Anthropology
enrollments dropped lower in Fall 2011 but were higher in Spring 2012 than college
enrollments.
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?
Student Success rates in Anthropology were more dynamic than the college’s rates. There were
significant improvements in student success in Fall 2011 (73%) and Fall 2012 (80%) and were
significantly higher than college rates (70%, 71%, respectively). Student success rates in Spring
semesters dropped below college rates for all three years -- Anthropology rates in Spring 2011
(66%) compared to college rates (70%); in Spring 2012, Anthropology (65%) to college (68%);
and in Spring 2013, Anthropology (63%) to college (69%).
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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.
Data on degree awards was not available.
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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
Fall 2013
Spring 2014
Fall 2014
No. of DE/
Online
Sections
4
5
6
No of
Hybrid
Sections
2
2
3
Fulltime
Faculty
1
1
1
Adjunct
Faculty
1
1
2
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.
There is still a significant gap between the retention rate of distance education (DE) courses
and traditional face to face (F-2-F) sections but this gap is narrowing. It is conceivable that in
the near future there will be no significant differences between these modalities. This is a
result of several factors, but the two that stand out is better course delivery, well trained
instructors and a generation of students that are more comfortable learning online.
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.
The anthropology department has implemented a more consistent assessment by employing a
rubric. This is allowing the instructors to approach the courses’ subject matter more
consistently.
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C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for
review during AY 201314 as previously
specified
Faculty member(s)
responsible for
coordinating
(a) Was the course
reviewed and (b) taken
through the curriculum
process?
ANT 1
ANT 2
ANT 10
ANT 20
ANT 3
ANT 15
Jorge Sanchez
Jorge Sanchez
Jorge Sanchez
Jorge Sanchez
Jorge Sanchez
Jorge Sanchez
No
No
No
No
No
No
Date of approval (or
anticipated approval)
by Curriculum
Committee
Courses scheduled for
review during AY 201415
Faculty member(s)
responsible for
coordinating
Target semester and
year—Fa 2014 or Sp 2015
ANT 1
ANT 2
ANT 10
ANT 20
ANT 3
ANT 15
Jorge Sanchez
Jorge Sanchez
Jorge Sanchez
Jorge Sanchez
Jorge Sanchez
Jorge Sanchez
Fa 2014
Fa 2014
Fa 2014
Fa 2014
Fa 2014
Fa 2014
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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
1a.
1b.
2a.
2b.
List Program level outcome(s)
scheduled for assessment in
AY 14-15
What changes have occurred
in the program/discipline as
a result of dialogue?
Using diverse methods of
assessing students like
portfolios, presentations,
individual and group
discussions as well as
multiple choice and essay
exams.
1a.
Have your course level
SLOs needed for this
program level outcome
been assessed or
scheduled for assessment?
No
1b.
2a.
2b.
No
No
No
Was the Program
Outcome Assessment
Summary completed?
No
No
No
No
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?
The anthropology faculty has met infrequently both in person and online to discuss the
program progress. Some areas of student performance have been addressed to facilitate
student success in the courses in physical and cultural anthropology, such as assessing
students in diverse methods like portfolios, projects that include presentations, individual and
group discussions and multiple choice and essay exams.
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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?
Success Rate employing the rubric assessing student projects and essays.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for
SLO assessment as previously
specified
ANT 3
ANT 15
In what term was
the course
assessed?
Spring 2014
Spring 2014
List courses scheduled for
SLO assessment in
AY 2014-15
ANT 1
ANT 2
ANT 3
ANT 10
ANT 15
ANT 20
Faculty member(s)
responsible for
coordinating
Jorge Sanchez
Jorge Sanchez
Jorge Sanchez
Jorge Sanchez
Jorge Sanchez
Jorge Sanchez
Was the Course
Assessment Summary
Report completed?
No
No
Target semester
and year—Fa 2014
or Sp 2015
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
5. Describe course level assessments results and how they will influence your
plans moving forward.
Students are able to learn more effectively when the concepts are addressed in various formats
and have the option to demonstrate competency through an essay, a visual presentation or in
a multiple choice assessment.
6. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
The rubric employed by the anthropology faculty is working to provide a uniform assessment
tool. It is still in its early stages so we will continue building it. Still in progress is the
development of a video editing center so that students can produce ethnographies.
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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?
What challenges
Will activity
existed or continue continue into
to exist?
AY 14-15?
Will activity
continue into
AY 15-16?*
1. Hire of F/T faculty
None
No funds
Yes
Yes
2. Implement video
ethnographies to
curriculum
Videos have been
recorded
Need time to edit
and create video
clips.
Yes
Yes
3. Expand course
offering
More classes,
Need more P/T
Yes
Yes
including DE and
faculty
Hybrid have been
scheduled and P/T
faculty have been
hired.
* 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?
No full time anthropology instructors hired, however, a sociology instructor was hired which
is a closely related field.
Part-time instructors are not trained to teach fully online.
Only limited videos clips have been produced, but the positive effect on student learning is
measured in the students’ success rate. Still figuring out an effective way for students to
produce their ethnographic analyses using video recordings.
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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
1.
Continue
developing
video
ethnographie
s
2.
Hire F/T
faculty
Strategic
Plan
Goal(s)
No. &
Letter
(e.g.,
5A)*
2A, 2b
Related
Courses,
SLOs, PLOs,
or goals
Desired
Outcome(s)
Resources
Needed
Person
Responsible
ANT 1
ANT 2
Engage
students to
improve
student
success
Assistance
to edit
video
Jorge
Sanchez
1A, 3A,
3B
ANT 1
ANT 2
Continue to
offer more
classes
Additional
P/T & F/T
faculty
Dean &
Jorge
Sanchez
3.
4.
5.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
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Estimated
Date of
Completion
(can be more
than one
year in
length)
Comments
*** 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.
Complete video ethnographies project; Develop an ethnographic library
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
Student Success Strategic Priority Goal
c) Does this activity span multiple academic years?
YES
If yes, describe the action plan for completion of this activity.
Anthropology faculty will get assistance from the college’s instructional technologists to complete.
d) What measureable outcomes are expected from this activity? List indicators of
success.
A library of video ethnographies available to all Anthropology faculty
e) What are the barriers to achieving success in this activity?
Lack of time
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
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*** 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 more part-time faculty so that additional course sections can be offered. A full-time faculty
position is needed for 2015-2016.
b) Describe how this activity supports any of the following:
6) Core Competency
7) Program level Outcome
8) Course level Outcome
9) Program/Discipline Goal
10)
Strategic Priority Goal
Student Access Strategic Priority Goal
Employee Diversity and Development Priority Goal
c) Does this activity span multiple academic years?
YES
If yes, describe the action plan for completion of this activity.
Yes, additional faculty are needed, and by 2015-2016 an additional full-time faculty will be
needed.
d) What measureable outcomes are expected from this activity? List indicators of
success.
Students will have a wider variety of classes to select and complete successfully.
e) What are the barriers to achieving success in this activity?
Time to complete interviews and to request the Full-time Faculty position.
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B. RESOURCE REQUESTS
If new/additional resources are needed for your program/discipline, it is important that you identify
them and project their cost, and that these resources and costs be considered through the College’s
integrated planning (governance, budget development, funding decision making, and resource
allocation) processes. A resource is likely to be something needed to support an activity that you have
identified in IIIA. above, in which case you must link the resource with a specific activity number (first
column below). ). All resource requests completed in the various columns of a specific row
must be linked to the new or continuing activity numbered on the first column of that
same row. A resource could also be something necessary for your program/discipline to function
properly to improve student learning, such as updated equipment in a classroom; in such case be sure
to note that the resource is NOT tied to a specific activity.
Activity
No.
Personnel
Classified
Staff/
Faculty
(C/F/M)*
Supplies/
Equipment
(S/E)**
1.
2.
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Library
Materials
Science
Labs
Instructional
Technologist
assistance
F
* 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
$0
$93,060
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.
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Priority 5:
Innovation and Relevance for Programs and Services
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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