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/
Date Completed (must be in
Date Submitted
Discipline
final form by 3/31/14)*
to Dean
Business Administration
3/31/2014
4/1/2014
*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, Alphabetical Order
Carol Hobson, Business and Computer Science Instructor
Robert Maffei, Accounting and Business Instructor
Lisa Storm, Administration of Justice
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
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?
The Business Administration program has been effective over the last several years, as well as since our
last comprehensive review. The Business Administration program offers courses that create value on
multiple levels for a large and diverse group of students thereby supporting the College’s Mission and
Strategic Priorities as evidenced by the below:
Students can now take courses in our Business Administration for Transfer degree which aligns with the
CSU Bachelor of Science in Business Administration. The Associate in Science in Business Administration
for Transfer degree is designed to provide students with the common core of lower division courses
required to transfer and pursue a baccalaureate degree in Business Administration. The courses in this
degree are designed to provide a clear pathway to a CSU major and baccalaureate degree. California
Community College students who are awarded an AA-T or AS-T degree are guaranteed admission with
junior standing somewhere in the CSU system and given priority admission consideration to their local
CSU campus or to a program that is deemed similar to their community college major. This program
saves time and money for all involved, especially the students.
Students may select certain classes from our business administration program designed to promote
their professional development through career and technical training without regard to obtaining a
transfer degree. Examples of coursework designed to promote career development include, but are not
limited to, accounting and basic business classes. Although students have the option of continuing their
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education for a degree, including one in business administration, these students frequent the business
program in pursuit of bettering their employment opportunities.
The Business Administration program at Hartnell College addresses many of the learning modalities of
our community through its varied delivery of course offerings. Hybrid and online classes are offered, as
well as face-to-face classes throughout the district. Further, the program is sensitive to the economic
plight of its constituency as evidenced by the customization of our textbooks for Hartnell students
designed to reduce cost while maintaining currency.
With a small team, consistency is easily maintained in this program. Faculty have weekly meetings to
review curriculum, texts, and materials; work together to write and review student learning outcomes;
and for planning purposes. Other faculty have been welcomed to join in and to provide input into our
program and their needs.
Scheduling changes are not regularly made. Classes are already offered at every time possible, including
online. The only changes made to the program have been with the length of time an online class is
offered. Courses have been taught in 18-week, nine-week, and six-week blocks. Student feedback has
pushed us away from six-week courses and into more nine-week sessions. This has worked well over
the past two years as students seem to do better with this length. It also gives us the opportunity to
teach two sections: one in the first half of the semester, and one that begins in the second half.
Students in need of late start classes often flock to these classes to meet their requirements.
Regarding professional activities that faculty have recently participated in, we have been participating in
Startup Weekend Monterey Bay for the past two years (2014 and 2013). Startup Weekend has been
held at California State University, Monterey Bay and provides a great opportunity for community
members and Hartnell students to get hands on experience in the world of startup businesses. This is a
major collaboration with CSUMB and is in alignment of Hartnell’s Strategic Priority 6: Partnership with
Industry, Business Agencies and Education, as well as all other Strategic Priorities. Community members
and present/former students have been seen participating in this relatively new event.
Startup Weekend is a non-profit, community-building event that brings together would be
entrepreneurs of different backgrounds, including software developers, marketers, designers, and other
enthusiasts. They gather to pitch ideas, form teams and start companies in just 54 hours. The
participants that attend have 60 seconds to make a pitch, the pitches are whittled down to the top
ideas, and then teams form organically around the best ideas to come out with several developed
companies or projects. Finally, the weekend culminates with demonstrations in front of an audience of
judges and potential investors. This is the second time Startup Weekend has come to the Monterey Bay
region, but the event occurs all over the world throughout the year with over 80,000 Startup Weekend
alumni.
Local TV news, KION, covered the event over the weekend: http://www.kionrightnow.com/news/localnews/Start-up-Launch-Weekend/-/23047192/24121076/-/pvdb0nz/-/index.html
3|Page
In sum, credentialed and experienced instructors deliver our content using state of the art pedagogy to
ensure quality for all students. The program offers a transfer degree as well as classes for professional
growth. Therefore, the business administration program supports the Hartnell College mission to
provide leadership and resources to insure that all students shall have equal access to a quality
education and the opportunity to pursue and achieve their goals. Hartnell’s Business Administration
program is effective in serving its constituents and addressing its Strategic Priorities.
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
2011/12
16
2
1
2012/13
14
2
1
2013/14
12
2
1
2. What staffing factors/challenges have influenced the effectiveness of the program?
We are a two person team who are unable to cover all business offerings. Occasionally it is difficult to
find qualified adjunct instructors who can teach needed courses. We will be receiving help from faculty
in the Economics Department starting fall 2014.
Challenges also arise from incorrect calculations of the required FTEs for each semester. This creates
load shortages (and later needs for NIC). It further creates a level of anxiety and frustration for faculty.
Overall, the cohesiveness of our two-person team--and it’s inclusiveness of other faculty whose classes
affect the program--has been quite positive. We have, for the most part, been proactive with program
needs/changes. We work to head off potential problems or issues that would adversely affect our
program.
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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.
Hartnell averages approximately 33 awards in Business Administration per year for the last three years.
The average has been steady and consistent for this period which is viewed as an accomplishment given
the unreliability in State financing. Further, the Business Administration program has restructured over
the past five years by eliminating small classes (BUS 5, BUS 30A and BUS 30B) or programs (Non-Transfer
Business Administration Degree) which are no longer relevant or viable.
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?
The Business Administration program is a relatively small program, and it has maintained enrollment
and retention rates while restructuring and surviving cuts in State financing. We have been reviewing
the option of adding an entrepreneurship track to our program. We would be seeking feedback from an
advisory board on this. There are plans to create a business advisory board in the coming year.
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?
Unemployment in the Salinas valley remains in double digit figures which further support the need for
business class offerings. Salinas is viewed as a “working man’s” community and its members turn to
Hartnell College to help better their lives by acquiring skills and education to advance their career and
educational aspirations. Note, however, the non-transfer types of business classes are often sought
after in this environment versus the transferable business classes.
It is worthy to note, however, that Hartnell College has been participating in Startup Weekend Monterey
Bay for the past two years (2014 and 2013). Startup Weekend has been held at California State
University, Monterey Bay and provides a great opportunity for community members and Hartnell
students, to get hands on experience in the world of startup businesses. This is a major collaboration
with CSUMB and is in alignment of Hartnell’s Strategic Priority 6: Partnership with Industry, Business
Agencies and Education, as well as all other Strategic Priorities. Community members and
present/former students have been seen participating in this relatively new event.
Startup Weekend is a non-profit, community-building event that brings together would be
entrepreneurs of different backgrounds, including software developers, marketers, designers, and other
enthusiasts. They gather to pitch ideas, form teams and start companies in just 54 hours. The
5|Page
participants that attend have 60 seconds to make a pitch, the pitches are whittled down to the top
ideas, and then teams form organically around the best ideas to come out with several developed
companies or projects. Finally, the weekend culminates with demonstrations in front of an audience of
judges and potential investors. This is the second time Startup Weekend has come to the Monterey Bay
region, but the event occurs all over the world throughout the year with over 80,000 Startup Weekend
alumni.
Local TV news, KION, covered the event over the weekend: http://www.kionrightnow.com/news/localnews/Start-up-Launch-Weekend/-/23047192/24121076/-/pvdb0nz/-/index.html
6|Page
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.
Below are the goals of the Business Administration program:
1) To revise our student learning outcomes (SLOs) as needed and assess on a regular basis.
2) To offer a BUS 1A, Financial Accounting online class for fall of 2014.
3) To offer a BUS 1B, Managerial Accounting online class by fall of 2015.
4) To have a working business advisory board by fall of 2016.
5) To add five one-unit entrepreneurship courses to the schedule by fall of 2015.
6) To provide a fully online business administration degree program by fall of 2016.
7|Page
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
Course Name
BUS 32
BUS 1A
BUS 1B
Introduction to Business
Financial Accounting
Managerial Accounting
Does the course have any DE
(online or hybrid) sections?
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?
Course
BUS 32
BUS 1A
BUS 1B
Fall
2009
164
68
39
Spring
2010
164
92
33
Course Enrollment
Fall
2010
165
78
34
Spring
2011
154
73
37
Fall
2011
160
80
38
Spring
2012
211
82
46
Fall
2012
129
90
42
Spring
2013
165
78
49
BUS 32, Introduction to Business enrollment is steady and consistent over this 3-year period.
BUS 1A, Financial Accounting has a spike in spring 2010 which is an anomaly per the 3-year enrollment
average. That said, the overall 3-year enrollment is steady, consistent and reasonable for a college our
size.
BUS 1B, Managerial Accounting has lower enrollment figures due to the fact that it has a prerequisite,
(BUS 1A). Not all accounting students pass the 1A prerequisite so the 1B enrollments are typically
smaller. Also, some students opt out of accounting all together after failing BUS 1A, Financial
Accounting.
Both accounting courses have had their enrollments increase from the base period of fall 2009.
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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?
Course
Fall 2009
BUS 32
BUS 1A
BUS 1B
55%
46%
51%
Spring
2010
48%
52%
67%
Course Success
Fall 2010
59%
59%
91%
Spring
2011
60%
59%
84%
Fall 2011
59%
72%
87%
Spring
2012
47%
65%
80%
Fall
2012
58%
60%
69%
Spring
2013
54%
65%
84%
Regarding BUS 32, we would like to take a closer look at factors, such as drop policies of online courses
versus F2F, participation, and other factors (e.g., course load, jobs and family obligations, classroom
dynamics) when trying to analyze the reason for the success rates noted above. Furthermore, we would
like to understand the procedures and parameters used for collecting success rates and calculating said
percentages. In short, the success rates warrant further investigation.
Both BUS 1A and BUS 1B show marked improvement in their success rates from fall 2009 which may be
explained by the retirement of an Hartnell accounting instructor who has since been replaced.
The BUS 1B success rate can be partially explained as being higher than BUS 1A due to students who
pass the BUS 1B prerequisite tend to have a command of the accounting subject matter and therefore
perform better than those who are attempting accounting (BUS 1A) for the first time.
All accounting courses have had their success rates increase from the base period of fall 2009.
PROGRAM RETENTION AND SUCCESS 2009 TO 2013
The Information provided for retention and success rates at the program level remains equivocal at the
time of this publication. It is unclear as to what courses comprise the aggregate figures for business
administration, face-to-face, and the distance education classes.
That said, the business face-to-face rates for retention equal or exceeds that of the State’s retention
rates and almost always exceeds that of the College as a whole. The face-to-face retention rates also
exceed those of distance education. The face-to-face success rates are also higher than those of its
counterpart in distance education. However, the face-to-face success rates of the program are
consistently lower than both the State and College. Assuming there is no business of office technology
figures skewing the calculations, the success rates merit an investigation. The lower success rates may
be due to drop policies, and other factors (e.g. jobs and family obligations and/or classroom dynamics).
Furthermore, we would like to understand the procedures and parameters used for collecting success
rates.
Regarding the Distance Education figures provided by the College, a similar trend exists for retention
rates. Meaning, the distance education rates equal or exceed that of the State’s retention rates and
always exceeds that of the College from fall of 2009 to spring 2013. The success rates are consistently
9|Page
close to that of both the State and College where applicable rates are provided, however, lower than the
face-to-face rates. It is the feeling of faculty that this can be attributed in part to the lack of student
support related to distance education before Spring of 2014. Again, further investigation is warranted.
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.
Information provided for Business Administration Awards for a three year period reflect a simple
average of 33 students per year in receipt of said award. This is consistent from year to year and is a
positive trend given the reduction of course offerings over the years due to the State budget crises and
the restructuring of the Business Administration program.
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
No. of DE/
Online
Sections
No of
Hybrid
Sections
Full-time
Faculty
2011/12
3
0
1
2012/13
2
0
1
2013/14
4
0
1
Adjunct
Faculty
2. Compare student success in the DE teaching environment with success in the face-to-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.
With regard to the retention rates of the distance education courses, rates for all but two semesters are
higher than of those in the face-to-face sections. The two semesters that have a lower retention rate are
Spring 2010 and Spring 2013. However, the Spring of 2010 section is lower than the rate for the college and
the state. Overall the program appears to be doing well in comparison. It is difficult to assign the drop in
retention for those semesters to anything specific. The college has gone through shrinking and growing
pains throughout the last few years, and this could have attributed to the lower rates. More data will need
to be reviewed to make any discernible predictions.
Success rates, on the other hand, are not as high as those in the face-to-face classes. This is the case
nationwide. However, in our case, all but one class (Fall 2011), are significantly below those of the face-toface success rates. Also, success in the DE program compared to the college and state is lower.
10 | P a g e
There are a few things that explain the lower success rates: First, it was the policy of the instructor not to
drop students. Students failing to drop the course received a lower or failing grade. Second, students often
take online classes to gain access to financial aid. Since the drop policy for DE courses usually allowed them
to remain without the threat of being dropped, they would do the minimum to remain in the course. This is
typically more difficult for students to do in a face-to-face environment.
Note: State data on DE retention and success rates is incomplete for this comparison.
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 policies have been changed and the college no longer allows students to remain in a course where they
are not fully participating. This policy has just begun, so numbers will be reviewed at a later date to see if it
is helping the program overall.
The college has provided little to no student support in the past. This has been changing. The new Course
Management System (Etudes) helps the instructor to monitor who has not participated and how active each
student has been. This tool is helping the instructor to be more proactive in engaging the students and/or
to notify them that they will be dropped for non-participation.
Faculty is also working to ensure computer literacy requirements are met before students take courses via
this modality. The goal is to provide an assessment to all incoming students. More data will need to be
reviewed to make future determinations.
C. CURRICULUM
Complete the following tables pertaining to courses/programs and curriculum review:
Courses scheduled for
review during AY 2013-14
as previously specified
Faculty member(s)
responsible for
coordinating
(a) Was the course
reviewed and (b) taken
through the curriculum
process?
Date of approval (or
anticipated approval)
by Curriculum
Committee
BUS 5, Org. Comm.
Non-Transfer Business
Adm Degree
Robert Maffei
Yes - Inactivated
3/27/2014
Robert Maffei
Yes – Inactivated
3/27/2014
Courses scheduled for review during AY
2014-15
BUS 32, Intro to Bus
Steps to Starting a Business – new course
Developing a Business Plan – new course
Marketing Your Business – new course
Business Finance Basics – new course
Building Your Team – new course
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Faculty member(s)
responsible for
coordinating
Hobson/Maffei
Carol Hobson
Carol Hobson
Carol Hobson
Carol Hobson
Carol Hobson
Target semester and year—Fa
2014 or Sp 2015
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Spring 2015
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
Program Outcome 1:
Interpret, analyze, and use quantitative
and logical reasoning to evaluate and
solve business problems.
What changes have occurred in
the program/discipline as a
result of dialogue?
The inactivation of our terminal
or non-transfer degree, as well
as the inactivation of BUS 5,
Organizational Communication.
Collaboration on assessment
results took place and was
documented.
List Program level outcome(s)
scheduled for assessment in
AY 14-15
Have your course level SLOs
needed for this program
level outcome been
assessed or scheduled for
assessment?
Program Outcome 1:
Yes. Course level outcomes are
scheduled to be assessed for
this period.
Interpret, analyze, and use quantitative
and logical reasoning to evaluate and
solve business problems.
Was the Program
Outcome Assessment
Summary completed?
Yes. BUS 1A, 1B, 18, & 32
In most cases no further
action is required, and in
some cases, instructional
techniques are being
researched and certain
SLOs are being revised.
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?
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The Business Administration program outcomes have been reviewed and analyzed for several years.
The SLOs in the core classes for the Business Administration degree have been assessed and reviewed
for effectiveness and applicability to the Program Level Outcomes as noted in Hartnell’s “R” drive (and in
the software planning module of CurricUNET in prior years). In most core classes there is no further
action required; however, pedagogy will be monitored and additional instructional techniques are being
researched in a couple of courses. Also, more courses are planned for distance education learning.
The discipline added a new Associate in Science in Business Administration for Transfer (AS-T) degree
which is designed to provide students with the common core of lower division courses required to
transfer and pursue a baccalaureate degree in Business Administration. These courses were basically in
alignment with Hartnell’s current Business Administration degree; however, the Transfer degree is
designed to provide a clear pathway to a CSU major and baccalaureate degree. California Community
College students who are awarded an AA-T or AS-T degree are guaranteed admission with junior
standing somewhere in the CSU system and given priority admission consideration to their local CSU
campus or to a program that is deemed similar to their community college major. Hartnell received
approval of this new Transfer degree this past summer of 2013. The Non-transfer degree has since
been inactivated as of March 27, 2014.
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?
Core Competency: Critical Thinking
Students will use quantitative and logical reasoning to analyze information, evaluate ideas and solve
problems: Analyze arguments and develop one’s own hypotheses. Interpret, analyze, explain and
infer concepts and ideas using tools such as tables, graphs, statistics.
Critically analyze, evaluate and synthesize evidence in order to formulate logical arguments and
make decisions
Hartnell’s Business Administration Program Level Outcome, interpret, analyze, and use quantitative
and logical reasoning to evaluate and solve business problems, is in direct alignment with Hartnell’s
core competency of Critical Thinking.
Results on course level assessments were read and discussed with department faculty and in some
cases, instructors outside the discipline, as is the case with Economics. The Business Administration
faculty agrees that required and assessed courses are effectively teaching identified SLOs, as well as
the Core Competency of Critical Thinking.
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COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for SLO
assessment as previously specified
BUS 32, Intro to Bus
BUS 1A, Financial Accounting
BUS 1B, Managerial Accounting
BUS 18, Legal Environment
In what term
was the course
assessed?
Fall 2013
Fall 2013
Fall 2013
Fall 2013
List courses scheduled for SLO
assessment in
AY 2014-15
BUS 32, Intro to Bus
BUS 1B, Managerial Accounting
Faculty member(s)
responsible for
coordinating
Hobson/Maffei
Maffei
Was the Course
Assessment Summary
Report completed?
Yes
Yes
Yes
Yes
Target semester and
year—Fa 2014 or Sp
2015
Fall 2014
Spring 2015
5. Describe course level assessments results and how they will influence your plans moving forward.
BUS 32: The minimum standard for SLO #1 in BUS 32, Introduction to Business is an overall passing rate of 70%.
The actual overall results not only met this standard, but also exceeded it by 12 percentage points. Out of 152
students assessed, 125 or 82 % passed the assessment.
BUS 1A: Regarding SLO #4, 96 % of students who completed BUS 1A, Financial Accounting passed with a letter
grade of "C" or better. Possible reasons for wide-spread passing is due to the fact that students who don't drop
BUS 1A are comprehending the subject matter and therefore are able to do well on the capstone project.
Another reason is that the term project is parceled out into three sections which helps all students digest the
subject matter and focus on parts throughout the term versus cramming all three sections into a weekend at the
end of the semester. Lastly, the instructor is accessible for help on the term project throughout the semester.
BUS 1B: SLO #1, Section #1269, Day Time Class: T& TH, 1-3:20 PM (Bob)
25 of the 35 students assessed (71%) successfully completed the problem at an outstanding level;
4 of the 35 students assessed (11%) successfully completed the problem at an above avg. level;
3 of the 35 students assessed (9%) successfully completed the problem at an average level;
1 of the 35 students assessed (3%) completed the problem at a below avg. level; and,
2 of the 35 students assessed (6%) did not completed the problem or did so at a failing rate. Peter's or evening
section: 9 Passed and 1 Failed. Note instructors discussed the BUS 1B problem that measures SLO #1 and
faculty concur that the problem is good for measuring SLO#1.
BUS 18: 67.7% mastered the outcome. The minimum acceptable percentage of mastery is 70%, so this is close.
It is also exactly the same percentage as spring 2010. The course material in the area of impossibility and
commercial impracticiability seems to be the most challenging, so this material has been updated and
strengthened in a PPT, to improve the student achievement data.
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6. Describe assessment activities that need to be strengthened or improved. What are the challenges
to achieving these improvements?
For the coming year, the business department will continue to assess, review, and adjust on an annual basis.
There are minor adjustments made on a semester basis; however, we plan to document all major changes,
including changes made to SLOs.
Regarding BUS 32 and SLO #1, we are planning to assess this again due to the relatively low score on a couple of
questions, even though the overall grade (82%) was well above the minimum (70%).
Regarding BUS 1A and SLO #4, updating the instructions for the term project will improve the consistency of the
financial term project for both online and face-to-face classes.
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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
existed or continue
to exist?
Will activity
continue into
AY 14-15?
Will activity
continue into
AY 15-16?*
1. Addition of
Entrepreneurship
courses (certificate)
Report and rough
outlines have been
completed
Whether to tailor
these courses to
specific disciplines
Yes
Likely
Yes
Yes
Updating skillsets,
keeping current,
and building
programs
3. Touring campuses
Moving
Viability of adding
No
No
entrepreneurship
this program at
program forward
Hartnell
* For each activity that will continue into AY 2015-16 and that requires resources, submit a separate resource
request in Section III.
2. Professional
Development
Relevant business
seminars have been
attended
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?
This past year was spent touring campuses, attending conferences, and reviewing the entrepreneurship
program’s viability with various constituents. These activities have not yet led to changes in SLOs or to
program success. Currently they are all contributing factors in the planned addition to the program. A
report is being sent forward, along with suggested courses (including rough outlines) to add in the
coming year.
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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
Strategic Plan
Goal(s)
No. & Letter
(e.g., 5A)*
Related
Courses, SLOs,
PLOs, or goals
Desired
Outcome(s)
Resources
Needed
Person
Responsibl
e
1.
Training & Dev’t.
Priority 2:
Goal2A & B;
Priority5:
Goal 5A
Business and
Accounting; All
SLO, PLO, and
Core.
Currency, e.g.
IAFS (Acct
Standards), as
well as
Pedagogy
$2,000
R. Maffei
Estimated
Date of
Completion
(can be more
than one year
in length)
2015
2.
1A, 2A, 2B,
3B, 4C, 5A, 6A
Business and
CSS; All SLO,
PLO and Core
Currency
DE
$2000
C. Hobson
2015
OTC
Conference
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
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Comments
Trade
conferences
keep you
current,
relevant, and
effective.
Current and
relevant topics.
*** 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.
Training and Development.
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
Training and development helps instructors maintain currency in their trade and field of practice. For
example, the US has adopted International Financial Accounting Standards for reporting. This transition is
currently in progress, yet not all textbooks address this fact in a comprehensive manner.
Training and development can also help teachers remain effective in their jobs by discovering new pedagogy
and technology. Here, learning styles and teaching modalities are continually highlighted and often coupled
with the latest technology for effectiveness. This goes beyond that of an online class, to every aspect of
teaching whether it’s face-to-face or online.
c) Does this activity span multiple academic years?
YES
If yes, describe the action plan for completion of this activity.
R. Maffei plans of attending trade conferences.
C. Hobson plans to attend Online Teaching Conference.
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NO
d) What measureable outcomes are expected from this activity? List indicators of success.
Measureable outcomes are knowledge of various, pertinent subject matter, such as IFRS, pedagogy, and
technology use in the classroom.
e) What are the barriers to achieving success in this activity?
Time and cost.
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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.
* 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.
Activity
No.
1.
2.
Personnel
Classified
Staff/
Faculty
(C/F/M)*
R. Maffei,
Faculty
B. Hobso
n
Faculty
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Supplies/
Equipme
nt
(S/E)**
Technolog
y
Hardware/
Software
(H/S)***
Contra
ct
Servic
es
Training
Travel
Library
Materi
als
Scienc
e Labs
Projecte
d Costs
Yes
Yes
$2000
Yes
Yes
$2000
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 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.
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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