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 Date Submitted
Discipline
in final form by 3/31/14)* to Dean
Communication Studies
03/31/2014
03/31/2014
*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.
Jason Hough
List of Contributors, including Title/Position
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 Communication Studies program provides transfer level courses in communication
(COM-1, COM-3) for the entire student body cross-discipline, as well as an Associate’s Degree in
Communication Studies, and an Associate’s Degree for Transfer (AA-T) in Communication
Studies.
With the recent formation of the Hartnell Speech Team, the Hartnell College
Communication Studies Department is the only institution, two-year or four, in Monterey
County offering a competitive program for students to participate.
As a Hispanic Serving Institution, the Communication Studies program not only allows
for individual opportunity for increasing communication skills for everyday use, but it also
produces majors ready to serve in multiple service sector jobs in the Monterey County area.
Consistently, the top two deficiencies reported by employers in new employees are deficits in
oral and written communication. The Hartnell Communication Studies program increases these
skills for both majors and non-majors.
The Communication Studies major has been increasing steadily in enrollment since its
implementation fall 2012. This success can be attributed to the oversight by the full-time faculty
member, as well as a robust adjunct faculty pool.
Although there is not a specific sequence of courses in the program, courses in the major
are offered in such a way to ensure strong availability of required courses, utilizing the
counseling department to ensure appropriate registration for all majors.
Consistency is maintained between multiple sections by aligning all sections around
Student Learning Outcomes (SLOs) for each individual course.
The program has explored alternative scheduling approaches, and these were
implemented beginning spring 2012. All course sections in Communication Studies (except for
one day a week evening sections) are now offered as two day a week, 75 minute sections. All
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three day a week classes have been eliminated based on pedagogical research and the soon to be
implemented institutional calendar changes.
All COM courses have an advisory for ENG 1A; however, this presents regular challenges
for Communication Studies faculty and some students. All faculty members regularly report the
students that have the most difficult time in courses are those students classified as English
Second-Language (ESL). Further research and discussion should take place to determine if the
current advisory is sufficient for student success in Communication Studies courses.
The full-time faculty member has participated in multiple professional activities,
including chairing committees, participating in multiple Faculty Inquiry Groups (FIGs), actively
engaging in shared governance committees and increasing exposure and activity with the
California Community Colleges Forensics Association (speech and debate).
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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
Fall ‘11
Spr ‘12
Fall ‘12
Spr ‘13
Fall ‘13
Spr ‘14
No. of
Active
Sections
21
22
10
16
20
23
Full-time
Faculty
Adjunct
Faculty
1
1
1
1
1
1
7
7
3
4
5
6
2. What staffing factors/challenges have influenced the effectiveness of the program?
Although the full-time faculty member has done an effective job of growing the program and
instituting the Hartnell Speech Team, the program is hindered by being a “one man show.” Although a
top candidate to receive another full-time faculty member beginning fall 2014, this was abandoned in
place of a hybrid full-time position with a load 60% Theatre, 40% Communication Studies. This does
nothing to help redistribute the administrative load of the current full-time faculty member, and the
program, while successful, cannot get to the next stage of growth without additional full-time faculty
members.
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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.
This data is not made available to the department.
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?
Non-applicable.
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?
Per national data and research, Communication Studies fills a vital role in preparing all students
for greater oral and written communication skills.
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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) All adjunct faculty in the program will be systematically evaluated;
2) Enrollment for the new AA-T in Communication Studies will increase to 50 students;
3) The Hartnell Speech Team, affiliated with the Communication Studies program, will become
a fully funded, supported academic team of the institution;
4) Student retention in all COM courses will increase.
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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
COM 1
COM 3
COM 8
Course Name
Intro. to Public Speaking
Intro. to Communication
Interpersonal Communication
Does the course have any DE
(online or hybrid) sections?
No
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?
COM 1 had decreasing enrollments in Fall 2012 due to budget cuts, but it near previous enrollment
levels once again, based on more sections being funded. COM 3 has maintained consistent enrollment
trends and increased retention. The figures for Fall 2012 and Spring 2013 are flawed data and do not
represent the number of sections offered during those semesters. COM 8 is a reflection of increased
retention.
Retention for COM 1 has stayed consistent. Retention for COM 3 has increased, possibly due to the fulltime faculty member teaching more of these sections.
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?
Across the discipline, success rates in courses have been decreasing the past two semester assessment
cycles. Per faculty discussions, it is believed the increase of rigor across the curriculum, championed by
the full-time faculty member, is a direct cause of this drop in success. The full-time faculty members
concern is that too many of the courses are being taught by adjunct faculty, affecting student success. It
is anticipated the success rates will stabilized with the 2014/2015 school year.
DEGREES AND CERTIFICATES
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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.
This data is not made available to the department.
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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
N/A
No. of DE/
Online
Sections
No of
Hybrid
Sections
Fulltime
Faculty
Adjunct
Faculty
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.
Not applicable, no courses offered via distance education.
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.
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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
COM5/BUS5
Courses scheduled for
review during AY 201415
N/A-All are current
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Faculty member(s)
responsible for
coordinating
Jason Hough
Faculty member(s)
responsible for
coordinating
(a) Was the course
reviewed and (b) taken
through the curriculum
process?
Pending
Date of approval (or
anticipated approval)
by Curriculum
Committee
Pending (late April
2014)
Target semester and
year—Fa 2014 or Sp 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
What changes have occurred
in the program/discipline as
a result of dialogue?
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?
Strong knowledge of
communication principles and
theory.
Strong knowledge of
communication principles and
theory.
Was the Program
Outcome Assessment
Summary completed?
Yes.
Yes.
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?
Individual course data was analyzed focused specifically on program level assessment. In
December 2013, all Communication Studies faculty met to discuss the program level outcome
and how individual course assessment would determine if overall efficacy of the program.
Faculty determined more coordination between the full-time faculty member (Jason Hough)
and the adjunct faculty members would be welcome to increase program outcomes.
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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?
[Begin response here]
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for
SLO assessment as previously
specified
COM 1, SLO1
COM 3, SLO3
COM 5, SLO2
COM 20, SLO1
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
COM 20, SLO2 and SLO3
Faculty member(s)
responsible for
coordinating
Jason Hough
Was the Course
Assessment Summary
Report completed?
Yes.
Yes.
Yes.
Yes.
Target semester
and year—Fa 2014
or Sp 2015
Spring 2015/
Summer 2015
5. Describe course level assessments results and how they will influence your
plans moving forward.
Success patterns have been trending downwards. However, a faculty discussion determined this trend
could due to more rigor being encouraged by the full-time faculty member across all Communication
Studies courses. There is also concern by the full-time faculty member that so many of the courses are
taught by adjunct faculty in the Communication Studies Department and that this could be leading to
decreased student success.
6. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
[Begin response here]
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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
1. Increased
public
presentations
of
Communicatio
n Studies
student
research.
2. Speech team.
What success has
been achieved to
date on this activity?
Will activity
What challenges
existed or continue continue into
AY 14-15?
to exist?
For finals week Spring
2014, all students
taking COM 3, Intro.
to Communication,
will present research
findings in one
comprehensive
gathering, called the
“Academic Expo.” This
will be open to the
public for three days
during finals week.
The team represented
Hartnell College at the
state community
college
championships, and
recently became the
newest club
recognized on
campus.
The number of
declared majors
continues to grow.
The institution is still Yes.
increasing the
efficacy of the AV
Department and
Facilities to aid in
logistics of such an
undertaking.
The team does not
have a consistent
funding source.
Will activity
continue into
AY 15-16?*
Yes.
The full-time faculty Yes.
member does not
have access to data
to determine the
exact number of
majors declared.
* For each activity that will continue into AY 2015-16 and that requires resources, submit a separate
resource request in Section III.
3. AA-T in
Communicatio
n Studies.
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?
Twelve (12) students were selected for the Hartnell Speech Team. Each student was required to present
a memorized 8-10 presentation and compete against other students from California and the
surrounding states. Students participating reported increased self-confidence and presentation skills.
Assessments of the student performance at the speech tournaments showed round-over-round
improvement throughout the competition season.
For the AA-T in Communication Studies, it is believed there are at least 50 majors based on selfreporting.
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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. The speech
team will
increase its
competitiv
e presence
in the
state.
1.
Strategic
Plan
Goal(s)
No. &
Letter
(e.g.,
5A)*
2A, 2B
Related
Courses,
SLOs, PLOs,
or goals
Desired
Outcome(s)
Resources
Needed
Person
Responsible
This
activity
supports all
SLOs in
courses
promoting
public
performan
ce.
Members
of the
speech
team will
qualify to
represent
Hartnell at
the
national
tournamen
t level.
A secured
budget of
$5,000
per year.
Jason
Hough
Estimated
Date of
Completion
(can be more
than one
year in
length)
May 2015.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
*** Please complete this page for each new activity. ***
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Comments
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.
The Hartnell Speech Team demonstrated increased competitive success in Fall 2013/Spring 2014. This not
only generated good public relations for the department and campus, but has also generated more interest
in the Communication Studies major on campus. All participating students from the team can supply
narrative support of the speech team’s positive influence on learning objectives. Peers from other California
community colleges can also supply narrative support. All students were assessed during competition,
supplying hard data of student attainment and opportunities for growth.
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
Participation on the team increases oral and written communication competency, which is a key priority
in all communication courses and the overall program.
c) Does this activity span multiple academic years?
YES
NO
If yes, describe the action plan for completion of this activity.
Ideally, a consistent budget on a three-year cycle would allow the speech team to progress and grow.
d) What measureable outcomes are expected from this activity? List indicators of
success.
Increased student involvement and satisfaction survey results, as well as competitive assessments.
e) What are the barriers to achieving success in this activity?
Lack of funding for student competitive teams.
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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.
The Communication Studies program is in need of another full-time faculty member. For Fall 2013, the
current full-time faculty member had to teach two N.I.C. to meet student demand (seven section total). An
emergency full-time appointment has to be granted to fulfill student demand, along with this individual
teaching one N.I.C. (six sections). For Fall 2013, the number of sections not taught by a regular, full-time
employee in regular contract requirements was 18, or 78% of total Communication Studies offerings. (n= 23
sections). For Spring 2014, the number of sections not taught by a regular, full-time employee in regular
contract requirements was also 18, or 78% of total Communication Studies offerings. (n= 23).
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
Institutional Strategic Priority 2, student success, is hampered without a greater full-time presence
leading the program. Institution Priority 4, Effective Utilization of Resources, is also violated with such a
large percentage of the program contracted to adjunct faculty.
c) Does this activity span multiple academic years?
YES
NO
If yes, describe the action plan for completion of this activity.
Yes. An addition of a new full-time faculty member would be a multi-year commitment.
d) What measureable outcomes are expected from this activity? List indicators of
success.
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e) Increased student success, as well as program growth, will be the measurable outcomes.
f) What are the barriers to achieving success in this activity?
[Begin response here]
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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.
1.
Personnel
Classified
Staff/
Faculty
(C/F/M)*
Supplies/
Equipment
(S/E)**
Contract
Services
Training
Travel
Library
Materials
Science
Labs
E
1.
2.
Technology
Hardware/
Software
(H/S)***
$300
Yes
F
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
$5,000
$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.
Priority 5:
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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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