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
Earth Science
3/31/2014
4/4/2014
*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
Robert Barminski, Geology and Oceanography Instructor
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?
Students in the Monterey Bay area are uniquely impacted by many diverse geologic hazards
including the San Andreas Fault. As the “Salad Bowl of the World” the Salinas Valley
economy is dependent on the climate and resources for our sustenance. Connecting our
students to the natural world and the complex interacting earth systems is the goal of the
geology and oceanography courses that comprise part of the earth science program. The
Hartnell earth science program is a hybrid multidisciplinary degree spanning several broad
natural science fields, focusing on geology but including astronomy and meteorology as well.
The program serves students seeking a broad introduction to earth science but lacks specific
focus for transfer. Since the inception of the Earth Science degree has been offered very few
students have completed the degree program. The current degree requires meteorology
which is a separate degree at most four year universities and is not a required course for
university geology students. In order to complete the Hartnell degree students would be
required to take classes that do not apply to their geology B.S. degree. There is limited value
to the earth science degree from an academic and vocational standpoint. Since I have been
the full-time faculty geology instructor at Hartnell College I am aware of one student who
has completed the A.S. Earth Science degree at Hartnell College.
A degree program that would better serve student needs would be a transfer oriented
geology degree program. For all science majors the math and physics sequence requires
several years for most students to complete. In the past, the best students simply moved on
to a four year university after they have completed 60 or more units. A geology degree
program replacing the earth science degree program would match well with the geology
Transfer Model Curriculum (TMC) promulgated by the CSU system. The transition is being
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implemented by course revisions that coincide with the TMC models. In the fall of 2014 I
will be putting geology AST through the curriculum review and approval process.
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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
No. of
Active
Sections
Full-time
Faculty
Adjunct
Faculty
SP14
6
1
2
FA13
7
1
2
SP13
6
1
2
FA12
6
1
1
SP12
5
1
1
FA11
5
1
1
2. What staffing factors/challenges have influenced the effectiveness of the program?
Staffing and class offerings are impacted by budget concerns.
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.
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?
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?
Not applicable for all 3 questions.
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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) Build and implement Geology AS-T.
2) Finish aligning Geology courses with the C-IDs.
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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
OCN-1
Course Name
Introduction to Oceanography
Does the course have any DE
(online or hybrid) sections?
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
OCN-1
Fall 2010
52
Spring 2011
33
Fall 2011
38
Spring 2012
56
Fall 2012
93
Spring 2013
57
Beginning with Fall 2012, enrollment in Oceanography has increased (compared to Spring 2011)
partially because of the addition of an extra class section in King City. Enrollment has fluctuated
because the class has not been offered in King City and Salinas every semester. Also the
enrollment on the Salinas campus is limited by room size and some semesters the class room
has almost double the capacity of other semesters. Fluctuations in enrollment are controlled
classroom size and number of class offerings, enrollment is a function of classroom size. When
the class is held in a small classroom (Spring 2011 and Fall 2011) enrollment is down. The
classroom size in N8 is actually larger than that shown on the schedule so students are being
turned away from the smaller classroom when there is actually more room available. The class
enrollment is steady overall. Students who attend optional field trips have a better course
completion rate.
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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
OCN-1
Fall 2010
63%
Spring 2011
45%
Fall 2011
61%
Spring 2012
70%
Fall 2012
88%
Spring 2013
68%
Science courses generally have a lower success rate than other disciplines due to the
difficulty and unfamiliarity students have with science. The lowest semester completion rate
(Spring, 2011) occurred when I was on medical leave. I plan to counter this with more
online and hands-on activities as well as more field trips. Students who attend optional field
trips have a better course completion rate.
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.
Since the inception of the Earth Science degree has been offered very few students have
completed the degree program. There are several reasons for this; the degree program does
not match well with the Transfer Model Curriculum (TMC) promulgated by the CSU system.
The Hartnell program is a hybrid multidisciplinary degree spanning several broad natural
science fields, focusing on geology but including astronomy and meteorology as well. The
current degree requires meteorology which is a separate degree at most four year
universities and is not a required course for university geology students. In order to
complete the Hartnell degree students would be required to take classes that do not apply to
their geology B.S. degree. Secondly, the Hartnell program is difficult to complete within the
time frame that most students attend community college. The math and physics sequence
requires several years for most students to complete. The best students simply move on to a
four year university after they have completed 60 or more units. There is limited value to the
degree from an academic and vocational standpoint. Since I have been the full-time faculty
geology instructor at Hartnell College I am aware of one student who has completed the A.S.
Earth Science degree at Hartnell College.
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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.
One geography course per term taught by 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.
Only taught online. Student success is good and the instructor is very organized.
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.
Not applicable.
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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?
Date of approval (or
anticipated approval)
by Curriculum
Committee
Geology 1
Geology 2
Barminski
Barminski
yes
yes
Spring 2014
Spring 2014
Courses scheduled for
review during AY 201415
Geology 25
Geology 6
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Faculty member(s)
responsible for
coordinating
Barminski
Barminski
Target semester and
year—Fa 2014 or Sp 2015
Fall 2014
Spring 2014
D. OUTCOMES
Use your Program Outcome Maps to assist you in this subsection. As you plan your course
assessments, keep the higher level program outcome in mind. While course level assessment
serves the purpose of examining the teaching and learning for that particular course, it also
provides the data that will be viewed collectively for assessment of the associated program
level outcomes.
PROGRAM LEVEL OUTCOMES
1. Please complete the following tables.
List Program level outcome(s)
scheduled for assessment as
previously specified
Examine the various Earth
system components and their
complex interaction through
inquiry-based,
interdisciplinary curricula in
the physical sciences.
What changes have occurred
in the program/discipline as
a result of dialogue?
We are assigning additional
student work and revising
the assessment methods,
the PLOs will be revised
when the Earth Science
program becomes a Geology
degree program.
List Program level outcome(s) scheduled for assessment in
AY 14-15
Demonstrate proficiency in the areas of graphical
presentation, oral communication and scientific
writing.
Was the Program
Outcome Assessment
Summary completed?
Yes
Have your course level
SLOs needed for this
program level outcome been
assessed or scheduled for
assessment?
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?
Data was gathered from student learning outcomes that related to this program learning
outcome for all sections and from all instructors (including adjuncts) teaching the course. The
faculty in the discipline met to review and analyze the data. In general, they found that students
had a limited success with this outcome. Students were able to identify major components of
the plate tectonics theory but were unable to synthesize the information and apply it to other
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aspects of the theory. Different worksheets and additional reinforcement have been applied as
intervention to improve teaching and student success. The major change planned is to change
the Earth Science degree to a Geology degree to comply with the Transfer Model Curriculum
(TMC) model adopted by the CSU system. One of the challenges in adapting the TMC model is
that the closest CSU, Monterey Bay, does not offer a geology degree.
CORE COMPETENCIES
3. Describe how Core Competencies were specifically addressed by the
program/discipline during the past year. For example, were data gathered at
the course level? Was there review and analysis of the data? How did the
discipline faculty engage in discussion? Were any interventions conducted? Are
there any plans to make changes to courses or improvements in teaching and
student learning?
Data was gathered from review of the SLOs that related to the core competencies for all sections
and from all instructors (including adjuncts) teaching the course. Student learning outcomes
were mapped to core competencies. It was found that the geology and oceanography class
student learning outcomes map mostly to two major core competencies: Critical
Thinking/Problem Solving and Communication Skills (mainly in the form of written
communication). The faculty in the discipline met to review and analyze the data and found
that students need to improve their critical thinking and problem solving skills. The
interventions that will be conducted are discussed in detail in the course level assessment
reports. Interventions were conducted at the SLO level to help the students understand the
concepts and to better engage the students. The courses are being revamped to include more
hands on learning including ETUDES and incorporation of other online materials including
Google Earth Pro. Instructor websites will be updated, a Earth Science social media page on
Facebook was created for increased student interaction.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
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List courses scheduled for
SLO assessment as previously
specified
Geology 1
Geology 2
Oceanography 1
In what term was
the course
assessed?
Fall 2013
Fall 2013
Fall 2013
List courses scheduled for
SLO assessment in
AY 2014-15
Geology 25
Geology 6
Faculty member(s)
responsible for
coordinating
Barminski
Barminski
Was the Course
Assessment Summary
Report completed?
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.
Course level assessment results indicate that a large group of students are challenged in basic
skill required for academic success. The geology and oceanography courses attract non-science
majors seeking to complete transfer requirements. Students have a limited background in
science and require strengthening in several key areas including analytical and communication
skills. Moving forward one goal is to hire a Supplemental Instructor (SI) in the Fall 2014 to
assist the students both with achieving success in geology and oceanography and also to help the
students learn better study habits and provide additional reinforcement of course level learning
objectives.
6. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
Course level assessment activities consist of midterm exams and quizzes. Interactive methods
such as in class Jeopardy style quizzes and group quizzes will be implemented. The faculty
attended a learning workshop at Hartnell in Spring 2014, coordinated by Ken Rand of Hartnell
College that addressed methods to increase student involvement in informal assessment. These
methods are being integrated into the classroom and lab activities. Grades are being posted
concurrently in ETUDES giving students immediate feedback. The challenges are enforcing the
deadlines for submittal of work and dealing with students who miss quizzes and tests or who
will not participate in active learning in the classroom. The ubiquitous use of cell phones in the
classroom is a continuing challenge as smart phones are both a tool for learning and a
distraction.
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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. new
environmental
science or
environmental
studies
program
Limited, meeting
progressed to the
point of deciding
whether to require
Calculus.
Lack of time to
coordinate due to
accreditation
efforts.
Maybe, focus
is on creating
Geology TMC
2. update
meteorology
course
None, course was
inactivated
No instructor,
course out of date,
Not part of TMC
No
No
3. Completing
course
scheduling
grid
complete
none
yes
yes
4. Geology TMC
Course have been
revised, CSU
coordination is
ongoing
TMC model does
yes
yes
not conform to
CSUMB, SJSU,
and UCSC
programs.
* For each activity that will continue into AY 2015-16 and that requires resources, submit a separate
resource request in Section III.
1. Evaluate the success of each activity scheduled, including activities completed and
those in progress. What measurable outcomes were achieved? Did the activities
and subsequent dialogue lead to significant change in student learning or program
success?
1. New environmental science or environmental studies program
The decision needs to be made whether to have a soft science Environmental Studies program
that can attract students from a wide array of backgrounds including sustainable construction
and renewable energy or to have a hard science degree appealing to fewer students.
2. Meteorology Course
Since the course has been inactivated there is no need for further review at this time.
Meteorology is not part of the geology TMC and has not been offered for at least five years.
3. Scheduling Grid
The grid has been revised and is under constant revision to meet the needs of students so that
they can complete their math and science courses concurrently within desired time frames.
4. Geology TMC
The courses that are part of the TMC have been revised and are being shepherded through the
curriculum committee review process by the dean and instructor. The dean and full-time
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instructor meet regularly to review progress. The geology program will meet student needs
better and be more successful with the revisions being currently implemented.
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
Responsib
le
Revise
degree
program for
geology
TMC
4.
Geology 1,2, 6, 25
Oceanography 1
Complete by
Spring 2014
semester.
none
Barminski
Estimat
ed Date
of
Complet
ion (can
be more
than
one year
in
length)
Summer
2015
*** Please complete this page for each new activity. ***
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Comments
Currently in
process
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.
Increased student success.
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
c) Does this activity span multiple academic years?
NO
If yes, describe the action plan for completion of this activity.
d) What measureable outcomes are expected from this activity? List indicators of
success.
Degree program will comply with TMC.
e) What are the barriers to achieving success in this activity?
None
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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)*
1. new rock
saw and other
lab prep
equipment
none
2. Not tied to
any activity
Astronomy/Geology
Lab Technician (C)
Suppli
es/
Equip
ment
(S/E)*
*
yes
Technology
Hardware/
Software
(H/S)***
Contr
act
Servic
es
Training
Travel
Scie
nce
Lab
s
Projected Costs
$4,000
$35,000/year(C)
If you want this to move forward successfully, you need to tie it in throughout the plan.
* 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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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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