Program Planning and Assessment (PPA)
for Academic Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2014
The purpose of Program Planning and Assessment at Hartnell College is to obtain an honest and
authentic view of a program and to assess its strengths, opportunities, needs, and connection to the
mission and goals of the college. The process is based on the premise that each academic program
reviews assessment data and uses these data to plan for improvement. The results of these annual
cycles provide data for a periodic (every five years) comprehensive review that shows evidence of
improvement and outlines long-range goals.
The Program Planning and Assessment process will improve and increase the flow of information
about student learning, student success and student behavior at Hartnell College. The result of the
process will also improve institutional effectiveness.
Program/
Discipline
Date Completed (must be
in final form by 3/31/14)*
2/12/14
Date Submitted
to Dean
2/12/14
ESL
*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
James Beck
Alejandra Gutierrez
Carol King
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?
[Begin response here]
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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
2. What staffing factors/challenges have influenced the effectiveness of the program?
[Begin response here]
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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.
[Begin response here]
2. Describe the number of, activities of, and recommendations resulting from
advisory committee meetings that have occurred over the past two years. What
information and/or data were presented that required or currently require
changes to be made to your program?
(Please attach copies of meeting minutes over the past two years and a list of committee
members and their respective industries/areas.)
[Begin response here]
3. Does labor market data and/or the need for additional education indicate that
changes should be made to your program? Does the program (continue to)
meet a labor market demand and/or fulfill an important step toward
higher/additional education?
[Begin response here]
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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)
2)
3)
4)
5)
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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
ESL 225
ESL 255
ESL 101
Course Name
Grammar & Writing 1
Grammar & Writing 4
English for Academic Purposes II
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?
Enrollments seem to justify offering ESL 225 on a regular schedule in both locations (Main Campus and
King City.)
Since the number of sections varies each semester, we need to see data for a.m. vs. p.m. classes to
identify trends.
Data indicates that we should be offering one or two sections of 255 each semester.
Sections of ESL 101 are consistently enrolled or over-enrolled, so we may need to offer two
sections each semester.
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?
ESL 225 success rates average approximately 70%.
ESL 255 success rates have climbed every semester from 2010 through 2013, rising from 69% to
96%.
ESL 101 success rates have also risen over the last three years from 70% to 90%.
DEGREES AND CERTIFICATES
6|Page
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.
[Begin response here]
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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
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.
[Begin response here]
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.
[Begin response here]
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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
ESL 101
ESL 265
Courses scheduled for
review during AY 201415
ESL 228
ESL 258
ESL 255
ESL 252
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Faculty member(s)
responsible for
coordinating
James Beck
James Beck
(a) Was the course
reviewed and (b) taken
through the curriculum
process?
March 2014
March 2014
Faculty member(s)
responsible for
coordinating
Carol King
James Beck
Carol King
James Beck & Carol King
Date of approval (or
anticipated approval)
by Curriculum
Committee
Target semester and
year—Fa 2014 or Sp 2015
F2014
S2015
F2014
S2015
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
Given an academic reading, students
will select one or more main points
and produce a coherent, organized
piece of writing that expresses and
supports their own opinions about
these points.
List Program level outcome(s)
scheduled for assessment in
AY 14-15
What changes have occurred
in the program/discipline as
a result of dialogue?
none
Have your course level
SLOs needed for this
program level outcome
been assessed or
scheduled for assessment?
Given an academic reading, students yes
will select one or more main points
and produce a coherent, organized
piece of writing that expresses and
supports their own opinions about
these points.
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Was the Program
Outcome Assessment
Summary completed?
yes Jan 2014
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?
Faculty looked at course SLOs and success rates, which continue to meet or exceed expectations.
No changes are planned at this time, especially since we just introduced 6 new courses in Fall
2013.
Discipline faculty met during FLEX days in both fall and spring semesters to analyze this data.
Fulltime faculty meet twice a month or more to discuss course-level issues/SLOs.
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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?
Even though we do not offer transfer-level courses, all of the ESL classes address the core
competencies regarding communication and cultural awareness.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for
SLO assessment as previously
specified (from Aug 2013
plan)
233
265
101
243 227A, 237A, 246, 225,
225L, 255, 255L, 258, 290ABCD
List courses scheduled for
SLO assessment in
AY 2014-15
233
243
290ABCD
In what term was
the course
assessed?
Was the Course
Assessment Summary
Report completed?
F2013
F2013
F2013
F2013
yes
yes
yes
yes
Faculty member(s)
responsible for
coordinating
Carol King
Carol King
Alejandra Gutierrez
Target semester
and year—Fa 2014
or Sp 2015
F2014
F2014
S2015
5. Describe course level assessments results and how they will influence your
plans moving forward.
To date, all classes have shown a 70% or higher success rate. No changes are planned.
6. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
Better communication with adjuncts will need to occur so all sections use the EXACT same
instrument and rubric. Administration needs to provide incentives for adjuncts to participate.
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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.
What success has
been achieved to
date on this activity?
Will activity
What challenges
existed or continue continue into
AY 14-15?
to exist?
Will activity
continue into
AY 15-16?*
1. Create standalone lab
courses to
reinforce skills
Courses were
approved by
Curriculum and being
offered F2013.
scheduling lab hours
Yes, we will
look at success
& retention.
Yes, we will
look at success
& retention.
2. ESL Summer
Institute
Piloted 2013 with BSI
funding.
Student response was
positive.
Scheduling during
summer school is
difficult.
3. Continue to
develop bridge
to college with
HEP and
Salinas Adult
School
ESL Summer Institute
included 4 HEP and 3
SAS students. HEP
students continue to
enroll in ESL track.
Many potential ESL
students are
undocumented. We
need a consistent
policy on how to
admit them.
Yes, funding
request is
being
submitted to
BSI.
Yes.
Yes, funding
request is
being
submitted to
BSI.
Yes.
Activity scheduled
* 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?
ESL 290 ABCD (new stand-alone lab courses) have been well-received by students. Policies are
still being developed to ensure student success and to increase enrollment in the labs. SLOs for
these courses will be assessed every semester for the next two years.
ESL Summer Institute 2013 was successful. Students loved it, and pre- and post-scores
improved. Tracking of these students will take place either S2014 or F2014.
Another institute is planned for 2014 using BSI money.
No formal bridge has been created between HEP and Hartnell ESL for two reasons: there was a
change in HEP leadership and undocumented students are still required to pay out-of-state
tuition.
Salinas Adult School leadership has been in flux for four years, so nothing has been done for the
last two.
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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.
computerize
ESL assessment
2.
standard
application of
multiple
measures in
assessment
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Strategic
Plan
Goal(s)
No. &
Letter
(e.g.,
5A)*
Related
Courses,
SLOs, PLOs,
or goals
2A, 4A,
4C
2A, 4A,
4C
better
placement
of ESL
students
Desired
Outcome(s)
Resources
Needed
Person
Responsibl
e
Estimated
Date of
Completion
(can be more
than one
year in
length)
quicker
results and
better
sustainabilit
y
to be
determined
by dean in
charge of
assessment
dean of
student
services
and ESL
faculty
2014-15
higher
student
success
rates
dedicated
intake
center for
ESL
students
Hartnell
College as
a
Hispanicserving
institution
---VP
2014-15
Comments
This has been
an on-going
issue since
2008. It
needs to be
resolved.
These were
used until
Accuplacer
was adopted
in 2008. We
were
promised to
3. update Lab
D359 facilities
with necessary
software to
support lab
courses
2A, 4A,
4C
All SLOs
for ESL
290ABCD,
252, 233,
243, 227A,
227B,
237A, 237B
support
ESL
curriculum
Burlington
English
software
student
affairs/
dean of
student
services
and ESL
faculty
Dean of
Languages
& Fine Arts
and IT
1.
2.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
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have these
reinstated in
2009, but it
never
happened.
F2014
Proposal has
been submitted
to Dean Low as
of 2/12/14
*** 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.
Our program depends on efficient, consistent, accurate assessment. The college must adopt
consistent multiple measures and search for a computerized ESL assessment instrument
that works with Hartnell’s program. This should be a Student Services issue;
however, the ESL department is more than willing to advise.
We cannot fill out the resource request form. It’s beyond our purview.
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
[Begin response here]
c) Does this activity span multiple academic years?
YES
NO
If yes, describe the action plan for completion of this activity.
[Begin response here]
d) What measureable outcomes are expected from this activity? List indicators of
success.
[Begin response here]
e) What are the barriers to achieving success in this activity?
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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)**
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Library
Materials
Science
Labs
s
Burlinton
English
na
na
na
na
Projected
Costs
2.
3.
na
s
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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$7000/year
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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