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
Physics /
Math/Science/Engineering
Date Completed (must be
in final form by 3/31/14)*
Date Submitted
to Dean
*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
Laura Fatuzzo, Physics Instructor
This PPA report is organized in 3 sections and 11 subsections as follows:
I.
II.
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.
III.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
è For programs/disciplines scheduled for comprehensive review in spring
2014, please complete Sections I, II, and III.
è For programs/disciplines scheduled for annual review, please complete
Sections II and III.
I.
COMPREHENSIVE REVIEW
Please complete this section for programs/disciplines scheduled for
comprehensive review in spring 2014. Go to Section II for programs/disciplines
scheduled for annual review in spring 2014.
A. OVERALL PROGRAM EFFECTIVENESS
1. Describe your program in terms of its overall effectiveness over the past several
years.
Please consider the questions below in describing your program/discipline/area.
·
·
·
·
·
·
·
·
·
·
How are students/employees served by the program?
What are the unique aspects of the program?
How does the program relate to the needs of the community?
How does the program interface/collaborate with other programs on campus?)
What is working well in the program/discipline?
If there is a sequence of courses in your program, what process or framework is used to
ensure alignment?
How is consistency maintained between/among multiple sections of a single course?
Has the program explored alternative scheduling approaches?
Do prerequisites, co-requisites and strongly recommended skills continue to meet program
needs? Are there special considerations regarding capabilities of incoming students?
What professional activities have faculty recently (last three years) participated in?
[Begin response here]
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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?
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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.
NA
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.)
NA
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?
NA
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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
PHY 4A
PHY 4B
PHY 2A
Course Name
General Physics I/Mechanics
General Physics/Electricity and
Magnetism
College Physics I
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?
The enrollments are consistent, about 20 students for the PHY 2A and from 20 to 35 students
for PHY 4A and PHY 4B. *The data for PHY 4B, spring 2011, was a special case because a
student needed the class to keep his scholarship and the class was created for that student”.
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?
In most cases, the success rate is significantly lower than the retention rate. We would want to
take a closer look at factors such as attendance patterns, participation, and other factors (e.g.,
course load, jobs and family obligations, classroom dynamics) that might affect success. The
numbers of students are small enough for the demanding classes that individual analysis is
possible. However, there was dramatic improvement in PHY 4A during Spring 2012.
The full time physics instructor is taking part in the Early Success Program at Hartnell College
in order to identify “at-risk” students early in the semester and help guide them towards
successfully completing physics courses.
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DEGREES AND CERTIFICATES
4. Describe the demonstrated effectiveness of the program over the past several
years with levels and trends of achievement data, such as degree and certificate
completions/awards.
[Begin response here]
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 Adjunct
Faculty
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.
NA
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.
NA
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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
PHY 2A
PHY 2B
PHY 10
PHY 45 (inactivate)
Laura Fatuzzo
Laura Fatuzzo
Laura Fatuzzo
Laura Fatuzzo
Yes
Yes
Yes
Yes
March 27, 2014
March 27, 2014
March 20. 2014
March 20, 2014
Courses scheduled for
review during AY 201415
NONE
Faculty member(s)
responsible for
coordinating
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
PLO 3
Upon successful completion of
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What changes have occurred
in the program/discipline as
a result of dialogue?
The physics department has
identified a consistent way to
Was the Program
Outcome Assessment
Summary completed?
Yes
the physics program, a student
should be able to:
Collect and analyze data
effectively using basic laboratory
equipment and present results in
formally structured laboratory
reports
assess student laboratory
work using a rubric.
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?
Yes.
PLO 1.
Demonstrate proficiency in
problem solving, especially with
regard to basic physics problems
involving major concepts,
theories, and principles
including, but not limited to:
conservation of momentum and
energy
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?
PLO 3 was addressed by requiring students to write their lab reports is a lab notebook to be
handed in at the end of the semester. The lab notebooks were checked using a rubric and
checklist. There are plans to focus all laboratory teaching on identifying errors and reporting
values using significant figures.
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?
All of the SLOs and PLOs were in alignment with the core competency “Critical
Thinking/Problem solving”. Data was gathered at the course level and there was discussion on
how to incorporate more problem-solving activities in the labs.
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COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for
SLO assessment as previously
specified
PHY 4A
PHY 2A
PHY 4B
PHY 10
PHY 2B
In what term was
the course
assessed?
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Spring 2014
PHY 4C
Spring 2014
List courses scheduled for
SLO assessment in
AY 2014-15
PHY 4A
PHY 4B
PHY 4C
Faculty member(s)
responsible for
coordinating
Laura Fatuzzo
Laura Fatuzzo
Laura Fatuzzo
Was the Course
Assessment Summary
Report completed?
Yes
Yes
Yes
Yes
One SLO has been
assessed. All SLOs will
be assessed by the end
of the semester.
One SLO has been
assessed. All SLOs will
be assessed by the end
of the semester.
Target semester
and year—Fa 2014
or Sp 2015
Fall 2014
Fall 2014
Spring 2015
5. Describe course level assessments results and how they will influence your
plans moving forward.
Students did not meet most of the goals. The physics instructor has decided to become a part of
an Early Success Program at Hartnell to identify students at risk early on in the semester. Also,
we will use part of the lab to guide students in group problem-solving activities. Finally, we plan
on purchasing photogates to develop labs on Conservation of Energy principles that students
had difficulties with.
6. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
The assessment methodology will be strengthened by using well-developed rubrics. These
rubrics have been developed by physics faculty doing research on physics teaching and learning.
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
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What success has
been achieved to
What challenges
Will activity
existed or continue continue into
to exist?
AY 14-15?
Will activity
continue into
AY 15-16?*
date on this activity?
1
Completing our course
scheduling grid
2.
Creation of new degree:
Associates in Physics
for Transfer
This activity has
allowed us to open up
the schedule quite a bit
in terms of making
sections more
available for students
without overlap and
time conflicts.
Availability of
classrooms and
facilities and poor
scheduling decisions
by students.
Yes, absolutely.
Yes, absolutely.
The activity is
completed. It was
approved by the
Chancellor’s Office in
December 2013.
None
No.
Completed.
No.
Completed.
* 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?
NA
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
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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)*
1A and
5A
Related
Courses,
SLOs,
PLOs, or
goals
Desired
Outcome(s)
Resources
Needed
Person
Responsibl
e
PHY 2A,
2B, 4A,
4B, 4C
Have a 90%
success rate in
all physics
classes
None
Laura
Fatuzzo
2. Investigate
need and
feasibility of
developing a
“Physics
Academy”
1A and
5A
PHY 2A,
2B, 4A,
4B, 4C
None.
Laura
Fatuzzo
Spring 2015
Will benchmark
with the Math
Academy
3. Do a study
on present
articulation
agreements to
PHY10 and also
what articulation
agreements we
would gain or
lose by aligning
the course to the
C-ID PHYS140:
Survey of
Chemistry and
Physics" which is
geared toward
elementary
school teachers.
1A and
5A
PHY 10
Increase the
number of
students with
right entrance
skills needed to
succeed in
Physics
To decide
whether to
keep PHY 10.
Decide whether
there is a need
to develop a CID Physics140
course
None.
Laura
Fatuzzo
Spring 2015
Will try and
meet with
counselor
LaVerne Cook to
gather
information
about
articulation
agreements and
student needs.
Will also meet
with chemistry
instructor Slava
Bekker to see
about possibility
of team teaching
the course.
1. Continue to be
part of Early
Success Program
Estimated
Date of
Completion
(can be more
than one
year in
length)
Ongoing
Comments
Program
identifies “atrisk” students
early in the
semester and
helps guide
them towards
successfully
completing
physics courses.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
*** 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
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·
·
·
·
·
·
·
·
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
I.
a) Describe the new activity or follow-on activity that this resource will support.
Continue to be part of Early Success Program
b) Describe how this activity supports any of the following:
1) Core Competency
2) Program level Outcome
3) Course level Outcome
4) Program/Discipline Goal5) Strategic Priority Goal
It would support the Physics Program goal of increasing student success rates to 90%, and it would
support Strategic Priority Goals 1A, 2A, 2B and 5A.
c) Does this activity span multiple academic years?
YES
If yes, describe the action plan for completion of this activity.
This will continue every semester because it involves helping current students.
d) What measureable outcomes are expected from this activity? List indicators of
success.
The measurable outcome is to increase student success rates to 90% for each Physics class. The
indicators will be the yearly success rate data.
e) What are the barriers to achieving success in this activity?
That many students do not utilize the many resources available to them at Hartnell College even if
they are aware of them.
II.
a) Describe the new activity or follow-on activity that this resource will support.
Investigate need and feasibility of developing a “Physics Academy”
b) Describe how this activity supports any of the following:
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1)
2)
3)
4)
5)
Core Competency
Program level Outcome
Course level Outcome
Program/Discipline Goal
Strategic Priority Goal
It would support the Physics Program goal of increasing student success rates to 90% by ensuring
the proper entrance skill, and it would support Strategic Priority Goals 1A, 2A, 2B and 5A.
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.
To gather enough information from counselors to be able to make a decision if Physics Academy
is needed and/or feasible.
e) What are the barriers to achieving success in this activity?
None.
III.
a) Describe the new activity or follow-on activity that this resource will support.
Do a study on present articulation agreements to PHY10 and also what articulation agreements we
would gain or lose by aligning the course to the C-ID PHYS140: “Survey of Chemistry and Physics"
which is geared toward elementary school teachers.
b) Describe how this activity supports any of the following:
1)
2)
3)
4)
5)
Core Competency
Program level Outcome
Course level Outcome
Program/Discipline Goal
Strategic Priority Goal
It would support the Physics Program goal of meeting the needs of the student community, and it
would support Strategic Priority Goals 1A, 2A, 2B and 5A.
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.
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Gathering data from the counselors of what programs would need PHY 10, what programs would
need PHY 140, and evaluate the pros and cons of offering either one or the other of the courses, or
both.
e) What are the barriers to achieving success in this activity?
None.
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
Activity
No.
Personnel
Supplies/
Technology
Classified
Staff/
Equipment
(S/E)**
Hardware/
Faculty
(C/F/M)*
Contract
Services
Training
Travel
Library
Materials
Science
Labs
Projected
Costs
Software
(H/S)***
1.
Thirty (30)
photogates
$3500
2.
Physics lab
supplies
$1000
3.
Ten (10)
rotating
sensors
$2,000
4.
Six (6) power
supplies
$3,000
* 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.
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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