Program Planning and Assessment (PPA)
for Academic Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2015
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 comprehensive review that shows evidence of improvement and
outlines long-range goals.
The Program Planning and Assessment process improves and increases the flow of information about
student learning, student success and student behavior at Hartnell College. The result of the process
also improves institutional effectiveness.
Program/Discipline
Business Administration
Date Completed (must be
in final form by 3/27/15)*
March 24, 2015
Date
Submitted to
*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
Name
Carol Hobson
Christina Esparza-Luna
Robert Maffei
Lisa Storm
Title/Position
Business and Computer Science Instructor
Economics Instructor
Accounting and Business Instructor
Administration of Justice
Dean’s Comments (required): Enrollment jumped up from fall 13 to fall 14 and the Business faculty have
been progressing with SLOs. Kudos for the special attention given to PPO assessment in 14-15 and for the
completion of the Business AA-T .
______ Celine Pinet ____ _____5-12-2015____
Typed Name of Area Dean
Date
_____________________
_________
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VPAA Comments (required for comprehensive reviews):
_______________________
Typed Name of VPAA
_________
Date
This PPA report is organized in 3 sections and 11 subsections as follows:
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.
I.
II.
III.
INSTRUCTIONS
 For programs/disciplines scheduled for comprehensive review in spring
2015, 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 2015. Go to Section II for programs/disciplines
scheduled for annual review in spring 2015.
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.
•
•
•
•
•
•
•
•
•
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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]
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]
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.
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[Begin response here]
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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]
D. PROGRAM GOALS
1. List and describe program/disciplinary goals for the next comprehensive
review cycle. Be sure to highlight innovative, unique, or other especially
noteworthy aspects.
In considering your program’s future goals, please review Hartnell’s vision and mission
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 2015.
A. COURSE DATA & TRENDS
1. Please evaluate the 3-year trend of enrollment and success of courses in your
program/discipline. Identify the courses you are choosing to examine this
current year in the list below. You do NOT need to evaluate trends for each
course every year.
Course Number
Course Name
Does the course have any DE
(online or hybrid) sections?
BUS 1A
Financial Accounting
Yes
BUS 1B
Managerial Accounting
No
BUS 18
Legal Environment of Business
Yes
BUS 32
Introduction to Business
Yes
BUS 34
Entrepreneurship: Small Business
Management
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 Enrollment
Course
BUS 1A
BUS 1B
BUS 18
BUS 32
BUS 50
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Fall
2011
80
38
115
160
40
Spring
2012
82
46
126
211
26
Fall
2012
90
42
89
129
25
Spring
2013
78
49
89
165
22
Fall
2013
81
56
87
212
24
Spring 2014
Fall 2014
76
46
76
188
24
107
45
115
255
15
BUS 1A, Financial Accounting has an overall steady and consistent enrollment. This fall 2014 we offered
BUS 1A online for the first time, and we are offering it again as an online and hybrid course this spring 2015.
The fall 2014 online class filled, which suggests that there is a market for this delivery; however, success
and retention rates illustrate that more work is needed to make the online class a viable alternative.
Nationally, accounting is recognized as the type of course which is difficult to successfully offer online. This
spring of 2015 we are currently trying to perfect our online offering, as well as half-step this modality by
also offering a hybrid accounting course.
BUS 1B, Managerial Accounting has lower enrollment figures due to the fact that it has Financial
accounting, BUS 1A, as a prerequisite. Not all accounting students pass the 1A prerequisite, so the 1B
enrollments are typically smaller. Also, some students opt out of accounting altogether after failing BUS 1A,
Financial Accounting. As with BUS 1A, this course is web-enhanced via Etudes and its enrollment remains
steady.
Note that the F2F accounting classes remain web-enhanced. This past year Etudes is now the official
platform enhancing all accounting classes as Dreamweaver is no longer being used as it had been for the
past 10 years to support F2F accounting courses. We are currently offering MW and TH daytime tracks, as
well as evening and Saturday only classes. As previously noted, we are continuing to offer online and
hybrid classes as well.
BUS 32, Introduction to Business enrollment is steady and consistent with previous years. We continue to
address and offer classes to the varied and different constituencies. We offer, therefore, F2F classes on
MWF and TTH, as well as at nights. Further, all F2F Intro classes are web-enhanced as they have been for
the past 10 years. Etudes is now the platform used to support the F2F courses. We also offer online and
hybrid sections lasting 18 weeks, as well as short-term nine week online sections. We believe that the wide
variety of offerings is key to the current and future growth in BUS 32, Introduction to Business.
BUS 18 The Legal Environment of Business enrollment is steady and consistent with previous years. Varied forms of
delivery continue to be employed addressing the various constituencies and markets.
BUS 50 falls under Business Office Technology, but had been adopted by the Business Administration AS-T program for
the current year. Beginning in Fall 2015 this course will be removed from the degree. At that time the new BUS 43
course (aligned to the C-ID) will come online and replace it. We have included it here, but it will be addressed within
the BOT PPA.
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
BUS 1A
BUS 1B
BUS 18
BUS 32
Fall
2011
72%
87%
65%
60%
Spring 2012
65%
80%
80%
53%
COURSE SUCCESS
Fall
Spring
2012
2013
60%
65%
69%
84%
80%
69%
67%
58%
Fall 2013
63%
79%
74%
57%
Spring
2014
62%
91%
70%
62%
Fall
2014
50%
73%
68%
56%
BUS 1A, Financial Accounting course success rates are steady and consistent with previous years.
Furthermore, they remain above national levels. Some of the reasons for this are that the classes are web7|P age
enhanced and that a tutor is often provided given there’s a budget and talent available. Textbooks are also
provided by most instructors at the library for those who often have to wait for funding to buy their books.
And lastly, faculty meets with many students both within and outside of published office hours.
There is an exception to the high success rates in BUS 1A, however, and that is this past fall 2014 when we
offered BUS 1A online for the first time at Hartnell. Although we are all pleased to have reached this
milestone, the online class suffered from very low success and retention rates. Upon combining these low
rates with the F2F classes, the overall success rate is dragged down from the typical level of approximately
60% or so. Therefore, we know what has driven that semester’s rate down. Further, adjustments are being
made to the online section to address these issues.
The BUS 1B, Managerial Accounting success rate can be partially explained as being higher than BUS 1A due
to students who pass the BUS 1B prerequisite tend to have a better command of accounting and therefore
perform better than those who are attempting accounting (BUS 1A) for the first time. Again, some of the
reasons driving the success rates are that the classes are web-enhanced and that a tutor is often provided
given there’s a budget and talent available. Textbooks are also provided by most instructors at the library
for those who often have to wait for financial aid to buy their books. Lastly, faculty meets with many
students both within and outside of published office hours.
There are several factors to consider when reviewing the BUS 32, Introduction to Business success rates.
Firstly, when manually calculating the success rates for most, if not all, of the F2F classes, the success rates
are approximately in the high seventies or eighties. However, a report from IBM Cognos Viewer for F2F only
classes calculate the success rates as being much lower than the manual calculations for F2F. This
phenomenon is hard to explain. Perhaps the parameters of said report are erroneously capturing online
classes (which have been historically much lower than F2F) or there’s some other error in the report. In
short, the F2F report success rates do not reconcile with the manual calculations or instructor’s records.
Given the success rates in the table above, it is fair to assume that the numbers are based on aggregate
rates or stated differently from both F2F and online (hybrid) courses. Consequently, the overall success rates
for all sections of BUS 32 remain consistent with previous years. Success rates for Distance Education only
for 2011 through 2014 per the IBM Cognos Viewer are 58%,36%,36%,37%,29%,52%. If these rates are
combined with the higher success rates of a F2F class, then the resulting average would be similar to those
noted in the table above.
BUS 32 instructors are aligning their drop policies with that of the college which will probably result in a
favorable impact on success rates, online and otherwise, in the future. All instructors offer office hours and
meet their continuing professional education requirements, and remain committed to increasing student
success rates in all business classes, including BUS 32, Introduction to Business.
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.
The previous three year average was approximately 33 degrees per year. Preliminary information, e.g.
spring 2014 suggests that the new annual amount of degrees awarded is closer to 40 for this year. We have
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g e offering an AS-T in Business Administration since 2014 and obtaining a degree in business
administration remains one of the most popular degrees in the United States.
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
2011/12
2012/13
2013/14
2014
No. of DE/
Online
Sections
3
2
4
3
No of
Hybrid
Sections
0
0
0
1
Fulltime
Faculty
1
1
1
3
Adjunct
Faculty
0
0
0
1
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?
We have had only two courses in our program that have been consistently taught online for the
periods addressed in this review. While the enrollments fairly closely match those of the college
overall, the success of DE students comes in at times below the college level, and that of the F2F
courses. However, in two of the semesters for Business 18, those rates are actually above the
F2F classes. Because of the inconsistencies between semesters, it is difficult to ascribe the
differences to any one thing, mainly because the same teachers have taught the courses
throughout this time frame. Also, as is widely known, national success and retention rates are
lower for DE courses than for F2F.
3. Describe the process to change and improve student success in DE
courses/sections in your program.
We are taking steps to include more online lectures and interactive materials to strengthen
student learning. Set online office hours are being provided with the expectation that students
will communicate on a regular basis with their instructor—furthering their success. Support
for Gmail, Etudes, and PAWS should also enhance distance education success.
4. Compare student retention in the DE teaching environment with retention in the
face-to-face teaching environment in the same course. Are there differences? To
what do you ascribe the differences in your program?
Of particular note, the BUS 32 course that has been offered online for many years is starting to
see some uptick with regard to retention. Retention does not fall below, nor does it remain
above F2F rates each semester; but it does crisscross the F2F rates over the proscribed time
period. In the past two years, the college has implemented a program that keeps students from
dropping or failing courses more than three times. We believe this has helped lead to slightly
better retention. Also, in BUS 32 students are strongly encouraged to work closely with the
instructor if trouble arises that would otherwise drive them to drop the course.
Additionally, the school has put in place a strict drop policy that weeds out students sooner
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than had been the case in the past. Faculty has adhered to this policy to the best of their ability.
This does seem to have helped to drive numbers up.
5. Describe the process to change and improve student retention in DE
courses/sections in your program.
All students who have not participated in the first three days are being dropped. This helps
faculty when reporting at first census and helps to ensure that a student gets off on the correct
footing in their DE course. Students who don’t begin strong typically struggle or drop out later.
Courses are being built with all semester course materials available so that students can quickly
assess the likelihood of being able to complete the course. Also, more online lectures are being
created so that students feel that there is little difference between a F2F and a DE course.
6. Describe any other relevant factors regarding diverse teaching modalities
and environments, such as specific locations.
Hybrid courses are being added so that students can benefit from both the online and F2F experience.
This is particularly helpful to those students who are not skilled enough and/or not confident enough to
take a solely online courses.
C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for review
during AY 2014-15 as previously
specified
BUS 32, Intro to Business
Steps to Starting a Business – new
Developing a Business Plan – new
Marketing Your Business – new course
Business Finance Basics – new course
Building Your Team – new course
Faculty member(s)
responsible for
coordinating
Hobson/Maffei
Carol Hobson
Carol Hobson
Carol Hobson
Carol Hobson
Carol Hobson
Courses scheduled for review during AY
2014-15
BUS 43, Bus Info Systems and Info Literacy
(a) Was the
course
reviewed and
(b) taken
Yes
No
No
No
No
No
Faculty member(s) responsible for
coordinating
Carol Hobson
Date of approval
(or anticipated
approval) by
Curriculum
September 19, 2013
Not Scheduled
Not Scheduled
Not Scheduled
Not Scheduled
Not Scheduled
Target semester
and year—Fa 2015
or Sp 2016
November 6, 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
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provides the data that will be viewed collectively for assessment of the associated program
level outcomes.
PROGRAM LEVEL OUTCOMES
1. Please complete the following tables.
List Program level outcome(s)
scheduled for assessment as
previously specified
Program Outcome 1:
What changes have occurred in the
program/discipline as a result of
dialogue?
BUS 43 was added to the Bus Admin
Trans Degree, and BUS 50 is scheduled
Interpret, analyze, and use
to be removed from the transfer
quantitative and logical reasoning to degree.
evaluate and solve business
programs.
List Program level outcome(s)
scheduled for assessment in AY 1516
Program Outcome 1:
Interpret, analyze, and use quantitative and
logical reasoning to evaluate and solve
business programs.
Was the Program
Outcome
Assessment
Yes, BUS 1A, 1B, 18 &
32 in most cases no
future action is
required, and in some
cases, instructional
techniques are being
researched and certain
SLO’s are being revised.
Have your course level SLOs needed for this
program level outcome been assessed or
scheduled for assessment?
Yes. Course level outcomes are scheduled to be
assessed for this period.
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?
The Business Administration program outcomes have been reviewed and analyzed for several years. The
SLOs in the core classes for the Business Administration degree have been assessed and reviewed for
effectiveness and applicability to the Program Level Outcomes as noted in Hartnell’s “R” drive (and in the
software planning module of Curricunet in prior years). In most core classes there is no further action
required; however, pedagogy will be monitored and additional instructional techniques are being
researched in a couple of courses. Also, more courses are planned for distance education learning.
The discipline added a new Associate in Science in Business Administration for Transfer (AS-T) degree which
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is designed to provide students with the common core of lower division courses required to transfer and
pursue a baccalaureate degree in Business Administration. These courses were basically in alignment with
Hartnell’s current Business Administration degree; however, the Transfer degree is designed to provide a
clear pathway to a CSU major and baccalaureate degree. California Community College students who are
awarded an AA-T or AS-T degree are guaranteed admission with junior standing somewhere in the CSU
system and given priority admission consideration to their local CSU campus or to a program that is
deemed similar to their community college major. Hartnell received approval of this new Transfer degree
in the summer of 2013. The Non-transfer degree was inactivated as of March 27, 2014.
CORE COMPETENCIES
3. Describe how Core Competencies (Communication Skills, Information Skills,
Critical Thinking/Problem Solving, Global Awareness, Aesthetic Appreciation,
Personal Growth and Responsibility) were specifically addressed by the
program/discipline during the past year. For example, were data gathered at
the course level? Was there review and analysis of the data? How did the
discipline faculty engage in discussion? Were any interventions conducted? Are
there any plans to make changes to courses or improvements in teaching and
student learning?
Core Competency: Critical Thinking
Students will use quantitative and logical reasoning to analyze information, evaluate ideas and solve
problems: Analyze arguments and develop one’s own hypotheses. Interpret, analyze, explain and infer
concepts and ideas using tools such as tables, graphs, and statistics.
Critically analyze, evaluate and synthesize evidence in order to formulate logical arguments and make
decisions
Hartnell’s Business Administration Program Level Outcome, interpret, analyze, and use quantitative and
logical reasoning to evaluate and solve business problems, is in direct alignment with Hartnell’s core
competency of Critical Thinking.
Results on course level assessments were read and discussed with department faculty and in some
cases, instructors outside the discipline, as is the case with Economics. The Business Administration
faculty agrees that required and assessed courses are effectively teaching identified SLOs, as well as the
Core Competency of Critical Thinking. Faculty have also agreed to utilize a different SLO for the Spring
2015 and subsequent semesters.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for SLO
assessment as previously specified
BUS 1B, Managerial Accounting
BUS 32, Intro to Business
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In what term was
the course assessed?
Spring 2014
All
Was the Course
Assessment Summary
Report completed?
Yes
Yes
List courses scheduled for SLO
assessment in
AY 2015-16
BUS 1A, Financial Accounting
BUS 1B, Managerial Accounting
BUS 18, Legal Environment of Business
BUS 32, Intro to Business
BUS 43, BUS Info Sys & Info Literacy
Faculty member(s)
responsible for
coordinating
Maffei
Maffei
Storm
Hobson/Maffei
Hobson
Target semester and
year—Fa 2015 or Sp
2016
Fall 2015
Spring 2016
Fall 2015/Spring 2016
Fall 2015/Spring 2016
Fall 2015/Spring 2016
5. Describe course level assessments results and how they will influence your
plans moving forward.
Course level results were well within the parameters of acceptable performance for all classes
assessed. Results affirm that learning is taking place and outcomes are being met. As noted above, in
certain, limited instances, instructional techniques are being researched for enhanced teaching.
6. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
For the coming year, the business department will continue to assess, review, and adjust on an annual basis.
There are minor adjustments made on a semester basis; however, we plan to document all major changes,
including changes made to SLOs.
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?
1. Addition of
Report and rough outlines
Entrepreneurship have been completed and
courses (certificate)
submitted to deans.
Will activity
What challenges
existed or continue to continue
into AY 15exist?
16?
Standing by for further Awaiting
direction for the dean on direction
this.
Will
activity
continue
into AY 1617?*
Unsure
2. Professional
Development
Relevant business seminars Updating skillsets,
and conferences have been keeping current, and
attended.
building programs.
Yes
Yes
3.AS-T Degree
Finalized
It has clarified the transfer
process. Therefore, it has
streamlined the student
process of obtaining and
transferring to four-year
colleges.
Yes
Yes
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Startup Weekend
Collaboration with CSUMB Time requirements and Yes
and student participation in financial support.
the arena of
entrepreneurship.
Yes
*For each activity that will continue into AY 2016-17 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?
During the last year we attended various conferences and seminars. We completed the reporting
requirements for the entrepreneurship program and have passed that data on to the relevant deans for
final decision-making. These activities have not yet led to changes in SLOs or to program success. Currently
they are all contributing factors in the planned addition to the program.
Progress has been made on offering more online and hybrid classes in order to attain the optimal mix of
F2F and online modalities. For example, BUS 1, Financial Accounting is now being offered online, as well as
with hybrid delivery. And BUS 1B, Managerial Accounting although web-enhanced, is currently being
created for a hybrid offering.
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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 2015.
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:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
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. The first activity listed
should be the most important; the second activity listed the second most important, etc. Please
keep in mind that resources needed, if funded, would not be approved until spring 2016
and provided until FY 2016-17. Ongoing activities involving resources that will no
longer be available from grant funds starting FY 2016-17 must be planned for
appropriately.
Activity
Strategic
Plan
Goal(s)
No. &
Letter
(e.g., 5A)*
Related
Courses,
SLOs, PLOs,
or goals
1.
Training &
Development
Priority 2: Goal Business and
2A & B; Priority 5: Accounting; All
Goal 5A
SLO, PLO, and
Core.
2.
Training &
Development
1A, 2A, 2B, 3B,
4C, 5A, 6A
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Desired
Outcome(s)
Resources
Needed
Currency, e.g. $6000
IFRS (Int’l
Financial Rpt
Standards), as
well as
technology and
Pedagogy.
Business; All SLO, Currency,
DE
PLO and Core
$6000
Person
Estimated Comments
Responsible Date of
Completion
(can be more
than one year
in length)
R. Maffei
2016
Trade
conferences
keep us
current,
relevant, and
effective.
C. Hobson
2016
Current and
relevant
topics.
3.
Curriculum
Development
1A, 2A, 2B, 4C,
4D, 5A
Business; All SLO, Prepare modules $9500
for new course
PLO and Core
that provides
consistency
across all
platforms and
among all
instructors to
ensure student
success.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
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C. Hobson
2016
Full and parttime faculty
will work
together to
design a
bank of
assignments
and to
design
modules.
*** Please complete this page for each new activity. ***
Bob Maffei’s 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.
Travel for training and development.
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical
Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
Training and development helps instructors maintain currency in their trade and field of practice.
For example the US has adopted International Financial Accounting Standards for reporting. This
transition is currently in progress, yet not all textbook address this fact in a comprehensive
manner.
Training and development can also help teachers remain effective in their jobs by discovering new
pedagogy and technologies. Here, learning styles and teaching modalities are continually highlighted
and often coupled with the latest technology for effectiveness.
c) Does this activity span multiple academic years?
X YES
☐ NO
If yes, describe the action plan for completion of this activity.
R. Maffei will attend The Western Business Education Association 2016 Conference which covers
technology, pedagogy, and best practices for class room success. Alternate conferences are also
being researched, such as the NBEA Convention and Trade Show, etc.
Details of the WBEA 2016 Conference that R. Maffei is requesting, are as follows:
2016 Conference
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WBEA/HBEA 2016 Tentative Schedule Highlights
Conference Site: Waikiki Beach Marriott Resort and Spa
Dates: February 12-15, 2016
Co-chairs: Della Anderson (dellaand@hawaii.edu) and Warren Kawano (warrenk@hawaii.edu)
More information available June 1, 2015, at www.hbea.org
Thursday, February 11, 2016
WBEA Executive Committee Meeting (afternoon/evening)
Friday, February 12, 2016
Professional Development Day Tours (8:00 a.m.-4:00 p.m.)
Computer Workshops (8:00 a.m.-4:00 p.m.)
WBEA Presidents-elect/Membership/PDI Training
WBEA Executive Board Meeting (12:30 p.m.-5:00 p.m.)
Conference General Opening Session (5:30-7:30 p.m.)
Reception (7:30-9:00 p.m.)
Saturday, February 13, 2016
Computer Workshops (8:00 a.m.-3:30 p.m.)
Breakout Sessions (8:00 a.m.-2:45 p.m.)
Conference General Session, Lunch (11:45 a.m.-1:15 p.m.)
Cultural Activity (optional fee) (4:00-9:30 p.m.)
Sunday, February 14, 2016
Breakout Sessions (8:30 a.m.-12:00 Noon)
Awards Dinner and Conference General Closing Session (5:45-8:15 p.m.)
Monday, February 15, 2016
HBEA Awards and Election Breakfast (8:30-10:30 a.m.)
d) What measureable outcomes are expected from this activity? List
indicators of success.
Maintenance of currency in our fields of study. Updating of computer skills to meet
updates and changes in the coming year.
Knowledge of various, pertinent subject matter such as IFRS (International Financial
Reporting Standards) and pedagogy.
e) What are the barriers to achieving success in this activity?
Time to attend and cost of attendance.
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***Please complete this page for each new activity. ***
Carol Hobson’s 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.
Travel for training and development.
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical
Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
Training and development helps instructors maintain currency in their trade and field of
practice. For example the US has adopted International Financial Accounting Standards for
reporting. This transition is currently in progress, yet not all textbook address this fact in a
comprehensive manner.
Training and development can also help teachers remain effective in their jobs by discovering new
pedagogy and technologies. Here, learning styles and teaching modalities are continually
highlighted and often coupled with the latest technology for effectiveness.
c) Does this activity span multiple academic years? X YES
☐ NO
C. Hobson will attend the Online Teaching Conference, CBEA and Computer Using Educators
Conference to maintain currency in business and with technology, as well as online instruction.
d) What measureable outcomes are expected from this activity? List indicators of
success.
Maintenance of currency in my field of study, updating of computer skills to meet distance
education needs, and computer technology based changes in the coming year (including
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upgrade to Office 2013).
e) What are the barriers to achieving success in this activity?
Time to attend and cost of attendance.
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***Please complete this page for each new activity. ***
Carol Hobson’s Curriculum Development 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.
Full-time and part-time faculty will work together to create modules for the newly created BUS 43
course. The new course is expected to provide a minimum of five sections each semester and
needs a level of collaboration and consistency built into it. Weekly modules will be created, as well
and as numerous emerging technology-based assignments. Emerging technology research will be
completed and assignments will be designed based on the outcomes of that research. Assignments
will be created for a faculty repository. This will be done to ensure that the course has the needed
consistency across platforms, as well as with the various instructors who will be teaching this
course.
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical
Thinking/Problem Solving, Personal Growth and Responsibility)
2) 2) Program level Outcome (list applicable program outcome) (1) define
information needs, identify the scope and level of information needed, and access and
communicate information effectively and efficiently using appropriate electronic tools
in a business environment to make sound decisions. (2) interpret, analyze, and use
quantitative and logical reasoning to evaluate and solve business problems.
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
Student Access, Student Success, Effective Utilization of Resources, Innovation and
Relevance for Programs and Services.
c) Does this activity span multiple academic years?
YES
X NO
This project will take place over the course of the year. Updates will need to be made, but could be
done on an as needed basis over time. Should more resources be needed in the future, another
request could be made.
d) What measureable outcomes are expected from this activity? List indicators of
success.
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Again, we are looking for collaboration, consistency, and a great experience for the students as
we work to design a highly sought after course. We seek to design the course in such a way that
any and all faculty teaching it will have updated, relevant, and ready-to-go assignments, tests,
lectures, and various materials from which to draw.
e) What are the barriers to achieving success in this activity?
None. Once funded, faculty will begin the process.
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. The first activity listed should be the most important; the second activity listed
the second most important, etc. 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)*
Supplies/
Equipme
nt
(S/E)
**
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Library
Materials
Faciliti
es/Spa
ce
e.g.,
Science
Labs
Projected
Costs
1.
Carol Hobson
(F)
Yes
Yes
$6000
2.
Robert Maffei
(F)
Yes
Yes
$6000
3.
Carol Hobson
(F)
Yes
* 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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$9500
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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