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
Date Completed (must be in final
form by 3/27/15)*
Date Submitted to Dean
Business Office Technology
*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
Peter Calvert
Title/Position
Instructor
Page 1 of 18
Dean’s Comments (required):
_____________________
Typed Name of Area Dean
_________
Date
VPAA Comments (required for comprehensive reviews):
_______________________
Typed Name of VPAA
_________
Date
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
2015, please complete Sections I, II, and III.
 For programs/disciplines scheduled for annual review, please complete
Sections II and III.
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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.
•
•
•
•
•
•
•
•
•
•
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]
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]
Page 4 of 18
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]
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)
Page 5 of 18
2)
3)
4)
5)
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
BUS 151
BUS 152
Course Name
Business Math
Introduction to Accounting
Does the course have any DE (online or
hybrid) sections?
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?
BUS 151 enrollment has been steady, reflecting the small size of the discipline; offered one section each in Fall ’13 and Spring ’14;
with new scheduling instructions, this course will only be offered once per academic year going forward.
Page 6 of 18
BUS 152 enrollment has been steady, reflecting the small size of the discipline; going forward this class will be paired with BUS
154 and BUS 1A which is likely to increase enrollment.
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?
BUS 151 had a substantial drop in success in Spring ’14. As a result, with consultation with Math Department faculty, a new text
with a different emphasis has been chosen for Fall ’15.
BUS 152 has a new edition of the text, and has some additional publisher’s material which students believe has aided as a study
guide; this may account for the steady increase in success during the period.
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.
For the last three years there has been a steady increase in both Certificate (0/10/9) and Degree (2/9/8) awards. This may be
partially in response to the effects of the economic meltdown, focusing more people on completing more education as they are no
longer in the workforce. It must be noted, however, that the BOT program has always suffered in its completion rates because so
many of our students “job out”; they complete enough courses to find work and do not complete their programs. The discipline
argues that these are successes, since the students have reached their goals, which may not coincide with the College’s goals.
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
No DE/Hybrid sections
Page 7 of 18
Full-time
Faculty
Adjunct Faculty
2. Compare student success in the DE teaching environment with success in the face-to-face teaching environment in
the same course. Are there differences? To what do you ascribe the differences in your program?
[Begin response here]
3. Describe the process to change and improve student success in DE courses/sections in your program.
[Begin response here]
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?
[Begin response here]
5. Describe the process to change and improve student retention in DE courses/sections in your program.
[Begin response here]
6. Describe any other relevant factors regarding diverse teaching modalities and environments, such as specific
locations.
[Begin response here]
C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for review
during AY 2014-15 as previously
specified
BUS 154
BUS 150.15
BUS 150.25
Faculty member(s) responsible for (a) Was the course reviewed
coordinating
and (b) taken through the
curriculum process?
Peter Calvert
Peter Calvert
Peter Calvert
Yes
Yes
Yes
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Date of approval (or anticipated
approval) by Curriculum
Committee
5/7/15
4/16/15
3/19/15
Courses scheduled for review during AY
2014-15
BUS 131
BUS 177
BUS 175
Faculty member(s) responsible for
coordinating
Target semester and year—Fa 2015 or Sp
2016
Calvert
Calvert
Calvert
Fa ‘15
Sp ‘15
Fa ‘15
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
Prepare and deliver business documents and
presentations in appropriate form, format, and
language.
What changes have occurred in the
program/discipline as a result of dialogue?
Courses being changed to hybrid format
List Program level outcome(s) scheduled for assessment in AY 15-16
Solve problems and make decisions collaboratively or independently
Page 9 of 18
Was the Program Outcome
Assessment Summary completed?
No
Have your course level SLOs needed for this program
level outcome been assessed or scheduled for
assessment?
Pending
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?
Discipline faculty have agreed that BOT courses should be separate from BUS courses; scheduled to be brought forward to
Curriculum in AY 15-16. With concurrence of Advisory Committee, Certificates might be changed.
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?
Going forward, courses will have a greater emphasis on Critical Thinking skills. The first course to be tested will be BUS 151,
Business Math, where a new textbook will focus on problem solving rather than rote learning of math solutions to business
problems. This text was selected in conjunction with a Math Department Instructor with specific experience in this area.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for SLO assessment as
previously specified
BUS 152
BUS 177
In what term was the course
assessed?
Spring 2015
Spring 2015
Page 10 of 18
Was the Course Assessment
Summary Report completed?
Pending
Pending
List courses scheduled for SLO assessment in
AY 2015-16
Faculty member(s) responsible
for coordinating
BUS 151
BUS 175
BUS 131
Calvert
Calvert
Calvert
Target semester and year—Fa
2015 or Sp 2016
Fall 15
Fall 15
Fall 15
5. Describe course level assessments results and how they will influence your plans moving forward.
[Begin response here]
6. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving
these improvements?
[Begin response here]
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. Re-form BOT Advisory
Committee
2. Hire F/T faculty
Partial
3. Upgrade software
What challenges existed or Will activity
continue to exist?
continue into AY
15-16?
Will activity
continue into AY
16-17?*
None
Recruitment of members from Yes
diversified industries
Funding
Yes
Yes
Completed for AY 14-15
Changing technology
Yes
Yes
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
Page 11 of 18
measurable outcomes were achieved? Did the activities and subsequent dialogue lead to significant change in
student learning or program success?
1.) Unable to recruit members from different industries in sufficient numbers to produce reasonable results. For AY 15-16, will
change strategy to utilize individual Chambers of Commerce to recruit from the entire Valley.
2.)
None hired due to College priorities and lack of funding; will continue until success is reached.
3.)
Using most current software for lab classes; expectation that the College will begin using Office 2013 and 365 in AY 15-16; texts
have been ordered for the change.
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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
Desired
Outcome(s)
Resources
Needed
Person
Responsible
Estimated
Date of
Completion
(can be more than
one year in length)
1. Form new Advisory
Committee
6A
Entire program
Complete review of Funding for
all courses
meetings
Calvert
6/17
2. Change course
designators
5A
Entire program
Relevant courses
have BOT
Calvert
6/16
Curriculum
Committee
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
Page 13 of 18
Comments
Already in planning
stage
*** Please complete this page for each new activity. ***
2A. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
a) Describe the new activity or follow-on activity that this resource will support.
As the technology and demands of the workplace have rapidly changed, the entire BOT program must be aligned with the needs of local
employers. A BOT Advisory Committee made up of active practitioners will be most effective in directing such changes.
b) Describe how this activity supports all of the following that apply:
Priority 6 addresses the relationship between industry and the College. This activity will not only provide useful information regarding the
courses and programs that the College offers, but will strengthen the working relationship with individual companies in our Service Area.
c) Does this activity span multiple academic years? ☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
The committee will meet four times in AY 15 -16 and two times in AY 16 -17. Each meeting will continue review of the steps by the
Department with the Curriculum Committee until the final approval by applicable agencies, e.g. Chancellor’s Office, as required.
d) What measureable outcomes are expected from this activity? List indicators of success.
Changing course designators from BUS to BOT
Aligning course material and SLOs with employer needs
Reviewing and changing or adding Certificates to the BOT progam
e) What are the barriers to achieving success in this activity?
Recruiting sufficient members from the widest possible industry and business base
Unexpected complexity of change of course designators
Unknown resistance from Chancellor’s Office
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2B. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
a) Describe the new activity or follow-on activity that this resource will support.
As part of the previously listed activity, the change to a BOT designator will allow the discipline more control of the courses, allowing for
more flexibility in meeting employers’ requirements
b) Describe how this activity supports all of the following that apply:
Priority 5 addresses the relevancy of programs; this activity will directly impact the value of the program to employers in our Service Area.
c) Does this activity span multiple academic years? ☐ YES
☒ 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.
Changing course designators from BUS to BOT
e) What are the barriers to achieving success in this activity?
Unexpected complexity of change of course designators
Unknown resistance from Chancellor’s Office
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.
Page 15 of 18
Activity
No.
Personnel
Classified
Staff/
Faculty
(C/F/M)*
Supplies/
Equipment
(S/E)**
1.
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
S
Travel
X
2.
Library
Materials
Facilities
/Space
e.g.,
Science
Labs
Projected
Costs
$1,400
None
* Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager.
** S for Supplies, E for Equipment. If additional supplies, for example, are needed for ongoing activities, this should be requested through
the budget rollover process.
*** H for Hardware, S for Software.
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APPENDIX A. Strategic Priorities & Goals
(from Hartnell College Strategic Plan 2013-2018)
Priority 1: Student Access
Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong
learning opportunities—with seamless pathways—to all of the college’s present and prospective
constituent individuals and groups.
Priority 2: Student Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning
environment to help students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning
environment that addresses and meets the diverse learning needs of students.
Priority 3: Employee
Diversity and Development
Goal 3A: Hartnell College is committed to 1) increasing diversity among its employees; 2)
providing an environment that is safe for and inviting to diverse persons, groups, and
communities; and 3) becoming a model institution of higher education whose respect for
diversity is easily seen and is fully integrated throughout its policies, practices, facilities, signage,
curricula, and other reflections of life at the college.
Goal 3B: To attract and retain highly qualified employees, Hartnell College is committed to
providing and supporting relevant, substantial professional development opportunities.
Priority 4:
Effective Utilization of Resources
Goal 4A: To support its mission, Hartnell College is committed to the effective utilization of
its human resources.
Goal 4B: Hartnell College is committed to having its physical plant, furnishings, and grounds
maintained and replaced in a planned and scheduled way to support learning, safety, security,
and access.
Goal 4C: Hartnell College will maintain a current, user-friendly technological infrastructure
that serves the needs of students and employees.
Goal 4D: Hartnell College is committed to maximizing the use and value of capital assets,
managing financial resources, minimizing costs, and engaging in fiscally sound planning for
future maintenance, space, and technology needs.
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Priority 5:
Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the realworld needs of its diverse student population, while also developing and employing a culture of
innovation that will lead to improved institutional effectiveness and student learning.
Priority 6: Partnership with
Industry, Business Agencies and Education
Goal 6A: Hartnell College is committed to strengthening and furthering its current
partnerships, in order to secure lasting, mutually beneficial relationships between the college
and the community that the college serves.
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