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)*
Chicano Studies/Ethnic Studies
Date Submitted to Dean
3/26/15
*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
Hermelinda Rocha Tabera
Felipe Ponce
Phillip Tabera
Title/Position
Ethnic Studies Faculty
Ethnic Studies Faculty, adjunct
Ethnic Studies Faculty, adjunct
1
Dean’s Comments (required): As stated in the PPA, The Chicano Studies program is aligned with core characteristics of our district and student
population, serving a growing population of Mexican ancestry. Unfortunately, the program is not very popular. The PPA underlines the need
for attention to be given to working closely with CSUs to align courses for ease of transfer. As well, funding is requested to provide supplies
for marketing and outreach purposes.
_____Celine Pinet________________ __May 27 2015_______
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?
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
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2. What staffing factors/challenges have influenced the effectiveness of the program?
N/A
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.
N/A
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.
N/A
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?
N/A
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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.
Program Goals & Outcomes
1. Demonstrate knowledge of history of Chicanos in the United States including an evaluation of the Chicano social, political and
economic experiences in the US.
2. Apply critical thinking skills in reading, comprehending and interpreting Chicano Studies scholars including the ideas of the major
thinkers who have influenced Chicano Studies past, present institutions and systems.
3. Demonstrate knowledge of Chicano Culture which includes an analysis of the cultural expressions of Chicanos, in addition to
popular culture, literature, arts and cinema.
4. Demonstrate an understanding of how the intersection with social inequalities of gender, class, race, sexuality, nationality, and
citizenship status shape the experiences of Chicanos.
The Hartnell College mission statement reads, “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”.
The Chicano Studies program incorporates Hartnell College’s mission statement by providing all students equal access to courses by
guaranteeing them a quality education through faculty (who meet the M.A. requirements) when staffing classes. This is
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accompanied by a guaranteed schedule of courses at hours of the day that are convenient to the student.
The Chicano Studies program at Hartnell helps prepare students to transfer to four-year universities. Researchers have noted the
strong relationship that Chicano studies and Ethnic Studies curriculum plays in fostering strong academic skills and student success.
The changes in California’s demographics have now created a majority population of Latinos. It is pivotal that community colleges,
like Hartnell, meet the needs of this increasing population.
Statistically speaking, Chicano students system wide have an increasingly higher dropout rate in college degree completion.
Therefore, it is the responsibility of our institution, in general, and of this program specifically, to serve students of our district by
having culturally and academically appropriate courses at a moment when far too many institutions are under-serving the Salinas
Valley community. We should take great pride in and make every effort to maintain and expand such an important academic
program.
Courses in Chicano Studies serve the students of this college in a myriad of ways. One example is by offering different courses,
such as Ethnic Studies 3, that is a multi-disciplinary approach to the study of the effects of U.S. institutions on Chicanos. It includes
the relationship between institutions and the nature of inequality in the U.S. and the ways political institutions affect the degree of
political socialization of Chicanos/as.
Ethnic Studies 4 offers a multidisciplinary approach to the study of the Chicano/a experience and culture as expressed in everyday
life. The course includes a discussion of Chicano values, norms, language, and belief systems, as well as the diversity of the
Chicano/a experience.
Ethnic Studies 6 provides a survey of “La Chicana in American society,” as examined from a historical and sociological perspective.
This includes examining the role of Chicanas in culture, family, religion, education, and economics. This course offers an
examination of contemporary problems and conditions.
The program currently provides a critical examination of the challenges that Chicano students face at the individual, community and
institutional level. Focus is placed on the continuous marginalization of Chicano students within institutions and the lack of
institutional resources. This is particularly true in other states where lawmakers and college administrators have begun to target and
eliminate ethnic studies programs. Fortunately, our Salinas Valley students have the opportunity to register for Chicano courses, an
option that students in other states do not have.
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As a Hispanic Serving Institution (HSI), Hartnell College is a reflection of California’s growing population of Mexican ancestry, the
Chicano Studies program operates within this paradigm. The program seeks to address the diverse and often distorted histories,
experiences, and contributions of people of Mexican ancestry in this country, state, and community. The Chicano Studies Degree
offers courses that address the local and national issues that directly affect student’s lives.
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
Ethnic Studies 1
Ethnic Studies 2
Ethnic Studies 3
Course Name
Introduction to Ethnic Studies
Chicano Leadership
Chicanos in American Society
Does the course have any DE (online or
hybrid) sections?
N/A
N/A
N/A
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?
Ethnic Studies 1
The enrollments for this course is consistent with the college and success rate overall has been higher than the college average with
the exception of Fall 2012. That particular semester enrollment of the college was down.
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This course is very popular among first-time college students and often these students don’t realize the rigorous criteria for
succeeding in this class.
Ethnic Studies 2, Chicano Leadership
The enrollments for this course are high in the Fall semester when offered at the Main campus. Therefore, we will offer this course
once a year, every Fall or Spring, rather than every semester.
Ethnic Studies 3, Chicanos in American Society
The enrollments for this course is very consistent and the success rate is significantly above the college level.
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?
ETH 1
Retention of this course is close to the college average and perhaps the writing & reading level of the
students is lower than what the course requires.
Therefore the faculty will recommend advisory of English 1A might be added to the course.
Eth 2
Retention of this course is consistent with the college trends and low enrollment section was due to it
being offered at the Alisal campus. Although the numbers were low we higher retention of 89% compared
to college.
Eth. 3
Retention of this course is higher the college average which is an indication that the students that register
for this class are successful due to the course content. The number of Latino/Chicano students at Hartnell
College are becoming increasingly interested in their role in American society.
DEGREES AND CERTIFICATES
4. Describe the demonstrated effectiveness of the program over the past several years with levels and trends of
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achievement data, such as degree and certificate completions/awards.
The Chicano Studies degree has not been popular due to the lack of advertisement and publicity with this degree. This is a major
challenge for the department and a goal for increasing the number of students who declare Chicanos Studies as a major will be a
goal for the next academic year. In addition, the department will be working closely with the CSU’s to align its courses with the
intention of preparing students for a transfer degree in a related field.
B. TEACHING MODALITY
N/A
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
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?
N/A
.3. Describe the process to change and improve student success in DE courses/sections in your program.
N/A
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?
N/A
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5. Describe the process to change and improve student retention in DE courses/sections in your program.
N/A
6. Describe any other relevant factors regarding diverse teaching modalities and environments, such as specific
locations.
N/A
C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for review
during AY 2014-15 as previously
specified
Ethnic Studies 1
Ethnic Studies 3
Ethnic Studies 4
Faculty member(s) responsible for (a) Was the course reviewed
coordinating
and (b) taken through the
curriculum process?
HRocha, FPonce
HRocha, F.Ponce
HRocha, F. Ponce
yes
yes
yes
Date of approval (or anticipated
approval) by Curriculum
Committee
3/19/15
3/19/15
3/19/15
Courses scheduled for review during AY
2014-15
Faculty member(s) responsible for
coordinating
Target semester and year—Fa 2015 or Sp
2016
Ethnic Studies 6
Ethnic Studies 12
HRocha, F. Ponce
HRocha, F. Ponce
Fall 2015
Fall 2015
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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
What changes have occurred in the
program/discipline as a result of dialogue?
Was the Program Outcome
Assessment Summary completed?
Demonstrate knowledge of history of Chicanos in the
U.S. including an evaluation of the Chicano Political
Experience in the National and Local level.
Share different pedagogies with instructors
yes
List Program level outcome(s) scheduled for assessment in AY 15-16
Have your course level SLOs needed for this program
level outcome been assessed or scheduled for
assessment?
Develop critical thinking skills in examining and evaluating Chicano Studies
Pioneers and their theories. Demonstrate critical analysis of social institutions
And their role in the Chicano experience.
They will be assessed next Fall 2015
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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?
This has not been discussed in the department this academic year.
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?
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for SLO assessment as
previously specified
In what term was the course
assessed?
Was the Course Assessment
Summary Report completed?
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List courses scheduled for SLO assessment in
AY 2015-16
Faculty member(s) responsible
for coordinating
Target semester and year—Fa
2015 or Sp 2016
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?
What challenges existed or Will activity
continue to exist?
continue into AY
15-16?
Will activity
continue into AY
16-17?*
1. Coordinate Ethnic studies
Schedules were planned and
none
Yes
yes
courses for the dept.
implemented for the the year.
2. Revise all Ethnic Studies
Eth 1, 2, 3 & 4 were all revised None
yes
dept. as required
3. Develop brochures/fliers for None
No funds or resources
Yes
Yes
the Ethnic studies courses
* For each activity that will continue into AY 2016-17 and that requires resources, submit a separate resource request in Section III.
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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?
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.
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
1. List information concerning new projects or activities planned. 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)
Comments
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1.Clarify and
Coordinate ETH
course offerings
with Chicano Studies
major.
1.A
2.A,B
3.A,B
4.A,B,C,D
5. A
6. A
Goal 1.
Increase the
number of
graduates with
a ETH/Chicano
Studies Degree.
Increase the
number of
ETH/Chicano
Studies majors.
Continued
support with
marketing,
student
recruitment,
coordination
of
ETH/Chicano
Studies and
other Social
Science
disciplines.
Bi-cultural, full
time tenured
track ETH/
Chicano
Studies faculty.
Fall 2015
1.A
2. A,B
3. A,B
4. A,B,C,D
5. A
6. A
Goal 2.
Develop two
new courses:
Chicano
Community/
Service
Learning/
Internship and
Chicano
Immigration.
Make the
opportunity
available for
students to
apply and
practices
ETH/Chicano
in the
communities.
College
support with
creation of
courses and
synchronizatio
n with local
organizations
to develop
viable student
intern
worksites.
Other college
staff, ETH
faculty, Salinas
community not
for profit
organizations.
Fall 2015
3. Increase
enrollment in current
available courses and
expand availability of
courses
1.A
2.A,B
3.A,B
4.A,B,C,D
5.A
6.A
Goal 3.
Increase the
number of
graduates with
a ETH/Chicano
Studies AA
Degree.
Expand ETH to
meet the wants
and needs of
the college
community and
greater Salinas
Valley.
Continued and
new financial
support from
the college.
Other College
staff and
ETH/Chicano
faculty.
Fall 2015
4. Hiring of
additional full time
tenured track bicultural faculty
member(s)
1.A
2.A,B
3.A,B
4.A,B,C,D
5.A
6.A
Goal 4.
Explore the
creation of a
“Chicano
Studies
Program”
transfer
agreement with
California State
University
(CSU) and
University of
California (UC)
system.
Have available
additional
faculty member
take on tasks
and increase
consistency of
staff in ETH.
Continued
Financial
commitment
from college,
i.e., funding
for additional
FT Bicultural
Tenured Track
Faculty.
College staff,
ETH Faculty
Fall 2016
2. Implementation of
Service Learning
Community focused
course
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* Please complete this page for each new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
Consider:
• Faculty
• Other staffing
• Facilities
• Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000)
• Software
• Hardware
• Outside services
• Training
• Travel
• Library materials
• Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
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)
c) Does this activity span multiple academic years?
☒ YES
☐ NO
RESOURCE
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
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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.
1 1
1.
33
44
Personnel
Classified
Staff/
Faculty
(C/F/M)*
Supplies/
Equipment
(S/E)**
Fulltime
faculty
Outreach and Supplies
recruitment
Conference
attendance
Chicano
Books, magazines,
Collection
videos, etc.
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Library
Materials
Facilities
/Space
e.g.,
Science
Labs
Projected
Costs
60,000
2,000
Travel
3,500
5,000
5.
* Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager.
** S for Supplies, E for Equipment. If additional supplies, for example, are needed for ongoing activities, this should be requested through
the budget rollover process.
*** H for Hardware, S for Software.
APPENDIX A. Strategic Priorities & Goals
(from Hartnell College Strategic Plan 2013-2018)
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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,
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minimizing costs, and engaging in fiscally sound planning for future maintenance, space, and technology needs.
Priority 5:
Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the real- world 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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