Program Planning and Assessment (PPA) for Academic Programs

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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)*
03/20/2015
Communication Studies
Date Submitted to Dean
03/20/2015
*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
Jason Hough
Title/Position
Instructor
Dean’s Comments (required):
LLS&R AREA FTES
3-Year Average
47.17
COM
Fall 2012
28.29
Fall 2013
54.14
Fall 2014
59.10
Enrollments in COM have increased dramatically since 2012, largely because of the efforts of the one full-time faculty in the discipline.
Staffing issues will be helped by the hiring of a full-time COM faculty for Fall 2015. Funding has been requested since 2012 to support the
Speech Team, which has won two team awards and numerous individual awards. Assessment activities are performed on a regular basis, and
curriculum is up to date.
Kathy Mendelsohn
May 29, 2015
Typed Name of Area Dean
Date
VPAA Comments (required for comprehensive reviews):
Lori Kildal
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
è For programs/disciplines scheduled for comprehensive review in spring
2015, please complete Sections I, II, and III.
è For programs/disciplines scheduled for annual review, please complete
Sections II and III.
***Communication Studies comprehensive review was completed spring 2014***
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
COM 8
Course Name
Interpersonal Communication
Does the course have any DE (online or hybrid)
sections?
No
Please use the data that have been provided. Analyze trends that you observe with respect to the data for the identified
courses and answer the following questions.
ENROLLMENT
2. Review the enrollment data. Describe and analyze any patterns or anomalies that you notice. What do you
make of these patterns or anomalies? What actions should be taken to ensure continuous improvement?
Enrollments have dropped from an average high of 30 in 2013, to a new average of 22 the past two years. The data will continued
to be monitored determine if this is an anomaly or if it is the “new” normal. The possibility for this decrease may be due to the
Nursing discipline having changed requirements. COM 8 had been a recommendation for various nursing programs; however,
other course requirements for these programs have increased. The Communication Studies discipline will be consulting with the
Nursing program to determine if, indeed, this is negatively affecting course 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?
Student success took a dramatic dip to 40% Spring 2014. That semester, the full-time Communication Studies faculty member
stopped teaching the course, and it was assigned to an adjunct instructor. The adjunct, while qualified to teach the course,
reported after the semester he/she believed the course had been structured poorly, resulting in vague success requirements for
students. The full-time faculty member brainstormed changes to the course with this adjunct instructor, and both agreed to
assign the course to a different instructor. As a result, success improved significantly the following semester (Fall 2014) to 73%.
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 AA-T in Communication Studies kicked off in fall 2013. As of fall 2014, 9 students have graduated with the degree. It is
estimated there are currently 50 active majors in Communication Studies, either in the AA-T or the Associates degree. It is
anticipated another 9 graduates will finish degree requirements by May 2015.
C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for review
during AY 2014-15 as previously
specified
Faculty member(s) responsible for (a) Was the course reviewed
coordinating
and (b) taken through the
curriculum process?
Date of approval (or anticipated
approval) by Curriculum
Committee
N/A
Courses scheduled for review during AY
2014-15
N/A
Faculty member(s) responsible for
coordinating
Target semester and year—Fa 2015 or Sp
2016
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?
N/A
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?
Explain the transactional and transformative nature of human communication. Yes.
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?
***No PLOs were scheduled for assessment 2014/2015.
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?
The Communication Studies faculty discussed using a common final project to assess all Core Competencies. Four of the seven
faculty members agreed to utilize the same final project model, referred to as the Academic Expo. For this final project, students
must work in small groups (personal growth and responsibility) and are required to research (information skills) a
communication principle and apply this principle (critical thinking/problem solving) to a film, business or cultural group (global
awareness). Students must present findings in a public forum (communication skills) and create a table display and backdrop to
highlight the research (aesthetic appreciation). Of the 64 group projects representing over 240+ students, only one group did not
achieve success (“C” or higher) on the final project. The goal of the discipline is to have all faculty members participate in a
common final.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for SLO assessment as
previously specified
COM 20
List courses scheduled for SLO assessment in
AY 2015-16
COM 1
In what term was the course
assessed?
Spring 2015 (pending)
Was the Course Assessment
Summary Report completed?
Pending
Faculty member(s) responsible
for coordinating
Jason Hough
Target semester and year—Fa
2015 or Sp 2016
Both (separate SLOs)
5. Describe course level assessments results and how they will influence your plans moving forward.
The SLO to be assessed for COM 20 (spring 2015) is as follows, “Applying reasoning and persuasive techniques, students will be
able to evaluate an opposing argument form a classmate/s, recognize logical fallacies, and create refutation.” This SLO will be
assessed during the final project, May 2015. Based on the results, changes could be made to the project requirements.
6. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving
these improvements?
Educating new adjunct faculty members as to the assessment process on our campus needs to become a bigger priority.
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?
1. Building the Hartnell Speech This past year, the team earned Although requested since fall Absolutely.
team program.
multiple individual awards and its 2011, the Speech Team is still
highest team finish.
Will activity
continue into AY
16-17?*
Absolutely.
not funded. This means the
coach (Jason Hough) and team
members have to spend
valuable time doing regular
fundraising endeavors.
2. Hosting a regional collegiate Hartnell has been selected by
speech tournament.
peer institutions to host this
tournament fall 2015.
As this is the first time ever for Dependent on success. Dependent on success.
such an event on campus,
multiple stakeholders will
have to be organized.
* 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?
The Hartnell Speech Team began in spring 2013, despite having no budget for travel, lodging, fees and supplies. That first year, six
students competed, and two students earned a 3rd place ranking in competition rounds at the state championships. During the fall
2013/spring 2014 competition season, the team attended three tournaments, earning several individual awards and a 4th place team
finish at a regional tournament. At the 2014 state championships, a team member just missed qualifying for the national
tournament. During the fall 2014/spring 2015 competition season, the team attended seven regional tournaments, earning over 50
individual awards, a 3rd place team finish at a regional tournament, and two team members just missed qualifying for the national
tournament.
The team has been using assessments from competitions to increase in quality, and two adjunct faculty members have been donated
their time to help team members practice for tournaments. It is anticipated the team will continue to grow in its 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
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
1. Hosting a regional
collegiate speech
tournament.
Strategic
Plan
Goal(s)
No. &
Letter
(e.g., 5A)*
2A, 5A
Related
Courses, SLOs,
PLOs,
or goals
COM 1, COM 3
Desired
Outcome(s)
Resources
Needed
Students will get $1,000
to compete on
“home turf,”
demonstrating
communication
competency. This
will also
introduce
Hartnell College
as a leader in
forensics (speech
and debate) to
other institutions
around the state.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
Person
Responsible
Jason Hough
Estimated
Date of
Completion
(can be more than
one year in length)
November 2015,
2016, 2017.
Renewed upon
organization
approval.
Comments
*** 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.
a) Describe the new activity or follow-on activity that this resource will support.
Hartnell College has been selected to host a regional collegiate speech tournament. This will bring 15 to 20 institutions, both two-year
and four-year, to the Hartnell Campus. Approximately 200 students will attend this competition.
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)
Hartnell students will be competing in speaking events that foster communication skills, research skills (information skills), and critical
thinking. The topics students research for competition spur global awareness, particular on current events. Students must learn to dress
professional and create engaging visual aids (aesthetic appreciation). Students must spend hours on preparation and rehearsal (personal
growth and responsibility). Involvement in a collegiate tournament highlights all three Program Level Outcomes for Communication
Studies:
·
·
·
Conceive, develop and deliver a focused, cogent, and clear oral presentation.
Explain the transactional and transformative nature of human communication.
Research, organize, and write a paper concerning the development, implementation, and effective use of various communication
theories.
Such an endeavor also supports Strategic Plan Goals 2A and 5A:
·
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning environment to help students pursue
and achieve educational success.
·
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.
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
If hosting this tournament is a success, Hartnell College will be asked to host every year.
d) What measureable outcomes are expected from this activity? List indicators of success.
For Hartnell students competing, each student will have judging assessment sheets of their performances available for review. Guest
schools attending will be asked to fill out a survey to determine the success of the hosted tournament.
e) What are the barriers to achieving success in this activity?
Barriers to success are primarily financial. Faculty members in the Communication Studies discipline have already expressed a
commitment to help organize and run the tournament.
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/
Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
Contract
Services
1.
THIS IS THE FOURTH REQUEST IN FOUR YEARS
(2012, 2013, 2014, 2015)
2.
3.
4.
5.
$1,000 (Hosting
regional speech
tournament)
Training
Travel
$5,000
(Speech
Team)
Library
Materials
Facilities
/Space
e.g.,
Science
Labs
Projected
Costs
$5,000
$1,000
APPENDIX A. Strategic Priorities & Goals
(from Hartnell College Strategic Plan 2013-2018)
Priority 1: Student
Access
Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong
learning opportunities—with seamless pathways—to all of the college’s present and prospective
constituent individuals and groups.
Priority 2: Student Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning
environment to help students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning
environment that addresses and meets the diverse learning needs of students.
Priority 3: Employee Diversity and
Development
Goal 3A: Hartnell College is committed to 1) increasing diversity among its employees; 2)
providing an environment that is safe for and inviting to diverse persons, groups, and
communities; and 3) becoming a model institution of higher education whose respect for
diversity is easily seen and is fully integrated throughout its policies, practices, facilities, signage,
curricula, and other reflections of life at the college.
Goal 3B: To attract and retain highly qualified employees, Hartnell College is committed to
providing and supporting relevant, substantial professional development opportunities.
Priority 4:
Effective Utilization of Resources
Goal 4A: To support its mission, Hartnell College is committed to the effective utilization of
its human resources.
Goal 4B: Hartnell College is committed to having its physical plant, furnishings, and grounds
maintained and replaced in a planned and scheduled way to support learning, safety, security,
and access.
Goal 4C: Hartnell College will maintain a current, user-friendly technological infrastructure
that serves the needs of students and employees.
Goal 4D: Hartnell College is committed to maximizing the use and value of capital assets,
managing financial resources, minimizing costs, and engaging in fiscally sound planning for
future maintenance, space, and technology needs.
Priority 5:
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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