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.