Program Planning and Assessment (PPA)
for Academic Programs
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)*
3/27/2015
Date Submitted to Dean
Math/Science/Engineering
3/27/2015
Earth Science
*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
Robert Barminski
Title/Position
Instructor
3/27/2015
Dean’s Comments (required):
Earth Science Program is in a period of reenvisioning. There is a TMC in Geology that works for some transfer institutions, but
CSUMB is better aligned with the current Earth Science Degree. In the last 2 years curriculum has been updated and learning
objectives have been assessed. The final step is to update the current degree and build a Geology AS-T.
Typed Name of Area Dean Shannon Bliss
Date
VPAA Comments (required for comprehensive reviews):
_______________________
Typed Name of VPAA
_________
Date
5/27/15
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
Gel 2
Course Name
Does the course have any DE (online or
hybrid) sections?
No
Introduction to Geology
Please use the data that have been provided. Analyze trends that you observe with respect to the data for the identified courses
and answer the following questions.
ENROLLMENT
2. Review the enrollment data. Describe and analyze any patterns or anomalies that you notice. What do you
make of these patterns or anomalies? What actions should be taken to ensure continuous improvement?
Course
Gel-2
Fall 2010
36
Spring 2011
65
Fall 2011
52
Spring 2012
60
Fall 2012
88
Spring 2013
57
Fall 2013
56
Spring 2014
94
Fall 2014
52
The enrollment is a function of classroom size. When the class is held in a small classroom (N22 in Fall 2010) enrollment is down. The classroom
size in N8 is actually larger than that shown on the schedule so students are being turned away from the smaller classroom when there is actually
more room available. The class enrollment is steady. Students who attend optional field trips have a better course completion rate.
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?
The geology success rate is generally higher than the overall college success rate as illustrated on the graph. It is difficult to
determine the reasons for the variation between 70 and 80 percent for different semesters.
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 AS Earth Science degree is not awarded on a regular basis. The 2y degree is too rigorous to be completed by the transfer
geology students within a reasonable amount of time and does not articulate with the Transfer Model Curriculum (TMC) model or
the geology degree programs offered at UCSC or SJSU. Since the inception of the Earth Science degree has been offered very few
students have completed the degree program. There are several reasons for this; the degree program does not match well with the
(TMC) promulgated by the CSU system. The Hartnell program is a hybrid multidisciplinary degree spanning several broad
natural science fields, focusing on geology but including astronomy and meteorology as well. The current degree requires
meteorology which is a separate degree at most four year universities and is not a required course for university geology students.
Additionally the meteorology class that is a degree requirement is offered sporadically. In order to complete the Hartnell degree
students would be required to take classes that do not apply to their geology B.S. degree. Secondly, the Hartnell program is
difficult to complete within the time frame that most students attend community college. The math and physics sequence requires
several years for most students to complete. The best students simply move on to a four year university after they have completed
60 or more units. There is limited value to the degree from an academic and vocational standpoint. Since I have been the full-time
faculty geology instructor at Hartnell College I am aware of one student who has completed the A.S. Earth Science degree at
Hartnell College. Most entry level geology jobs require a 4y degree so a terminal 2y degree is of limited value. A TMC geology
degree is in progress, the courses have been revised and are available, the degree program is being entered in Curriunet and will
then be advanced to the curriculum committee for approval.
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
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?
One geography course per term is taught by adjunct faculty. No geology, meteorology, oceanography distance education courses
are offered. An online component Etudes is integrated into the geology and oceanography courses and students complete projects
and communicate with instructor online.
.
3. Describe the process to change and improve student success in DE courses/sections in your program.
Once the complete Etudes shell is complete consideration will be given to offering an online oceanography or introductory geology
course.
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?
Not applicable, the geography course is only offered online so no comparison is possible.
5. Describe the process to change and improve student retention in DE courses/sections in your program.
In discussing earth science courses with other 2y California community college faculty, DE instruction has been used successfully to
supplement face to face class courses.
6. Describe any other relevant factors regarding diverse teaching modalities and environments, such as specific
locations.
Not applicable.
C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for review
during AY 2014-15 as previously
specified
Gel 6
Faculty member(s) responsible for (a) Was the course reviewed
coordinating
and (b) taken through the
curriculum process?
Barminski
Yes
Date of approval (or anticipated
approval) by Curriculum
Committee
9/18/2014
Courses scheduled for review during AY
2014-15
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
Demonstrate proficiency in the areas of graphical
presentation, oral communication, and scientific
writing.
What changes have occurred in the
program/discipline as a result of dialogue?
Students are required to prepare numerous
shorter papers, a research paper, and an oral
report.
List Program level outcome(s) scheduled for assessment in AY 15-16
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?
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?
Data was gathered from student learning outcomes that related to this program learning outcome. In general, students have poor
communication skills across the board. That is not surprising considering that Salinas is the second least educated city in the
country and 85% of our students are not prepared for college level coursework. Rubrics and assignments were revised for
clarification. Student success seemed to improve so more effort is being put into the website and Etudes to make supplemtnal
materials available to the students. The major change planned is to change the Earth Science degree to a Geology degree to
comply with the Transfer Model Curriculum (TMC) model adopted by the CSU system. One of the challenges in adapting the TMC
model is that the closest CSU, Monterey Bay, does not offer a geology degree. A separate revised earth science degree may be put
forth to articulate with the CSUMB marine and environmental science degrees.
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?
Data was gathered from review of the SLOs that related to the core competencies for all sections and from all instructors (including
adjuncts) teaching the course. Student learning outcomes were mapped to core competencies. It was found that the geology and
oceanography class student learning outcomes map mostly to two major core competencies: Critical Thinking/Problem Solving
and Communication Skills (mainly in the form of written communication). The faculty found that students need to improve their
critical thinking and problem solving skills. The courses are being revamped to include more hands on learning including ETUDES
and incorporation of other online materials including Google Earth Pro. Instructor websites will be updated, a Earth Science social
media page on Facebook was created for increased student interaction.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for SLO assessment as
previously specified
GEL 6
GEL 25
OCN 1
In what term was the course
assessed?
Spring 2015
Fall 2014
Fall 2014
Was the Course Assessment
Summary Report completed?
Yes
Yes
Yes
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.
Course level assessment results indicate that a large group of students are challenged in basic skills required for academic success.
The geology and oceanography courses attract non-science majors seeking to complete transfer requirements. Students have a
limited background in science and require strengthening in several key areas including analytical and communication skills. A
Supplemental Instructor (SI) was hired in the Fall 2014 to assist the students both with achieving success in geology and
oceanography and also to help the students learn better study habits and provide additional reinforcement of course level learning
objectives. The SI has been successful in helping the students better prepare for the exams.
6. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving
these improvements?
Course level assessment activities consist of midterm exams and quizzes. Quizzes and assignments are being offered online.
Interactive methods such as in class Jeopardy style quizzes and group quizzes are being implemented. Grades are being posted
concurrently in ETUDES giving students immediate feedback. The challenges are enforcing the deadlines for submittal of work and
dealing with students who miss quizzes and tests or who will not participate in active learning in the classroom. The online Etudes
program reduces paperwork.
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
1. new environmental
science or
What success has been
achieved to date on this
activity?
No progress 2014/2015
What challenges existed or Will activity
continue to exist?
continue into AY
15-16?
Lack of time to coordinate Focus is on geology
due to accreditation efforts. TMC
Will activity
continue into AY
16-17?*
yes
2. update meteorology
course
3. New climate change
course
4. Geology TMC
None, course was inactivated No instructor, course out of No
yes
date,
none
American Meteorlogical
yes
yes
Society offers course
Course have been revised, CSU TMC model does not
yes
yes
coordination is ongoing
conform to CSUMB, SJSU,
* 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?
1. New environmental science or environmental studies program
The decision needs to be made whether to have a soft science Environmental Studies program that can attract students from a
wide array of backgrounds including sustainable construction and renewable energy or to have a hard science degree appealing
to fewer students.
2. Meteorology Course
Since the course has been inactivated there is no need for further review at this time. Meteorology is not part of the geology TMC
and has not been offered for at least five years. There is an instructor available, the course is part of the current Earth Science AS
degree.
3. Scheduling Grid
The grid has been revised and is under constant revision to meet the needs of students so that they can complete their math and
science courses concurrently within desired time frames.
4. Geology TMC
The courses that are part of the TMC have been revised have been through the curriculum committee review process. The dean and
full-time instructor meet regularly to review progress. Instructor attended a March 2015 Supporting and Advancing Geoscience
Education in Two-Year Colleges (SAGE 2YC)-sponsored workshop, Road Maps to Completion: A Workshop on
Curriculum/Transfer Alignment. The geology program will meet student needs better and be more successful with the revisions
being currently implemented.
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)
Comments
4.
Geology 1,2, 6, 25 Complete
in 2015
Oceanography 1
none
Barminski
Summer 2015
Currently in process
Improve student lab
experience
2A, 2B, 5A
Geology 1,2, 6, 25 Complete in
Oceanography 1
2015/2016
microscopes
Barminski
2015/2016
Request submittal in
process
Introduce drone
technology to geology
labs and field trips
2A, 2B, 5A
Geology 1,2, 6, 25 Complete in
Oceanography 1
2015/2016
drone
Barminski
2015/2016
Request submittal in
process
Field trip support
2A, 2B, 5A
Geology 1,2, 6, 25 Complete in
Oceanography 1
2015/2016
Funding for
transportation
Barminski
2015/2016
Need to secure funding
New Climate Change
Course
2A, 2B, 5A
New curriculum
No money, AMS Barminski
course is free is
Hartnell offers the
course one time
2015/2016
Discuss with dean
Drone for
Barminski
photogrammetric
data collection
2015/2016
Discuss with dean
Revise degree program
for geology TMC
Develop course
curriculum
Take AMS course
New Geographic
Information Systems
(GIS) course
2A, 2B, 5A
New curriculum
Develop course
curriculum
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
*** 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.
[Begin response here]
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,
2)
3)
4)
5)
Aesthetic Appreciation, Personal Growth and Responsibility)
Program level Outcome (list applicable program outcome)
Course level Outcome (list applicable course level outcome)
Program/Discipline Goal (list applicable program/discipline goal)
Strategic Plan Goal (list applicable strategic plan goal)
[Begin response here]
c) Does this activity span multiple academic years?
☐ YES
☐ NO
If yes, describe the action plan for completion of this activity.
[Begin response here]
d) What measureable outcomes are expected from this activity? List indicators of success.
[Begin response here]
e) What are the barriers to achieving success in this activity?
[Begin response here]
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
Training
Travel
Library
Materials
Facilities
/Space
e.g.,
Science
Labs
Projected
Costs
1.
2.
3.
4.
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)
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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