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)*
3/26/15
Economics
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
Tina Esparza-Luna
Title/Position
Economics Instructor
Dean’s Comments (required): Tina is doing outstanding work on behalf of the college, serving the press with expert consultation. By
representing the college on the statewide efforts of the Online Education Initiative, she serves as a role model for other faculty, demonstrating
that quality online education can be successfully provided. She is to be commended for paying close attention to the retention and success of
her students in f@f as well as online classes.
______ Celine Pinet ____ _____5-12-2015____
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.
I.
COMPREHENSIVE REVIEW
Please complete this section for programs/disciplines scheduled for comprehensive review in spring 2015.
Go to Section II for programs/disciplines scheduled for annual review in spring 2015.
A. OVERALL PROGRAM EFFECTIVENESS
1. Describe your program in terms of its overall effectiveness over the past several years.
Please consider the questions below in describing your program/discipline/area.
•
•
•
•
•
•
•
•
•
•
How are students/employees served by the program?
What are the unique aspects of the program?
How does the program relate to the needs of the community?
How does the program interface/collaborate with other programs on campus?
What is working well in the program/discipline?
If there is a sequence of courses in your program, what process or framework is used to ensure alignment?
How is consistency maintained between/among multiple sections of a single course?
Has the program explored alternative scheduling approaches?
Do prerequisites, co-requisites and strongly recommended skills continue to meet program needs? Are there special
considerations regarding capabilities of incoming students?
What professional activities have faculty recently (last three years) participated in?
[Begin response here]
B. INSTRUCTIONAL STAFFING
1. In the table below enter the number of sections offered and the number of full time and adjunct faculty in your
program/discipline by term over the past several years.
Term
No. of Active Sections
Full-time Faculty
Adjunct Faculty
2. What staffing factors/challenges have influenced the effectiveness of the program?
[Begin response here]
C. CTE PROGRAMS – LABOR MARKET & ACHIEVEMENT
Please complete this section if the program is Career Technical Education
(CTE). Go to subsection D if the program is not CTE.
1. Describe the demonstrated effectiveness on the program over the past several years with levels and trends of
achievement data, including degree/certificate completions (awards) and employment statistics.
[Begin response here]
2. Describe the number of, activities of, and recommendations resulting from advisory committee meetings that
have occurred over the past two years. What information and/or data were presented that required or currently
require changes to be made to your program? Please attach copies of meeting minutes over the past two years
and a list of committee members and their respective industries/areas.
[Begin response here]
3. Does labor market data and/or the need for additional education indicate that changes should be made to
your program? Does the program (continue to) meet a labor market demand and/or fulfill an important step
toward higher/additional education?
[Begin response here]
D. PROGRAM GOALS
1. List and describe program/disciplinary goals for the next comprehensive review cycle. Be sure to
highlight innovative, unique, or other especially noteworthy aspects.
In considering your program’s future goals, please review Hartnell’s vision and mission statements.
VISION STATEMENT
Hartnell College will be nationally recognized for the success of our students by developing leaders who will contribute to
the social, cultural, and economic vitality of our region and the global community.
MISSION STATEMENT
Focusing on the needs of the Salinas Valley, Hartnell College provides educational opportunities for students to reach
academic goals in an environment committed to student learning, achievement and success.
[List and describe program goals here]
1)
2)
3)
4)
5)
II.
ANNUAL REVIEW
This section must be completed for ALL academic programs, including those scheduled for a
comprehensive review in spring 2015.
A. COURSE DATA & TRENDS
1.
Please evaluate the 3-year trend of enrollment and success of courses in your program/discipline. Identify
the courses you are choosing to examine this current year in the list below. You do NOT need to evaluate
trends for each course every year.
Course Number
ECO 1
ECO 5
Course Name
Principles of Macroeconomics
Principles of Microeconomics
Does the course have any DE (online or
hybrid) sections?
Yes
Yes
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?
Over the last 5 years, enrollments have been steady with small increases year-over-year in both ECO 1 and ECO 5. It should be
noted that in 2008/2009 we saw a significant dip in enrollments and this was caused by the additional of a math pre-requisite for
both ECO 1 and ECO 5 of Math 123. While this addition of a pre-requisite did decrease enrollments it was done to align with the
CSU Economics courses. We are now seeing that the enrollments are rebounding and we should see increased growth moving
forward.
When looking at retention, we see that prior to 2011 retention rates were on average in the mid-60% range. Beginning in the
2011-2012 year, we see this begin to improve. In 2012-2013, we see a dip in retention, but this was most likely because this was the
first year that distance education sections were offered and because of budget cuts. We saw that more students were taking
economics courses not because they wanted to but because these were the only sections they could get into which likely impacted
retention as well as success. It should be noted that for DE courses, it typically takes 3 semesters before retention and success
numbers stabilize and that is most likely what we are seeing in this case. In the 2013-2014 year, we see that retention rates have
significantly improved.
A new course of ECO 10 has been developed that is an introductory course that does not have any pre-requisite courses, so we can
anticipate that with the addition of a new course enrollments will increase in subsequent years. This course is a survey course that
will appeal more to non-majors and high school students who are not ready for the ECO 1 and ECO 5 courses.
Lastly, an Economics AA-T has been developed and is currently awaiting approval from the Chancellor’s office. This should also
help to increase enrollments.
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?
Prior to spring 2012, we saw that the success rates were around 45-50%. Beginning in Spring 2012, we see success rates improve
to around 60-65%. There is one anomaly with Fall 2012 where success rate is low at 37%. This number is a bit skewed because of
budget cuts we offered three sections of ECO 1, but two of those were DE short semester courses (one 6-week section and one 9week section) both of which had poor success rates. For this reason, we do not plan to offer ECO 1 or ECO 5 courses in a short
semester format in the future.
Since this time, we do not offer more than one section of each course (ECO 1 and ECO 5) in the DE modality per semester, but
depending on student demand this could change in the future.
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.
This discipline does not currently have a degree program, but an AA-T has been developed and is awaiting approval from the
Chancellor’s office.
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
Fall 2011
Spring 2012
Fall 2012
Spring 2013
Fall 2013
Spring 2014
No. of DE/Online
Sections
0
2
3
2
2
2
No of Hybrid
Sections
0
0
0
0
0
0
Full-time
Faculty
1
1
1
1
1
1
Adjunct Faculty
0
0
0
0
0
0
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?
Economics DE courses were first offered in Spring 2012. In Spring 2012 the success rate was 52%, but then was lower in Fall 2012
(27%). This is because in Fall 2012 we only offered short semester courses in the DE modality. We see that the success rates began
to rebound in Spring 2013 and then increase subsequent semesters.
While these numbers are a bit lower than face-to-face sections, the biggest reason for the lower numbers is because of scheduling
issues mentioned above (short semester courses) and the fact that these course were new in Spring 2012. It is quite common for
DE courses to have lower success rates for the first 3 semesters and then significantly improve, which is what we see here.
Prior to Fall 2014, the practice was to not drop students from DE course for non-participation. This caused these students to fail
the class and lower the success rates. There has now been a new attendance policy for DE courses and so non-participating
students are dropped from the course and they do not impact the success rates.
Lastly, it should be noted that it is much easier for students to engage in financial aid fraud in a DE class as compared to a face-toface class. It is even possible to meet the DE attendance requirements and still have no intention of actually trying to pass the
class. These students are impossible for instructors to identify and there is no reliable data on how widespread this issue is.
.
3. Describe the process to change and improve student success in DE courses/sections in your program.
1.
Appropriate scheduling. We need to schedule an appropriate number of face-to-face and DE sections. This has not always
happened for a variety of reason, but over the last few semesters this has improved.
2. Implementation of the DE attendance policy. With this adoption of this policy, we anticipate we will continue to see success
rates improve.
3. Instructor training. As the only instructor who is teaching the economics courses in the DE modality, Esparza-Luna has taken
many courses and sought out additional training to become a better DE instructor.
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?
Similar to what we saw for success rates, the retention rates are lower for DE sections. However, these differences are caused by
scheduling issues (short courses) and the change to the DE attendance policy. Both of these issues are discussed above.
5. Describe the process to change and improve student retention in DE courses/sections in your program.
Similar to what was noted for success rates would also apply to retention rates.
1. Appropriate scheduling. We need to schedule an appropriate number of face-to-face and DE sections. This has not always
happened for a variety of reason, but over the last few semesters this has improved.
2. Implementation of the DE attendance policy. With this adoption of this policy, I anticipate we will continue to see success rates
improve.
3. Instructor training. As the only instructor who is teaching the economics courses in the DE modality, Esparza-Luna have taken
many courses and sought out additional training to become a better DE instructor.
6. Describe any other relevant factors regarding diverse teaching modalities and environments, such as specific
locations.
We are increasing the number of Economics sections offered and the challenge is finding qualified instructors.
C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for review
during AY 2014-15 as previously
specified
ECO 1
ECO 5
ECO 10 (New)
Faculty member(s) responsible for (a) Was the course reviewed
coordinating
and (b) taken through the
curriculum process?
Tina Esparza-Luna
Tina Esparza-Luna
Tina Esparza-Luna
Courses scheduled for review during AY
2014-15
Yes
Yes
Yes
Faculty member(s) responsible for
coordinating
Date of approval (or anticipated
approval) by Curriculum
Committee
April 2014
April 2014
December 2014
Target semester and year—Fa 2015 or Sp
2016
None
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?
Economics did not have a program.
List Program level outcome(s) scheduled for assessment in AY 15-16
Apply economic theories and economic reasoning to real life situations
using the concepts of scarcity, opportunity cost and supply and demand
for individual (micro) and collective (macro) decision-making.*
Have your course level SLOs needed for this program
level outcome been assessed or scheduled for
assessment?
Yes
*This is dependent on the AA-T being approved by the Chancellor’s office.
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?
Economics does not currently have a program.
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 Economics courses address the core competencies of communication skills, information skills and critical thinking/problem
solving for both ECO 1 and ECO 5 and ECO 1 also addresses global awareness.
These can be addressed through the course-level SLOs. The SLOs for these courses were revised and the new SLOs were in use in
Fall 2014. At this point it is a bit early to have any interventions based on the current SLOs, but there has been discussion with
myself and the adjunct faculty about the effectiveness of some of the assessments and these will go through some revisions over the
next few semesters.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for SLO assessment as
previously specified
ECO 1
ECO 5
In what term was the course
assessed?
Spring 2014, Fall 2014
Spring 2014, Fall 2014
Was the Course Assessment
Summary Report completed?
Yes
Yes
List courses scheduled for SLO assessment in
AY 2015-16
Faculty member(s) responsible
for coordinating
ECO 1
ECO 5
ECO 10*
Tina Esparza-Luna
Tina Esparza-Luna
Tina Esparza-Luna
Target semester and year—Fa
2015 or Sp 2016
Fall 2015 & Spring 2016
Fall 2015 & Spring 2016
Fall 2015 & Spring 2016
*Pending Chancellor’s office approval.
5. Describe course level assessments results and how they will influence your plans moving forward.
Beginning in Fall 2014, we began using the revised SLOs. So far the results are promising, but we only have 1 semester of data
and we will have to continue to assess moving forward.
6. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving
these improvements?
In both ECO 1 and ECO 5, Esparza-Luna piloted a group project in Fall 2014 and there have been mixed results. In Spring 2015
some of the adjuncts are trying it out as well and we are working to improve this project.
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.Curriculum Review
Complete
None
No
No
2. Development of AA-T
Curriculum review complete
This is pending Chancellor’s
office approval
No
No
3. Development of ECO 10
Curriculum review complete
This is pending Chancellor’s No
No
office approval
* 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?
We are pleased with the progress that has been made on the current initiatives thus far. These will result in a significant change in
that a new degree program has been established.
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
1.OEI courses
Strategic
Plan
Goal(s)
No. &
Letter
(e.g., 5A)*
#1 & #2
Related
Courses, SLOs,
PLOs,
or goals
ECO 1 & ECO 5
Desired
Outcome(s)
Resources
Needed
Person
Responsible
Additional
Dedicated time Tina Esparzasections offered of OEI instructor Luna
of ECO 1 and ECO (stipend)
5 through OEI
2.
3.
4.
5.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
Estimated
Date of
Completion
(can be more than
one year in length)
Comments
This will be ongoing
Spring 2016;
initial offering of once the OEI course
courses, but then exchange begins.
ongoing.
*** 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.
The OEI is an important state-wide initiative for which Hartnell is one of the pilot schools. Both ECO 1 and ECO 5 taught by EsparzaLuna have been accepted into the course exchange beginning in Spring 2016. OEI represents a significant amount of additional work
for the instructor to go through the process of having the courses accepted into the course exchange and then the ongoing
management of course revisions to meet the OEI standards and launching the course in a separate course management system.
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)
OEI directly relates to strategic goals 1 & 2 of student access and student success.
The goals of OEI are stated below:
Increase the number of college associate degree graduates and transfers to four-year colleges
Improve retention and success of students enrolled in Online Course Exchange courses
Increase California Community Colleges education for the underserved and underrepresented including individuals with
disabilities and those with basic skills needs
• Increase ease of use and convenience of the online experience
• Decrease the cost of student education
• Significantly increase demand for online course delivery
•
•
•
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
Between now and Spring 2016, there is much work to be done to ready the courses to be offered in the OEI exchange. The first courses
will be offered in the OEI exchange beginning Spring 2016
d) What measureable outcomes are expected from this activity? List indicators of success.
The measures would be:
1. The course are approved to be offered in OEI.
2. Courses offered in OEI exchange with reasonable retention and success rates.
e) What are the barriers to achieving success in this activity?
The biggest barrier to achieving these goals is the amount of time it will take to prepare the courses for the exchange. There is a need
for compensation to put the appropriate resources and focus behind this program.
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.
1.
Personnel
Classified
Staff/
Faculty
(C/F/M)*
Supplies/
Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Faculty
Library
Materials
Facilities
/Space
e.g.,
Science
Labs
Projected
Costs
$2000 stipend
per course per
semester;
$4000 total per
semester
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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