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)*
Liberal Arts with Emphasis (Sociology and Social Sciences) 9/2015
Date Submitted to Dean
9/2015
*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
LaVerne Cook
Title/Position
Articulation/Counseling Faculty
Dean’s Comments (required):
Dr. Mark Sanchez
10/1/2015
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?
The Liberal Arts with Emphasis degrees are designed for students who want to have a broad knowledge in liberal arts plus additional
coursework in an “Area of Emphasis.” This emphasis allows students to satisfy all lower-division required general education transfer
requirements, as well as, focus on transferable course work in a transfer major. It is ideal for students who plan on transferring to California
State Universities (CSU) or University of California (UC). This degree allows students to attain a degree for a major that Hartnell College
may not offer, e.g. Anthropology; but also allows choices in courses that may be required for different institutions, e.g. UC vs. CSU vs.
Independent.
Hartnell College’s Counseling department developed the Liberal Arts degrees with Emphasis in 2008—Emphases in Anthropology, Art and
Design, Communication, Culture and Design, History, Humanities, Languages and Literature, Performing Arts, Philosophy, Political Science,
Psychology, Sociology and Social Sciences in response to Title V eliminating a Liberal Arts or General Education/Studies program without
emphasis in a transfer major. The student need for this degree was evident and the counseling department developed the degree in response
to that need. The degree represents only 12 of the 26 general areas of study identified in ‘”Exploring Majors” on the www.assist.org transfer
web site. Selecting courses from these general areas would prepare students to transfer to a variety of majors. This degree is unique in that it
is an interdisciplinary approach allowing students to meet their individual transfer goals and to complete lower division CSU-GE breadth or
UC/CSU IGETC patterns. At the time the Liberal Arts degrees with Emphasis were developed none of the Hartnell College specific degrees
used the transfer general education patterns for their degrees. Additionally, Hartnell College did not offer degrees in some of the majors
students were interested in for transfer, e.g. Sociology and Economics and degrees offered such as History and Political Science did not have
the transfer courses most universities require. Other degrees that were offered in disciplines, such as Administrative Justice were terminal
degrees and many more units in the discipline were required than needed for transfer and again the required transfer general education was
not included. Counselors felt strongly that a Liberal Arts degree using a transfer GE pattern would much better serve Hartnell College
students and assist them in completing degrees in a timely manner without additional units that often are included on discipline-developed
degrees. (This premise was also used 5 years later in response to SB 1440 by the California Community College Academic Senate and the
development of AA-T and AS-T degrees.)
The Liberal Arts degree offers twelve emphasis options for students; however, this comprehensive review will concentrate on the Liberal ArtsSociology and Social Sciences AA degrees with the recommendation that each year a different emphasis be assessed.
Courses in the Liberal Arts- Sociology and Social Sciences AA degree emphasize the perspectives, concepts, theories and methodologies of the
disciplines that comprise study in the Sociology and Social Sciences. Sciences refer to any discipline or branch of science that deals with
social and cultural aspects of human behavior. Students study about themselves and others as members of a larger society. Topics and
discussion to stimulate critical thinking about ways people have acted in response to their societies allow students to evaluate how societies
and social subgroups operate. This area of emphasis is appropriate for students intending to transfer into such majors as Economics, Political
Science, Sociology, Social and Behavioral Science and History, and may include Cultural Anthropology, Geography, Psychology and Social
Psychology.
The Liberal Arts: Sociology and Social Sciences emphasis degree has been relevant to the extent that it provides educational programs and
services tailored to the students in the communities and rural areas served by the institution. Up to this point, it has provided a viable option
for completing Associate-Degree requirements that are transfer-oriented. However, a statewide undertaking has had major implications for
the relevance of Liberal Arts degrees is the SB 1440 Transfer degrees. With the increasing codification of AA-T and AS-T degrees in areas such
as English, Political Science, History, and Sociology, we anticipate a gradual but significant reduction in the number of students seeking
degrees in some of the twelve areas of emphasis in the Liberal Arts. With more specific options available to them in the AA-T and AS-T
degrees, we expect that most future students will declare themselves as Liberal Arts majors only for the following reasons: 1. as preparation
for transfer to private schools with requirements different from those of CSU universities; 2. as preparation for a UC university that varies
greatly from the AA-T and AS-T degrees; 3. as preparation for students who plan on transferring to CSU or UC in a a major that Hartnell
College does not offer; and for terminal AA students who do not intend to transfer.
The unique aspect of the Liberal Arts with emphasis degrees is that they are interdisciplinary and offers students options for transfer. The
purpose is clear, closely mirrors the state’s Title 5 language, and conveys the program’s objectives of providing a well-rounded Sociology and
Social Sciences education for those students seeking an Associate Degree. However, the creation of specific AA-T and AS-T degrees with more
than CSU universities accepting these degrees as lower division preparation will almost assuredly decrease the number of Liberal Arts with
emphasis degrees. For now, the Liberal Arts with emphasis degrees are meeting the needs of students and awarded to many of Hartnell
College transferring students (485 since 2009).
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
Fall 2011
No. of Active Sections
Full-time Faculty
Adjunct Faculty
Data could not easily be found that shows this information and this data would have more
relevance for the individual disciplines and the respective Academic Dean and would not
necessarily add to the assessment of this PPA. It would be available on each disciplines PPA.
Spring 2012
Summer 2012
Fall 2012
Spring 2013
Summer 2013
Fall 2013
Spring 2014
Summer 2014
2. What staffing factors/challenges have influenced the effectiveness of the program?
Since all of the courses offered within the Liberal Arts: Sociology and Social Sciences emphasis degree are transfer general education
courses as well, they have been offered consistently. This is true when discipline faculty is available and there is at least one full-time
faculty in the discipline. When there is not full-time faculty member, it is challenging to depend on adjunct faculty to consistently teach
and complete curriculum obligations. An example of this challenge is Geography in which there is not a full-time faculty member and
only available adjuncts teach the courses. This is one of the reasons GEG-2 has been inactivated and only GEG-1 is being offered.
(Hiring 1 full-time faculty member that meets minimum qualifications to teach Geography needs to be considered for the future.)
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.
Not applicable, Liberal Arts with emphasis are transfer degrees
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.
Not applicable, Liberal Arts with emphasis are transfer degrees
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?
Not applicable, Liberal Arts with emphasis are transfer degrees
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.
Liberal Arts- Sociology and Social Sciences emphasis fulfills the college mission of providing educational opportunities to reach
academic goals in an environment committed to student learning, achievement and success. As of now it has provided a viable option
for completing Associate Degree requirements that are transfer-oriented. The degree is sufficiently and appropriately derived from the
college vision and mission. For this degree, we need:
1) To continue to offer liberal arts education that lead students through comprehensive learning experiences
2) To continue to offer basic principles, concepts and methodologies both unique to and shared by various disciplines that will give
students the opportunity to be exposed to the immediate society and the world in which they live
3) To continue to consider the world is ever-changing and the curriculum and program needs timely revisions to reflect those
changes.
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.
DATA TABLE: Enrollments, Success- Face-to-Face (FF) and Distance Education (DE)
ADJ 1
Enrollments
FF Success
DE Success
Total Success
ANT 1
2011-12
Fall
210
Spring
184
2012-13
Fall
159
Spring
126
2013-14
Fall
186
Spring
105
58%
42%
55%
62%
34%
55%
57%
39%
53%
46%
33%
43%
59%
40%
59%
45%
23%
45%
184
253
87
255
245
250
Enrollments
FF Success
DE Success
Total Success
74%
81%
75%
63%
44%
68%
85%
61%
82%
69%
47%
70%
82%
53%
62%
62%
58%
65%
438
498
525
500
425
493
62%
28%
76%
45%
78%
46%
76%
58%
68%
38%
77%
54%
59%
72%
76%
74%
66%
74%
POL 1
Enrollments
FF Success
DE Success
Total Success
518
555
479
612
604
593
62%
35%
59%
68%
50%
67%
74%
49%
73%
66%
38%
64%
71%
30%
66%
67%
41%
66%
SOC 1
Enrollments
FF Success
DE Success
Total Success
202
197
124
224
153
182
50%
61%
70%
56%
58%
68%
40%
56%
71%
55%
46%
69%
54%
55%
71%
56%
58%
69%
MAT 13
Enrollments
FF Success
DE Success
Total Success
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?
See DATA TABLE: Enrollments, Success- Face-to-Face (FF) and Distance Education (DE) above. Courses reviewed and
are restricted elective options for students as part of the Liberal Arts- Sociology and Social Science emphasis indicate a robust
enrollment.
Scheduling of all general education (especially transfer GE) has become strategic, focusing primarily on the needs of the students.
Determining the right number of courses to offer while maintaining acceptable success rate will take a strong enrollment
management process and will take continued monitoring and adjustment.
Currently GE (therefore Liberal Arts with emphasis) course options are offered each semester, including summer. Courses in Fall
and Spring semesters are scheduled to provide options morning, afternoon, evening time slots. Options are available at all sitesMain Campus, Alisal and King City, with the EXCEPTION of the required science/w lab course, which is only offered on the Main
Campus. Recommendation is that a lab classroom be constructed and both Alisal and King City.
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?
See DATA TABLE: Enrollments, Success- Face-to-Face (FF) and Distance Education (DE)Courses within this program
are interdisciplinary and assessed and planned by each discipline; however, reviewing the data, students are showing completion
rate success higher than average in all courses reviewed as part of this assessment and review.
In addition, student performance data for GE courses was reviewed and evaluated in 2012-13 and achievement gaps were identified;
however, more strategies to improve success and retention need developing. This analysis also indicated significantly lower success
and retention in general education DE courses than traditional FF classes. FF GE courses had a success rate of 71.5 and retention
rates of 87.6; whereas, DE has success rates of 58.2 and retention rates of 78.0. Since GE is the most required courses in both
terminal and transfer degrees, it is paramount that the success and retention be continually analyzed and strategies to improve be
ongoing and the achievement gaps between FF and DE improved.
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.
Liberal Arts: Sociology and Social Sciences emphasis degrees awarded:
2011-2012
FA, SU, SP
28
2012-2013
FA, SU, SP
23
2013-2014
FA, SU, SP
49
2014-2015
FA, SU, SP
35
Included in table above is the Liberal Arts : Sociology and Social Sciences degrees, which is the focus of this PPA. Below are
graduation attainments in all 12 Liberal Arts emphasis areas. As can be seen there are differences in the emphasis graduation rates
with a range from 0 in Performing Arts and Art and Design to a high of 183 degrees in Psychology. Liberal Arts with Emphasis awards
one of the largest number of degrees each year since it was developed in 2008-2009. A recommendation is to continue to watch the
graduation rates in the degrees that have AA-T’s and see if there is a decline in the corresponding Liberal Arts emphasis. Additionally
those emphases that are not awarding any degrees may not be meeting the needs of students and may need to be discontinued.
Liberal Arts: with Area of Emphasis degrees awarded:
Area of
2011-2012
2012-2013
2013-2014
2014-2015
Total
Emphasis
Anthropology
1
0
4
5
10
Art and Design
Communication
Culture and
Society
History
Humanities
Languages and
Literature
Performing
Arts
Philosophy
Political
Science
Psychology
Sociology and
Social Sciences
0
0
0
1
0
3
0
0
0
4
20
4
1
0
3
1
1
7
4
2
6
1
0
6
3
4
2
0
0
3
0
1
1
0
1
9
0
0
6
2
19
36
28
53
23
64
49
66
35
183
135
7
3
15
0
397
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.
ADJ-1
Term
FA 2011
SP 2012
FA 2012
SP 2013
FA 2013
SP 2014
ANT 1
Course offered
DE or DE/Hybrid
Yes
Yes
Yes
Yes
Yes
Yes
Term
Course offered DE or
DE/Hybrid
FA 2011
SP 2012
FA 2012
SP 2013
FA 2013
SP 2014
Yes
Yes
Yes
Yes
Yes
Yes
MAT 13
Term
Course offered DE or
DE/Hybrid
FA 2011
SP 2012
FA 2012
SP 2013
FA 2013
SP 2014
No
Yes
Yes
Yes
Yes
Yes
POL-1
Term
FA 2011
SP 2012
FA 2012
SP 2013
FA 2013
SP 2014
SOC 1
Course offered DE or
DE/Hybrid
No
No
Yes
Yes
Yes
Yes
Term
Course offered DE or
DE/Hybrid
FA 2011
SP 2012
FA 2012
SP 2013
FA 2013
SP 2014
No
No
Yes
Yes
Yes
Yes
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?
All five disciplines being looked at for this review offer FF and DE or DE/Hybrid course offerings. An analysis of each discipline’s
SLO’s and PPAs may be helpful in identifying strategies to increase success in courses. (Recommend closer review of semester,
location and the individual course section numbers to see if there are significant differences in retention and success.)
Analyzing DATA TABLE: Enrollments, Success- Face-to-Face (FF) and Distance Education (DE), it is evident that
courses taught face-to-face have a higher success rate than those taught DE in 4 out of the 5 courses. Additional evaluation on why
success rates in SOC-1 DE courses are higher than FF. Are DE and FF instructors the same or different? Is the same rigor being
taught in both FF and DE? Is the difference because of instructor grading? What practice can be learned from this success rate?
Conversely, the success rate in MAT 13 DE and FF are significantly different with DE courses success rate over 30% less than FF
success rates. The math discipline is having an ongoing conversation on their DE success rates and how to improve them and if
those courses should continue to be taught DE.
.
3. Describe the process to change and improve student success in DE courses/sections in your program.
It is recognized that FF courses have higher success rates throughout most disciplines and this is also true looking at the course data
sample in the Liberal Arts- Sociology and Social Sciences emphasis. Currently the Distance Education committee is reviewing the
data and looking at best practices and protocols to improve Distance Education retention and success rates. The ongoing Hartnell
College DE Committee conversation surrounds these challenges:
1. The absence of support for online students. Statistically, the students most likely to succeed in online learning have access
to a computer and the internet. Many Hartnell students come from poverty and do not have the internet or a computer at
home.
2. Cutbacks in lab hours and other support programs have made it very difficult for at risk students to succeed.
3. The Hartnell College schedule of classes is confusing for students and many do not know they actually enrolled in an online
course.
4. Many students who enroll in online courses have no understanding of how to navigate the Etudes learning platform.
5. Many students drop because of the confusing nature of the platform.
6. Many students do not possess basic internet skills including navigating the internet, downloading files and installing
necessary programs such as Adobe Acrobat.
7. Fasttrack courses are a special problem for retention and success because many students are unaware they have enrolled in
a 6-week long course. (Do summer offerings with the same 6 weeks have a lower success rate?)
8. The Hartnell email system is another problem for online students. Many don’t have a Hartnell account or even know about
Hartnell email so they miss crucial information at the beginning of the semester. This problem will be exacerbated by the
new campus policy that forbids faculty from responding to non-campus email from students.
A recommendation to include as part of the conversation/research is written communication vs. verbal communication skills.
Since often times in a FF class verbal discussion and group participation may be part of the grading and most DE offerings
depend on more written communication. Could this make a difference in student’s success?
Additionally, looking at research of individual students and comparing those that are new students vs. continuing students
success rate. Often times new students do not understand the scope and rigor of college-level work and with the additional
skills needed for DE courses and written communication may hinder the opportunity for success.
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?
With this degree having multi disciplines and understanding the research involved for each discipline is a huge undertaking, an analysis
of each discipline’s SLO’s and PPAs may be helpful in identifying strategies to increase retention. (Recommend closer review of
semester, location and the individual course section numbers to see if there are significant differences in retention and success.)
5. Describe the process to change and improve student retention in DE courses/sections in your program.
See answer #4
6. Describe any other relevant factors regarding diverse teaching modalities and environments, such as specific
locations.
See answer #4
C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Curriculum:
LA- Sociology and Social Sciences emphasis courses
Course # Date course last
reviewed
Course year scheduled for
Responsible discipline/faculty
review (transfer requires course review
every 5 years)
ADJ 1
ADJ 2
ADJ 3
ADJ 51
ANT 1
ANT 2
ANT 3
ECO 1
ECO 5
FCS 14
GEG 1
GEG 2
MAT 13
POL 1
POL 2
POL 3
POL 5
POL 6
PSY 2
PSY 6
SOC 1
SOC 5
SOC 41
SOC 42
10/12/2012
12/5/2013
3/21/2013
12/5/2013
4/16/2015
4/16/2015
12/20/2007
3/6/2014
3/16/2014
11/16/2014
2/16/2014
Inactivated 9/3/2015
5/15/2014
5/3/2012
5/3/2014
11/21/2013
2/14/2008
5/15/2014
11/1/2012
12/6/2012
10/2/2014
5/15/2014
2/7/2013
2/7/2013
FA 2017
FA 2018
SP 2018
FA 2018
SP 2020
SP 2020
FA 2012
SP 2019
SP 2019
FA 2019
SP 2019
SP 2019
SP 2017
SP 2019
FA 2018
SP 2013
SP 2019
FA 2017
FA 2017
FA 2019
SP 2019
SP 2018
SP 2018
TBD by Disciplines
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
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
The courses identified and offered in the Liberal Arts: Sociology and Social Sciences emphasis degree are interdisciplinary and are divided in
the areas of transfer specificity with also the transferable mathematics course identified as most often required in the specific majors. To
attain the degree, student must take 60 transferable units, with 18 units in the area of emphasis. For depth of study, 2 or more courses in one
discipline is required. For breadth of study, courses must be taken from 2 or more disciplines within the area of emphasis. For the Liberal
Arts: Sociology and Social Sciences emphasis degree, students must select at least 18 units from the following courses:
Course
Units
ADJ 1
Introduction to Administration of Justice
3
ADJ 2
Community Relations and the Justice System
3
ADJ 3
Concepts of Criminal Law
3
ADJ 51
Criminology
3
ANT 1
Physical Anthropology
3
ANT 2
Introduction to Cultural Anthropology
3
ANT 3
Introduction to Archeology
3
ECO 1
Principles of Macroeconomics
3
ECO 5
Principles of Microeconomics
3
FCS 14
Child Development
3
GEG 1
Introduction to Physical Geography
3
GEG 2
Introduction to Cultural Geography
3
MAT 13
Elementary Statistics
5
POL 1
American Political Institutions
3
POL 2
Contemporary Governments Abroad
3
POL 3
Introduction to International Relations
3
POL 5
Chicano Politics and the American Political Systems
3
POL 6
Introduction to Contemporary Political Thought
3
PSY 2
General Psychology
3
PSY 6
Social Psychology
3
SOC 1
Introduction to Sociology
3
SOC 5
Introduction to Social Problems
3
SOC 41
Marriage and the Family
3
SOC 42
The Sociology of Minority Relations
3
Additionally, complete one of the following transfer general education patterns:
A. California State University General Education (CSU-GE)- minimum 39 units
B. Intersegmental General Education Transfer Curriculum (IGETC) minimum 34 units
As of 2014-15, the college offers twenty-four courses to fulfill the requirements for Liberal Arts: Sociology and Social Sciences emphasis degree.
Several of these courses were deactivated this year and will need to be removed from the degree, e.g. GEG 2. New course lists will reflect only
those courses that are active for the upcoming catalog year.
All Sociology and Social Sciences emphasis courses are also listed on transfer GE patterns and can be double-counted for both emphasis and
general education requirements. In this way, students are completing the degree most efficiently and are prepared for transfer (doublecounting was also adopted by all AA-T and AS-T degrees as part the strategy of quicker degree attainment.)
Individual courses are mapped to the program by means of learning outcomes (SLO). The method of measuring student achievement of the
Program Learning Outcomes (PLO) is to match or ‘map’ at least one course-level SLO to at least one PLO. By doing so, the PLO could be
measured (course outcomes combines to provide overall achievement rate and also establishes why specific courses belong in the program in
the first place
Hartnell College has a mechanism to correlate courses to PLO’s through Elumen and according to the PPA 2014 for Liberal Arts with emphasis
completed by Dean Stephanie Low the required courses were to be “grouped” so that course level assessment data could be aggregated for this
degree. After meeting with Cheryl O’Donnell and learning this “grouping” had not happened because it has proven to be more difficult than
anticipated and staffing issues.
Therefore as part of this PPA, an analysis of course level SLO (SLO’s were available in CurricUNET and numbered) were matched to the PLO
(PLO-lettered) and graphed (see below). Individual course SLO’s were analyzed to see if they aligned with PLO’s.
Disciplines are still in the process of course level assessment (as this process is ongoing) and successful achievement of the outcomes will be
measured by SLO assessment of individual courses.
The following are the Program Learning Outcomes for Liberal Arts: Sociology and Social Sciences emphasis degree:
Students will
PLO-A: read, write, speak and verbally comprehend at a college level.
PLO-B: define information needs, access information efficiently and effectively, evaluate information critically, and use information
ethically.
PLO-C: use quantitative and logical reasoning to analyze information evaluate ideas and solve problems.
PLO-D: understand and respect the cultural, economic, social, political, biological and interdependence of global life.
PLO-E: acquire an appreciation in and involvement in the creation or performance of the work of fine arts/music culture.
Program Learning Outcomes mapped to Course Student Learning Outcomes:
Course
PLO -A
PLO -B
PLO -C
PLO -D
PLO -E
ADJ 1
2
3
1
ADJ 2
1
ADJ 3
1
1
1, 2
ADJ 51
1
1
ANT 1
1, 2, 3, 4, 5, 6
1, 2, 3, 4, 5, 6
ANT 2
3
1, 2, 4, 5, 6
ANT 3
4, 7, 8
1, 2, 3, 4, 5, 6
ECO 1
2
1
ECO 5
2, 3
1, 2, 3
FCS 14
GEG 1
GEG 2
MAT 13
POL 1
POL 2
POL 3
POL 5
POL 6
PSY 2
PSY 6
SOC 1
SOC 5
SOC 41
SOC 42
1, 2
3
No SLO, course has not been offered. Course inactivated Fall 2015
1, 2, 3, 4
1
1
1
1
1
1
1
1, 2
1, 2, 3
3
1, 2, 3
2
1
1, 2, 3
2, 3, 4
1, 2, 3
1
The PLO’s for the Liberal Arts: Sociology and Social Sciences emphasis degree reflects the breadth of the degree and the core competencies
that all students graduating from Hartnell College should have attained. A minimum of thirty-nine units in the Liberal Arts Degrees are
accumulated through transfer general education courses. Further discussion regarding an additional PLO added to the emphasis degrees that
would better reflect the specific area of emphasis. The primary PLO that should be matched in the Liberal Arts: Sociology and Social Sciences
program is PLO-D: understand and respect the cultural, economic, social, political, biological and interdependence of global life. PLO-D
addresses the inquiry used by the social and social sciences, which should be part of the emphasis courses.
List Program level outcome(s) scheduled
for assessment as previously specified
What changes have occurred in the
Was the Program Outcome
program/discipline as a result of
Assessment Summary
dialogue?
completed?
Elumen will offer additional information once it is Primarily a discussion on what is the best
No
fully functional and course groups can be matched. way to assess and plan an interdisciplinary
degree. It is different than a one discipline
degree and needs a better thought out
approach. A meeting is planned in the near
future to develop a better template.
List Program level outcome(s) scheduled for assessment in
AY 15-16
Recommend for the next PPA cycle a different emphasis be assessed.
Have your course level SLOs needed for this
program level outcome been assessed or
scheduled for assessment?
Yes- all courses offered were assessed in 2013-14 and all
courses were scheduled for continued assessment and
analysis during Flex Day August 2015
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?
Review individual discipline’s PPA
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 PLO’s for the Liberal Arts: Sociology and Social Sciences emphasis degree reflects the breadth of the degree and the core competencies
that all students graduating from Hartnell College should have attained. A minimum of thirty-nine units in the Liberal Arts Degrees are
accumulated through transfer general education courses. Further discussion regarding an additional PLO added to the emphasis degrees that
would better reflect the specific area of emphasis. The primary PLO that should be matched in the Liberal Arts: Sociology and Social Sciences
program is PLO-D: understand and respect the cultural, economic, social, political, biological and interdependence of global life. PLO-D
addresses the inquiry used by the social and social sciences, which should be part of the emphasis courses. The other PLOs are addressed in
the transfer general education (IGETC or CSU-GE) and reflect the core competencies in general education both for terminal and transfer
degrees.
(2014 Liberal Arts PPA submitted by Dean Stephanie Low states: Program level outcomes are actually the core competencies, which have
been assessed in 2012-2013 and 2013-2014. Broad-based discussion about the core competencies occurred on August 15, 2014, and will be
reported out in 2014-2015).
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for SLO
assessment as previously specified
ADJ 1
ADJ 2
ADJ 3
ADJ 51
ANT 1
ANT 2
ANT 3
ECO 1
ECO 5
FCS 14
GEG 1
GEG 2
MAT 13
POL 1
POL 2
POL 3
POL 5
POL 6
In what term was the
course assessed?
Was the Course Assessment
Summary Report completed?
All courses offered were
assessed in 2013-14
All courses offered completed a course
assessment summary report
2013-14
2013-14
2013-14
2013-14
2013-14
2013-14
2013-14
2013-14
2013-14
2013-14
2013-14
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
2013-14
2013-14
2013-14
2013-14
2013-14
2013-14
Yes
Yes
Yes
Yes
Yes
Yes
PSY 2
PSY 6
SOC 1
SOC 5
SOC 41
SOC 42
2013-14
2013-14
2013-14
2013-14
2013-14
2013-14
Yes
Yes
Yes
Yes
Yes
Yes
List courses scheduled for SLO assessment Faculty member(s)
Target semester and year—
in AY 2015-16
responsible for
Fa 2015 or Sp 2016
coordinating
ADJ 1
Lisa Storm
Fall 2015
ANT 1
Jorge Sanchez
Fall 2015
MAT 13
Mohammad Hussain
Spring 2016
POL 1
Larry Adams
Fall 2015
SOC 1
Hortencia
Fall 2015
Preliminary scheduling of all active courses took place during Flex Day, Fall 2015 for the next five years. This schedule has not
been distributed.
5. Describe course level assessments results and how they will influence your plans moving forward.
2014 Liberal Studies with emphasis PPA states: (submitted by Dean Stephanie Low) “Course level assessments have been completed
for all courses that have been offered. Course level outcomes have been assessed in multiple disciplines and can be analyzed when
course groups have been created in Elumen. It is anticipated that additional broad-based discussion may occur in 2015-16.”
As of October 2015, this discussion is ongoing, but the analysis has not been completed.
6. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving
these improvements?
2014 Liberal Studies with emphasis PPA states: (submitted by Dean Stephanie Low) “There has been a coordinated effort to bring
faculty from multiple disciplines together to plan for program review in 2013-2014. In summer 2014, administrators, faculty and
counselors met to discuss this degree along with several other interdisciplinary degrees. The decision was made to utilize Elumen to
map course level assessments to program level outcomes in this discussion. The implementation of Elumen is under way in Fall 2014
and it is hoped that the groups of courses will be created by the end of Spring 2015. It’s possible that data analysis may begin with
course level assessment data from 2013-2014 and 2014-2015 in Fall 2015.”
As of October 2015, this has not been implemented. Staffing issues has been one reason given. Once the group course “mapping” is
developed and completed a better assessment and analysis can occur. Discussion with Cheryl O’Donnell and some preliminary
mapping of SLO performance and Core Competency/Program outcome was being developed at the time of this report.
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. Elumen implementation
What success has
been achieved to date
on this activity?
Ongoing, not completed
What challenges
existed or continue to
exist?
Staffing
Will activity
continue into AY
15-16?
Yes
Will activity
continue into AY
16-17?*
Yes
2.
3.
* 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?
This activity continues and the implementation is still in the infancy stages. Although some reports have been generated, the
anticipated group course ‘mapping’ has not.
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.
Strategic
Plan
Goal(s)
No. &
Letter
(e.g., 5A)*
Discussion and
3B
decision on the
responsible Vice
President, Dean
and discipline for
the Liberal Arts with
Emphasis.
Related
Courses, SLOs,
PLOs,
or goals
Desired
Outcome(s)
A final decision and
assignment that
falls within the
position not the
persons in the
position.
Resources
Needed
Person
Responsible
Estimated
Date of
Completion
(can be more than
one year in length)
Dr. Jalomo and Dr. Immediate
Kildal in
collaboration with
Dean Pinet and
Dean Sanchez
Comments
Past Deans and Vice
Presidents opinion was
that the program’s
assessment would fall
within Academic
Affairs for Liberal Arts,
General Studies and
Elementary Teaching,
which are all
Interdisciplinary.
An earlier assignment
of this PPA would have
allowed for substantial
development
opportunities.
2.
Enrollment
2A, 2B
management in
scheduling courses
5A
3, Revise and update
courses through the
Curriculum process
within the 5 year
requirement for transfer
courses.
Courses offered on
a cycle so students
can attain degree in
a timely manner
Current outlines for
all transfer course,
so articulation and
GE are maintained
Enrollment
Management
Committee and
Deans
Ongoing
Discipline faculty;
Curriculum chair;
Academic Senate
* 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.
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
c) Does this activity span multiple academic years?
☐ YES
☐ NO
If yes, describe the action plan for completion of this activity.
d) What measureable outcomes are expected from this activity? List indicators of success.
e) What are the barriers to achieving success in this activity?
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.
Please refer to individual disciplines PPA’s that without the offering of their courses and success of their departments, this
program could not be successful. Consideration should always be given to disciplines that include General Education and
transfer since their courses are generally the highest enrolled.
2.
Hiring a full-time instructor that meets the
minimum qualifications to teach Geography. This
individual could be responsible for some of the
faculty-driven curriculum responsibilities.
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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