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)*
3/27/2015
Political Science
Date Submitted to Dean
3/26/2015
*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
Larry Adams
Title/Position
Political Science Instructor (tenured)
Dean’s Comments (required): The PPA for Political Science provides a factual assessment, demonstrating healthy and effective enrollment,
and the program would be greatly assisted by additional faculty.
The growth of the program requires the hiring of an additional full-time faculty member complemented by the hiring of additional adjunct
faculty members. Classes fill quickly and get waitlisted well before the start of the semester. The program not only provides bread and butter
support to the students, college and community, it also promotes social engagement through the Political Sciences student club, the Panetta
Series, service in support of shared governance and of the college in general. It does so in alignment with the Hartnell culture and
community, collaborating with Ethnic Studies and tying in with the real world needs of the students.
__Celine Pinet___________________ _May 26 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]
Students are served by the program of political science simply by the nature of the discipline itself; as a discipline,
political science is focused on the study of different governmental structures, the theoretical and ideological basis of political
power, how individuals and factions obtain power, and the use of power. The political science program at Hartnell College
serves nearly five hundred and fifty students each semester by offering a framework of study that includes courses in the
contemporary American political system, international relations, comparative governments utilizing the nation-states of
Britain, Japan, Nigeria, Russia, Iran, and China, political theory and ideologies, and finally Chicano politics adds a political
feature of the local community to the program. Furthermore, the local community is served by the program since each
course of study improves their critical thinking skills, communication skills, and global awareness.
The unique aspects of the program are found in the courses it offers:
POL-1: American Political Institutions is the standard transfer level political science class that most students attend in order
to transfer to a four-year university. .
POL-2: Contemporary Governments Abroad is an elective in the program where students learn the state formation, political
economy, governance and policy-making, and representation and participation in the parliamentary democracies of
Britain and Japan, the federal republics of Nigeria and Russia, and authoritarian regimes that govern Iran and China.
POL-3: Introduction to International Relations is an elective in the program that offers students a pedagogical framework
of the world stage as means to study the anarchical international system characterized by various actors on the world
stage, e.g. the stars of the show are nation-states, whereas intergovernmental organizations, non-governmental
organizations, and multinational corporations play the part of supporting actors.
POL-5: Chicano Politics and the American Political System is an elective in the program that provides students with an
introductory course that examines the origins of Chicano politics in conjunction with contemporary political issues that
affect Chicanos.
POL-6: Introduction to Political Theory and Thought is an elective in the program that examines the importance of linking
thought with action as applied to the influence of political theory on contemporary ideologies such as liberalism,
conservatism, socialism, applied socialism in the former Soviet Union and China, fascism as applied in Italy and Nazi
Germany, and contemporary ideologies including but not limited to liberation ideology, green politics, radical Islam, and
future ideology.
The program relates to the needs of the community by offering college level courses that transfer to UC, CSU, and
private universities. In regard to transfer to a four-year university in order to earn a bachelor’s degree, the needs of the
community is evident given data provided by the U.S. Census Bureau data showing only 12.4% of the residents of Salinas
have earned a bachelor’s degree in comparison to the U.S. average of 28.8%. Furthermore, the elective POL-5 directly
relates to the local community of the Salinas Valley by providing an introductory course in Chicano politics.
The program collaborates with the Office of Student Life through the existence of a Political Science Club that offers
students opportunities to practice political science by providing political education for the campus community. In addition,
the program interfaces with the discipline of Ethnic Studies as it regards the course POL-5 which is cross-listed with ETH-5.
The interface consists of political science sharing its SLO and PLO data with Ethnic Studies. In fall semester 2014, the CSI-T
in 3 program added POL-1 as part of its transfer to university graduation package.
The program is working well in its primary responsibility – the teaching of subjects in political science to students of the
Salinas Valley. The faculty works well in the classroom as evidenced by student evaluations and faculty observations.
There is no sequence of courses although the program recently established a regular pattern of scheduling as it applies
to electives in political science. Each fall semester the program offers the electives POL-3 and POL-5 whereas in spring
semesters the program offers POL-2 and POL-6. It is believed that this newly established scheduling pattern will provide
students with a timely and efficient means of obtaining an AA-T in Political Science as well as offering the student body at
large with a regularly scheduled pattern of electives that should facilitate successful matriculation.
Consistency among multiple sections of the same course, in this case POL-1, is maintained within an academic sense
by holding bi-annual meetings with individual adjunct instructors. In these meetings the course outline of record (COR) is
reviewed to ensure compliance with the course description, course objectives, and student learning outcomes (SLOs). The
course syllabus of each instructor is then reviewed to ensure its adherence to the COR. Any changes or adjustments to
course syllabus are subsequently made by the adjunct instructor and reviewed by the tenured instructor for compliance.
These meetings are further utilized to discuss any issues facing individual adjunct instructors regarding effective pedagogy
that facilitates university level academic standards, assigned reading and textbooks, and effective classroom management
skills.
In regard to alternate scheduling approaches, the program has discussed this option internally reaching a general
consensus that condensed courses such as a summer six-week class are better suited to summer semester as the paradigm is
settled on that approach during that season of the year. In 2009, POL-1 was scheduled as a four-week winter session course
that was very successful in terms of retention and success rates.
Each course in political science includes an advisory that students to have successfully completed ENG-1 or attend ENG-1
during the semester in which the student is attending courses in political science. The advisory is appropriate given that the
primary goal of the program is to produce students that are properly prepared to succeed at the university level in their
reading, writing and verbal communication skills. The program is concerned that a large number of ill-prepared students
are attending classes in political science thereby negatively affecting their retention and success. A prerequisite of ENG-1
is being considered, however additional data is required to properly measure the ramifications of making the change from
advisory to prerequisite.
In recent years faculty have engaged in professional activities such as attending courses in online training (Etudes),
yearly flex activities, the 38th Annual Outreach Conference at UC, Berkeley, titled, Putin III: The Aftermath of the Russian
Elections, required sexual harassment training, and mandatory diversity training.
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
2012-2013
34
1
5
2013-2014
36
1
5
2014-2015
32
1
4
2. What staffing factors/challenges have influenced the effectiveness of the program?
The effectiveness of the program is not challenged by current staffing; however it would be greatly assisted by the hiring of additional
faculty. The growth of the program requires the hiring of an additional full-time faculty member complemented by the hiring of
additional adjunct faculty members. The draft fall 2015 semester schedule as it exists today offers two sections without any available
tenure-track or adjunct faculty to teach those sections.
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.
1) To ensure that students earning AA-T degrees in Political Science are properly prepared to succeed in upper division courses at
the university level in their reading, writing and verbal communication skills; the measurement of success expected of students
attending courses in political science at Hartnell College is based on their ability to read, write, and verbally communicate in lower
division courses at the university level.
2) In an educational environment where relatively eighty-five percent of students are not properly prepared to succeed at the collegelevel, the program is working toward a success rate of 70% of students attending POL-1: American Political Institutions in a
traditional lecture format (the same success rate is applied to electives). This goal is under constant reconsideration given the
academic preparation of students attending Hartnell College; the academic question posed by faculty is directed toward the first
goal of the program – proper preparation to succeed at the university level.
3) In an educational environment where relatively eighty-five percent of students are not properly prepared to succeed at the collegelevel, the program is working toward a success rate of 45% of students attending POL-1: American Political Institutions in a
delayed interaction format. Once again, this goal is under constant reconsideration given the academic preparation of students
attending Hartnell College; the academic question posed by faculty is directed toward the first goal of the program – proper
preparation to succeed at the university level.
4) To hire additional faculty, both tenure track and adjunct, that are well versed in the educational needs of the Salinas Valley
accompanied by a commitment to provide an educational environment that promotes student learning, achievement and success.
5) To maintain the newly developed academic schedule in political science that includes the scheduling of two electives per semester
thereby allowing students to complete the program of study so that they can transfer to university in a timelier manner than
previous schedules allowed.
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
POL-1
POL-2
POL-3
POL-5
POL-6
Course Name
American Political Institutions
Contemporary Governments Abroad
Introduction to International Relations
Chicano Politics and the American Political System
Introduction to Political Theory & Thought
Does the course have any DE (online or
hybrid) sections?
Yes
No
No
No
No
Please use the data that have been provided. Analyze trends that you observe with respect to the data for the identified courses
and answer the following questions.
ENROLLMENT
2. Review the enrollment data. Describe and analyze any patterns or anomalies that you notice. What do you
make of these patterns or anomalies? What actions should be taken to ensure continuous improvement?
The overall enrollment data does not reveal any anomalies, to the contrary the three-year data trends provide results in political
science that are above the college summary in all three years. The aggregate data leads to the inescapable conclusion that nothing
needs to be done at this time to ensure continuous improvement.
All of the individual courses, except POL-5, have retention rates above eighty percent with two courses having retention rates of
over ninety percent in spring semester 2013 and spring semester 2014 (POL-3 and POL-2 respectively). The aggregate data leads
to the inescapable conclusion that nothing needs to be done at this time to ensure continuous improvement in POL-1, POL-2, POL3, and POL-6; however data derived from POL-5 in spring semester 2013 denotes a retention rate of 57%. This number was vastly
improved in spring semester 2014 to 81%, a change in faculty assignment may be responsible for the drastic increase or it could be
the fact that a large number of students working toward an AA-T degree in Political Science started to attend the course, or of
course it could be a host of multiple factors combined. Additional data is required to make any type of informed conclusion
regarding further action to ensure continuous improvement in POL-5.
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?
Similar to the overall enrollment data, the overall success data does not reveal any anomalies, to the contrary the three-year data
trends provide results in political science that are within one to three percentage points of the college summary in all three years.
The aggregate data leads to the conclusion that nothing needs to be done at this time to ensure continuous improvement, however
it does reinforce the fact that the most pressing challenge facing the political science program is ensuring that students are
properly prepared to succeed at the university level in their reading, writing and verbal communication skills.
The success rate in POL-1 is equal to or within two percentage points of the college summary whereas the electives POL-2, POL-3,
and POL-6 have success rates well above or equal to the college summary. As in the case of retention rates, two courses had
success rates of over ninety percent in spring semester 2013 and spring semester 2014 (POL-3 and POL-2 respectively). The
aggregate data leads to the inescapable conclusion that nothing needs to be done at this time to ensure continuous improvement in
POL-1, POL-2, POL-3, and POL-6; however data derived from POL-5 in spring semester 2013 denotes a success rate of 43%. This
number was vastly improved in spring semester 2014 to 78%, once again a change in faculty assignment may be responsible for the
drastic increase or it could be the fact that a large number of students working toward an AA-T degree in Political Science started
to attend the course, or of course it could be a host of multiple factors combined. Additional data is required to make any type of
informed conclusion regarding further action to ensure continuous improvement in POL-5.
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 program continues to offer an AA-T degree in Political Science of which eight were awarded to students in academic year
2013-2014. One of those students, James Stephens, was accepted to Stanford University as a community college transfer. This
graduating class was the first to have received AA-T degrees in Political Science leading to a general outlook that every two years
the number of graduates remains steady or perhaps to see an annual increase in the number of graduates in future years resulting
from the new scheduling format.
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
2012-2013
2013-2014
2014-2015
4
4
4
No of Hybrid
Sections
0
0
0
Full-time
Faculty
1
1
1
Adjunct Faculty
5
5
4
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?
The difference in success rates regarding the DE teaching environment compared to face-to-face is quite evident, however that has
been the norm in every academic year of data since the program commenced offering POL-1 in a DE format. The success rates
compare as follows: DE-FTF Fall ’11 (35%-63%), Spring ’12 (50%-69%), Fall ’12 (49%-75%), Spring ’13 (38%-68%), Fall ’13 (30%71%), Spring ’14 (41%-69%). It is obvious from a quick review of the data that students are far more successful in a face-to-face
format that in a DE format; the reasons for the disparity are unclear as no study exists at this college that explains the difference.
Upon reviewing the data provided by the college one glaring problem is found in the data itself; the success rates as categorized in
the College Summary are exactly the same in both DE and face-to-face, with all due respect accorded to the institutional
researchers I find this specific category of data to be unbelievable at best.
.
3. Describe the process to change and improve student success in DE courses/sections in your program.
As measured against the first goal of the program the process to change is best found in the students attending POL-1 in a DE
format given the entry level skill of eighty-five percent of our students is below college level in English and Mathematics one could
deduce that their prospect of success is somewhere above sixteen percent in any given course. Many students enroll in DE courses
because of convenience with a belief that the course might be easier to pass in a less traditional format such as the one DE
provides; these students are sadly mistaken as a DE course requires self-discipline and an intellectual skill set that is far higher
than most of our students have exhibited to their date of entry to the college. Perhaps the development of a one unit course in
literally taking an online course might enable a process that improves the success rate of students attending DE courses.
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?
The difference in retention rates regarding the DE teaching environment compared to face-to-face is quite evident yet not as stark
as the success rate, yet this disparity has been the norm in every academic year of data since the program commenced offering
POL-1 in a DE format. The retention rates compare as follows: DE-FTF Fall ’11 (70%-86%), Spring ’12 (74%-87%), Fall ’12 (49%90%), Spring ’13 (65%-83%), Fall ’13 (54%-89%), Spring ’14 (61%-84%). It is obvious from a quick review of the data that students
have higher retention rates in a face-to-face format that in a DE format; once again the reasons for the disparity are unclear as no
study exists at this college that explains the difference. Once again upon reviewing the data provided by the college one glaring
problem is found in the data itself; the retention rates as categorized in the College Summary are exactly the same in both DE and
face-to-face, with all due respect accorded to the institutional researchers I find this specific category of data to be unbelievable at
best.
5. Describe the process to change and improve student retention in DE courses/sections in your program.
As stated previously when measured against the first goal of the program the process to change is best found in the students
attending POL-1 in a DE format given the entry level skill of eighty-five percent of our students is below college level in English
and Mathematics one could deduce that their prospect of retention is somewhere above sixteen percent in any given course. Many
students enroll in DE courses because of convenience with a belief that the course might be easier to pass in a less traditional
format such as the one DE provides; these students are sadly mistaken as a DE course requires self-discipline and an intellectual
skill set that is far higher than most of our students have exhibited to their date of entry to the college. Perhaps the development of
a one unit course in literally taking an online course might enable a process that improves the retention rate of students
attending DE courses.
6. Describe any other relevant factors regarding diverse teaching modalities and environments, such as specific
locations.
Based on a review of the data and subsequent discussions among faculty in the program there appear to be no other relevant
factors regarding diverse teaching modalities and environments; the college provides each scheduled class with a technologically
advanced classroom that allows multiple modalities to be employed by instructors.
C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for review
during AY 2014-15 as previously
specified
Faculty member(s) responsible for (a) Was the course reviewed
coordinating
and (b) taken through the
curriculum process?
POL-2
Courses scheduled for review during AY
2014-15
Lawrence Adams
Faculty member(s) responsible for
coordinating
POL-5
Lawrence Adams
Yes
Date of approval (or anticipated
approval) by Curriculum
Committee
10/16/14
Target semester and year—Fa 2015 or Sp
2016
Spring 2106
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
Was the Program Outcome
program/discipline as a result of dialogue? Assessment Summary completed?
Essay assignment in POL-1 (critical thinking)
Essay assignment in POL-3 (global awareness)
Essay assignment in POL-5 (critical thinking)
Essay assignment in POL-6 (communication skills)
None, the results are very good (80%)
None, the results are outstanding (95%)
None, the course was rescheduled to fall
None, the assignment was completed on
List Program level outcome(s) scheduled for assessment in AY 15-16
Essay assignment in POL-5 (critical thinking)
No, the data was available on
No, the data was available on
Not applicable
No, the data has not been analyzed
Have your course level SLOs needed for this program
level outcome been assessed or scheduled for
assessment?
Yes
2. Describe how program level outcomes were specifically addressed by the program/discipline during the
past year.
For example, were data gathered at the course level? Was there review and analysis of the data? How did the discipline faculty
engage in discussion? Were any interventions conducted? Are there any plans to make changes to certificate/degree programs or
improvements in teaching and student learning?
All data was gathered at the course level by both tenured and adjunct faculty in political science. The review of data was
conducted by individual faculty who subsequently entered their data in Elumen software which then conducted an analysis of the
overall data in political sciences courses. Prior to the data being made available each adjunct faculty member met with the
tenured faculty member to discuss their individual review and any initial observations, thoughts, suggestions, or questions that
were appropriate to the specific outcome reviewed. No interventions were made, however one faculty requested to sit-in on a
lecture by the tenured faculty member in order to better understand the program level outcome as it is applied to teaching a class
of forty-five to fifty students. The applicable data that has been provided to political science is testament to a job well done by all
faculty in the 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?
As provided in II. D. 1. each program level outcome is directly correlated to a core competency at the course level. The review and
analysis of the data is classified as very good to outstanding in the core competencies: communications skills, critical thinking,
and global awareness. As stated previously, prior to the data being made available each adjunct faculty member met with the
tenured faculty member to discuss their individual review and any initial observations, thoughts, suggestions, or questions that
were appropriate to specific outcome reviewed. No interventions were made and there are no planned changes to courses, student
learning (other than continuous improvement) or improvements in teaching (other than continuous improvement).
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for SLO assessment as
previously specified
POL-1
POL-2
In what term was the course
assessed?
Spring 2015
Spring 2015
Was the Course Assessment Summary
Report completed?
No, the SLO has not been assigned by all faculty
No, the SLO has not been assigned at this date
List courses scheduled for SLO assessment in Faculty member(s) responsible for
AY 2015-16
coordinating
POL-1
POL-3
POL-5
Lawrence Adams
Lawrence Adams
Lawrence Adams/Peggy Munoz-
Target semester and year—Fa
2015 or Sp 2016
Fall 2015
Fall 2015
Fall 2015
5. Describe course level assessments results and how they will influence your plans moving forward.
The course level assessment reports indicate that the program is exceeding its expectations regarding the ability of students
attending courses in political science to succeed at the university level in their reading, writing and verbal communication skills.
The only influence the results provide is to maintain the direction of the program as it applies to course level assessments.
6. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving
these improvements?
At this point there does not appear to be any assessment activities that need to be strengthened or improved.
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. Guest speaker series
The date of completion is five Trying to find time to create
the series is the greatest
years so success will be
challenge (2019).
measured in 2019
Yes
Yes
2. Recruitment: AA-T in
Political Science
The date of completion is five None
years so success will be
measured in 2019
Yes
Yes
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?
Activity one is well behind schedule due to increases in workload, additional professional requirements such as SLOs, PLOs, and
PPAs and the coordination and scheduling of discussions regarding the data in SLOs and PLOs required in a single faculty
discipline. One of the reasons that the scheduled date of completion is five years is due to awareness that the increased workload
and professional responsibilities hinder completion of a speaker series. Activity two is well under way as instructors in the
discipline continue to recruit promising students in political science and the college has assisted in this regard by posting
advertisements on the large computer screens scattered throughout campus.
At this point, no measureable outcomes have been achieved as it will take a number of years to complete the series and determine
the effectiveness of recruitment efforts as measured by a net increase in students completing an AA-T in Political Science over a
five to ten year period.
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)
1. Guest speaker series
Real-world needs POL-1, POL-2,
of Hartnell
POL-3, POL-5,
students
POL-6
Student evaluation The main stage, Lawrence Adams
of the domestic and speaker system,
foreign policies of and possibly a
the U.S.
stipend for invited
government
speakers
Four years
2. Recruitment: AA-T
in Political Science
Improve student
learning
Improve student
learning
Four years
POL-1, POL-2,
POL-3, POL-5,
POL-6
3.
4.
5.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
Poster boards,
marquee listing,
website listing
Lawrence Adams
Comments
*** Please complete this page for each new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
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.
Guest speaker series: real world needs of Hartnell students
AA-T Recruitment: improve student learning
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)
Program level outcome: apply critical thinking skills in reading, comprehending, and interpreting political science scholarship
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
1. Creation of the series
2. Securing the main stage
3. Obtaining funding of stipends for speakers
4. Finding speakers
5. Completing steps 1-4 and actually holding an event
1. Development of recruitment events
2. Reserving Steinbeck Hall or a classroom
3. Reserving speaker system
4. Developing flyers and handouts
5. Completing steps 1-4 and actually holding a recruitment event
d) What measureable outcomes are expected from this activity? List indicators of success.
I do not know if there are measureable results from holding a guest speaker series, and realistically speaking there is no need for a
measureable result when holding an event for individuals in the community as each will gain their own personal insight from the event.
Increase the number of students majoring in Political Science.
e) What are the barriers to achieving success in this activity?
The primary barrier to success regarding both activities is time management in a single faculty discipline – finding time in an
educational environment that demands an ever-increasing number of hours spent composing reports required by the ACCJC; two
secondary barriers applicable to the speaker series are the securing of the main stage and funding of stipends for guest speakers.
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)**
1.
1 new faculty Use of speaker
system
2.
1 new faculty
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Stipend
Library
Materials
Facilities
/Space
e.g.,
Science
Labs
Projected
Costs
Faculty
office
$65,000
Faculty
office
(same as
above)
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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