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)*
Date Submitted to Dean
Nursing and Allied Health / Respiratory Care
*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
Tanya Ho
Emily Brandt
Title/Position
Director/Instructor, Respiratory Care
Practitioner Program
Clinical Coordinator/Instructor, Respiratory
Care Practitioner Program
Dean’s Comments (required): The RCP program is completing its second year and will graduate its first cohort in May 2015. The Annual
Review indicates the faculty’s desire to examine course alignment and content. Efforts to address high attrition rates have begun. The faculty
plans to include preprogram student success indicator data when evaluating the effectiveness of instruction. Faculty is strong, but the needs to
increase clinical sites and part-time faculty remain challenges. In 2015, the number of prospective student applications exceeded enrollment
capacity.
_______Debra Kaczmar_____
Typed Name of Area Dean
__5-4-2015___
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
è For programs/disciplines scheduled for comprehensive review in spring
2015, please complete Sections I, II, and III.
è For programs/disciplines scheduled for annual review, please complete
Sections II and III.
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?
·
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?
·
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?
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.
2. What staffing factors/challenges have influenced the effectiveness of the program?
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.
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.)
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?
D. PROGRAM GOALS
1. List and describe program/disciplinary goals for the next comprehensive review cycle—Fall 2014 through Fall
2018. Be sure to highlight innovative, unique, or other especially noteworthy aspects.
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
Course Name
Does the course have any DE (online or hybrid)
sections?
RCP 50
Respiratory Care Responsibilities
no
RCP 51
Pharmacology and Medication
Administration
no
RCP 53:
Foundational Skills
no
RCP 71:
Basic Mechanical Ventilation
no
RCP 72:
Neurologic & Traumatic Conditions
no
RCP 74:
Supervised Practice: Intermediate
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?
RCP 50, 51, and 53 were associated with an attrition rate of 50%. This is less than the 54.5% attrition rate from the previous year. What we
make of these patterns is that we have a non-selective enrollment process. The actions being taken is to increase the science GPA to 2.5 from
2.0 and are moving toward a multi-criteria selection process. This process is scheduled to be implemented for fall 2015 admission. We plan to
re-evaluate this data in the 2015-2016 academic year. We also plan on using an assessment test to determine benchmarks and current
preparedness in basic sciences. Although we are still building data to establish benchmarks for Hartnell College, we have utilized this
assessment test on existing students. Data has demonstrated that we are below the national average for academic preparedness when
compared against national benchmarks for allied health programs.
RCP 71, 72, and 74 were offered for the first time in fall 2014. Enrollment and success was 100%. What we make of this data is that students
who have advanced to the third semester of the program demonstrate academic and clinical ability to be successful RCP students.
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?
Successes that we identified are recognition of academic preparedness and success indicators. Based on data from first semester, we
recognized the importance of basic science foundational entry skills. We also identified that utilizing a cohort model is very effective in the
RCP program. Actions that will be taken to ensure continuous improvement were to increase the science GPA to 2.5 and provide a
standardized entrance exam for basic academic preparedness for incoming students. We feel that more attention to preparedness is required
which will help optimize success. In addition to academic preparedness for entry to the program, another area identified was that student
preparation to come to class enhances success. The program will continue to encourage students to prepare for class through assignment of
questions, reflections on the current readings, and small group discussion on reading topics.
We were also able to identify areas of stress. Actions to be taken include recognition of times of stress during the semester and providing
positive support to students during this time. To address this in fall 2014, RCP faculty made appointments with each first semester RCP
student to discuss current standing in the program, discuss areas of stress, and offer academic support. A math tutor was hired to assist
students with drug dosage calculations and additional review classes held to assist students with answering questions and clarifying topics.
The simulation lab has been very successful in increasing confidence and ability to transfer theory into clinical practice after having hands on
experience in the simulation lab. The program will continue to utilize simulation when possible to supplement content and prepare students
for clinical encounters in the community.
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.
N/A. The program is in its second year and has not yet graduated the first cohort. This will happen in Spring 2015.
B. TEACHING MODALITY
1. Enter the number of Distance Education Courses, both fully online and hybrid sections, along with the number of fulltime and adjunct faculty.
N/A. The program does not have any distance or hybrid courses.
Term
No. of DE/
Online Sections
No of Hybrid
Sections
0
0
Full-time
Faculty
Adjunct Faculty
2. Compare student success in the DE teaching environment with success in the face-to-face teaching environment in the
same course. Are there differences? To what do you ascribe the differences in your program? Discuss any other relevant
factors regarding diverse teaching modalities and environments, such as specific locations.
N/A
3. Describe the process to change and improve student success in DE courses/sections in your program, and any other
relevant factors regarding diverse teaching modalities and environments, such as specific locations.
N/A
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
coordinating
(a) Was the course
reviewed and (b) taken
through the curriculum
process?
Date of approval (or anticipated
approval) by Curriculum Committee
RCP 227
Tanya Ho
Yes
2/20/2014
RCP 71
Tanya Ho
No
3/2015
RCP 61
Tanya Ho
No
3/2015
RCP 228
Tanya Ho
Yes
2/20/2014
RCP 99
Tanya Ho
Yes
10/4/2014
Courses scheduled for
review during AY 2015-16
Faculty member(s) responsible for
coordinating
D.
Target semester and year—Fa 2015 or
Sp 2016
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
Upon successful completion of the
Respiratory Care Practitioner (RCP)
program a students will be able to
comprehend, apply, and evaluate
What changes have occurred
in the program/discipline as
a result of dialogue?
N/A. However, preliminary
evaluation was completed through a
course level SLO. The SLO was
deemed to be effective in evaluating
Was the Program Outcome
Assessment Summary
completed?
N/A. No graduates to evaluate program
outcomes as of yet. The program will
have graduates in May, 2015. This PLO
will be assessed then.
information necessary to practice as a
respiratory care practitioner (cognitive) as
evidenced by their ability to:
1a. analyze and evaluate patient’s subjective
and objective data from the patient’s record
to formulate or revise a respiratory care plan
this outcome. Further review is
necessary to determine whether this
method of evaluating this particular
program outcome is effective.
List Program level outcome(s) scheduled for
assessment in
AY 14-15
Upon successful completion of the Respiratory Care
Practitioner (RCP) program a students will be able to
comprehend, apply, and evaluate information necessary to
practice as a respiratory care practitioner (cognitive) as
evidenced by their ability to:
1c. Pass the licensure examination accepted by the
California State Respiratory Care Board (National Board for
Respiratory Care Entry Level Examination) and qualifying
for licensure as a California Respiratory Care Practitioner.
Have your course level SLOs needed for this program
level outcome been assessed or scheduled for
assessment?
This program outcome is scheduled for assessment once the
program has produced graduates at the end of spring semester
2015.
Upon successful completion of the Respiratory Care
Practitioner (RCP) program a students will be able to
comprehend, apply, and evaluate information necessary to
practice as a respiratory care practitioner (cognitive) as
evidenced by their ability to:
1a. analyze and evaluate patient’s subjective and objective
data from the patient’s record to formulate or revise a
respiratory care plan
No graduates to evaluate program outcomes as of yet. The
program will have graduates in May, 2015. This PLO will be
assessed then.
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?
Program level outcomes were not addressed by the program during the past year. As stated, the program was in its first year. Program
outcomes will be reviewed moving forward.
CORE COMPETENCIES
3. Describe how Core Competencies 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?
All data during the past year was gathered at the course level. The program has still not produced graduates to evaluate program level
outcomes. This will take place at the end of spring semester and moving forward. Review and analysis of the courses took place between RCP
faculty.
For first year students, specific attention was paid to communication skills. Practice communicating with patients as well as report hand-off
on patient information was practiced in simulation. Teamwork, communication, and conflict resolution was practiced in the foundation
course. Practice educating and determining understanding from patients was practiced in the classroom and laboratory setting. Data was all
gathered at the course level. Review of the data collected at the course level was deemed to be effective at addressing the core competency of
communication when compared to the previous year’s data. Collecting and evaluating data for this core competency will continue to be a
priority for the program. As first year students are learning foundational skills and theory, the discussion between faculty determined this an
appropriate area to review this core competency.
Second year student emphasis moved toward information skills and critical thinking/problem solving. Assignments, standardized tests,
clinical simulations, and research of current evidence-based practice were utilized to address these areas. Students were required to analyze
the information gathered to determine appropriate care and prioritize interventions for patients in real and simulated scenarios. Information
skills and critical thinking/problem solving skills were observed in the clinical and simulation setting by RCP faculty. Review of the data
gathered at the course level was deemed to be effective at addressing these core competencies. This is an essential component to respiratory
care that will continue to be monitored and emphasized.
Faculty engaged in weekly, if not daily, discussion regarding each RCP student’s progress in the clinical and academic environment. Again,
emphasis was placed on reviewing communication, information skills, and critical thinking/problem solving. Constant attention was given to
assignments, teaching methodology, and activities to ensure these areas were being addressed. No interventions were conducted as all second
year courses were being offered for the first time. Therefore, the RCP faculty agreed to continue to monitor data to ensure course level
outcomes meet core competencies. No changes are indicated at this time.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for SLO
assessment as previously specified
In what term was the course
assessed?
Was the Course Assessment Summary
Report completed?
RCP 50
Fall 2013
Yes
RCP 51
Fall 2013
Yes
RCP 53
Fall 2013
Yes
RCP 61
Spring 2014
Yes
RCP 62
Spring 2014
Yes
List courses scheduled for SLO
assessment in
AY 2014-15
Faculty member(s) responsible
for coordinating
Target semester and year—Fa 2014 or Sp
2015
RCP 70
Emily Brandt
Fall 2014
RCP 71
Tanya Ho
Fall 2014
RCP 52
Tanya Ho
Fall 2014
RCP 80
Emily Brandt
Spring 2015
RCP 84
Tanya Ho
Spring 2015
RCP 60
Tanya Ho
Spring 2015
5. Describe course level assessments results and how they will influence your plans moving forward.
Results from the academic year 2013-2014 demonstrated math deficiencies. Additional resources were allocated to this area to assist with the
medication administration competency. A math tutor was hired to provide additional support. A standardized assessment test was also given
to all RCP students. These results demonstrated our students were not academically prepared when compared with national benchmarks for
allied health programs. This will influence our plans moving forward as the GPA entrance requirement was increased to 2.5 from 2.0.
Additionally, the assessment test will be provided to all entering RCP students earlier, at orientation. This is to provide additional time for
students to access resources and strengthen academic skills prior to entering the program. Math is also part of the cumulative GPA score
along with a multi criteria selection process for admission to the program. Extra points are also allocated to students who have taken physics
in the multi criteria selection process. Math and physics are a large part of respiratory care and additional credit is given to those students who
demonstrate commitment to the program and seek out courses that will make them more academically prepared. This selection process will be
in effect for fall 2015 admission. Attrition and retention will be evaluated to determine whether this model is effective.
Competencies continue to be an effective measurement system for our SLOs. Additionally, it is favorable for accreditation as the accrediting
body, CoARC, recommends a competency based education framework. We will continue to utilize this method.
Because these courses were offered for the first time in 2013-2014, further study is required to determine whether the SLOs are effective.
6. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving these
improvements?
The assessment process itself and the faculty performing the evaluations need improvement. Extra time and effort needs to be devoted to this
process. The program is in its second year with inexperienced faculty who are also in their first and second year of college instruction.
Additionally, there had been turnover of faculty after the first year. Continued evaluation will continue to be a priority for evaluating the
effectiveness of the program as well as continued growth for the faculty. The current schedule for assessing course level outcomes is as follows:
RCP
COU
RSE
#
PLO
#
CC
Befo
re
F13
F13
S14
F14
S15
F15
S16
F16
S17
F17
50
1
CT
N/A
x
x
x
x
x
50
3
I
N/A
x
x
x
x
x
51
1
CT, C
N/A
x
x
x
x
x
51
1
CT
N/A
x
x
x
x
x
52
2
CT
N/A
x
x
x
x
x
53
2
I
N/A
x
x
x
x
x
53
1
C, I
N/A
x
x
x
x
x
53
2
CT, I
N/A
x
x
x
x
x
54
2
I
N/A
x
x
x
x
x
S18
60
1
CT
N/A
x
x
x
x
x
60
1
CT
N/A
N/A
x
x
x
x
x
61
1
CT
N/A
N/A
x
x
x
x
x
61
1
CT
N/A
N/A
x
x
x
x
x
62
1
CT
N/A
N/A
x
x
x
x
x
63
2
I
N/A
N/A
x
x
x
x
x
64
2
CT, I
N/A
N/A
x
x
x
x
x
70
1
CT
N/A
N/A
N/A
x
x
x
x
71
1
CT
N/A
N/A
N/A
x
x
x
x
72
1
CT
N/A
N/A
N/A
x
x
x
x
72
1
CT
N/A
N/A
N/A
x
x
x
x
73
2, 3
P, G
N/A
N/A
N/A
x
x
x
x
74
2
CT, I
N/A
N/A
N/A
x
x
x
x
80
2
CT, I
N/A
N/A
N/A
N/A
x
x
x
x
80
2
CT, I
N/A
N/A
N/A
N/A
x
x
x
x
80
2
CT, I
N/A
N/A
N/A
N/A
x
x
x
x
81
1
CT
N/A
N/A
N/A
N/A
x
x
x
x
81
1
CT
N/A
N/A
N/A
N/A
x
x
x
x
82
1
CT
N/A
N/A
N/A
N/A
x
x
x
x
82
1
CT
N/A
N/A
N/A
N/A
x
x
x
x
82
1, 2, 3
CT, P
N/A
N/A
N/A
N/A
x
x
x
x
82
1
CT, P
N/A
N/A
N/A
N/A
x
x
x
x
83
2
CT
N/A
N/A
N/A
N/A
x
x
x
x
84
1, 2, 3
CT
N/A
N/A
N/A
N/A
x
x
x
x
110
3
CT, P,
G
N/A
x
225
2, 3
P, I, C
N/A
x
N/A
x
226
2, 3
P, I, C
N/A
N/A
x
N/A
227
2, 3
P, I, C
N/A
N/A
N/A
N/A
228
2, 3
P, I, C
N/A
N/A
N/A
N/A
E.
PREVIOUSLY SCHEDULED ACTIVITIES
x
x
x
x
x
x
x
N/A
x
x
x
x
x
x
x
x
x
x
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.Recruit new
clinical
coordinator for
RCP program
2. Professional
development
What success has been
achieved to date on
this activity?
What challenges
existed or continue to
exist?
Clinical coordinator
was hired August,
2014.
Nursing and allied
health department has
Some challenges exist
as last minute
Will activity
continue into AY 1415?
Will activity continue
into AY 15-16?*
Yes, this position is
on the tenure track.
Yes, this position is
on the tenure track.
Yes. Major
respiratory
Yes. The clinical
coordinator and
plan
3. Equipment
purchase and
replacement
inventory master
plan, budget
master plan for 5
years.
a master calendar with
professional
development
identified
professional
development
opportunities exist
that were not
previously identified
or planned for.
Additional supplies
Budget constraints.
were purchased for the
department. A capital
purchase item
requested was not
purchased.
conferences are
scheduled and
planned every year.
Will continue to be
scheduled on
nursing and allied
health master
calendar.
Yes. Capital
purchase items and
replacement
equipment continue
to be requested and
purchases made to
sustain operations.
program director
collaborate and plan
on professional
development
opportunities
Yes. Capital purchase
items and
replacement
equipment continue
to be requested and
purchases made to
sustain operations.
* For each activity that will continue into AY 2015-16 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 # 1: Was very successful. A clinical coordinator was hired August 2014.
Activity # 2: Successful. The nursing and allied health department maintains a master calendar with all faculty indicating desired professional
development opportunities. The respiratory faculty in particular meet regularly and plan for these opportunities at the beginning of each
semester to ensure resolution of any scheduling complications.
Activity # 3: Mostly successful. Additional equipment has been purchased for the program. A few capitol purchase items are still outstanding.
The program will continue to strive to meet industry standards by providing current, relevant technology.
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:
·
·
·
·
·
·
·
·
·
·
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. Please keep in mind that resources needed, if funded, would not
be approved until spring 2015 and provided until FY 2015-16. Ongoing activities involving resources that will no longer be available
from grant funds starting FY 2015-16 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)
Program
2A
PLO 2
Perform
Funding
Tanya Ho
Purchase by 2016
Comments
The program requires
Equipment and
Purchase
Expand clinical
partnerships
skills
competentl
y as a
respiratory
care
practitioner
6A
PLO 3
Secure
additional
contract
with clinical
agency
equipment to meet
baseline equipment
needs and to stay current
with technology used in
the field to adequately
prepare students to enter
the workforce
Time
Tanya Ho / Emily
Brandt
2016-ongoing
Expand additional
industry partnerships.
This allows students to
gain additional exposure
to various working
environments.
Establish RCP residency
with community partners
to bridge gap between
student and practitioner
Preparatory
materials for
students
2A
PLO 1
dataarc
kettering
NBRC
assessments
Achieve
success on
national
credentialin
g
examinatio
n
Funding
Tanya Ho
2016-2017
Utilize standardized
predictor tests to prepare
students for national
exam.
Track student
competencies and clinical
observations to ensure
preparation for licensure.
Professional
Development
3B
Scholars
hip of
instructi
on to
achieve
all PLOs
Attendance
at national
respiratory
conferences
Funding
Tanya Ho / Emily
Brandt
2015-2016
Collaboration with other
respiratory educators to
share resources.
Increase diversity of
RCP students
1A
PLO 3
Increase
diversity of
RCP
student
population
Time
Tanya Ho / Emily
Brandt
2015-2016
Utilize a multi-criteria
selection process for
program admission to aid
students with life
experience. Increase
pathway enrollment for
multi-criteria
selection
process
underrepresented
students
Additional faculty
3B
All PLOs
Additional
faculty to
assist with
program
instruction
Funds
College
2015-ongoing
Would like to pilot need
for additional faculty by
opening up additional
clinical sections.
Additional space for
storage of
equipment. Lab
space for the
program
4B
N/A
Safe space
for storage
of
equipment
so faculty
offices are
clear of
clutter with
a safe space
to meet
with
students.
Additional
laboratory
room for
program
instruction
Space
College
2015-ongoing
The respiratory faculty
office space is full of
equipment. At times,
students and faculty are
unable to sit and meet
due to too much clutter.
The respriatory faculty
request a space for
equipment storage. Our
skills require attachment
to a compressed gas
source. Regular
classrooms do not
provide this
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
*** Please complete this page for each new activity. ***
Activity # 1:Program Equipment and Purchase
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.
Equipment and supplies are required to support continued operations of the program. Providing an equipment plan and master budget will
provide the program the opportunity to estimate projected costs that will be required year after year to continue to successfully operate the
program. This also estimates needed funds for additional capital purchases.
b) Describe how this activity supports any of the following:
1) Core Competency: N/A
2) Program level Outcome:
Having an equipment plan to purchase needed equipment when necessary will assist with program outcome #2: perform the skills
competently as a respiratory care practitioner (psychomotor).
3) Course level Outcome
All clinical courses (RCP 53, 63, 73, 83 and lab courses RCP 54, 64, 74, 84)
4) Program/Discipline Goal
Program goal #3: purchase one additional ventilator
5) Strategic Priority Goal
Priority 4: Effective Utilization of Resources
Goal 4A: To support its mission, Hartnell College is committed to the effective utilization of its human resources.
Goal 4B: Hartnell College is committed to having its physical plant, furnishings, and grounds maintained and replaced in a
planned and scheduled way to support learning, safety, security, and access.
Goal 4C: Hartnell College will maintain a current, user-friendly technological infrastructure that serves the needs of students and
employees.
Goal 4D: Hartnell College is committed to maximizing the use and value of capital assets, managing financial resources,
minimizing costs, and engaging in fiscally sound planning for future maintenance, space, and technology needs.
Priority 5: Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the real-world needs of its diverse student
population, while also developing and employing a culture of innovation that will lead to improved institutional effectiveness and
student learning.
c) Does this activity span multiple academic years?
YES
If yes, describe the action plan for completion of this activity.
NO
Yes. Review and consideration for a master equipment plan and budget plan is aimed to provide a 5 year plan. This will continue to be
updated to provide long term projections of estimated costs to maintain the program.
d) What measurable outcomes are expected from this activity? List indicators of success.
Efficient utilization of resources and adequate equipment to provide hands on experience to prepare students to enter clinical.
One additional ventilator for fall 2014
e) What are the barriers to achieving success in this activity?
Sufficient funds to sustain the program. Respiratory equipment is very sophisticated as much of our equipment is life supporting equipment.
The equipment is not inexpensive but does have a longer lifespan that allows the program to train students for longer periods of time.
However, receiving funds to purchase enough respiratory equipment to allow sufficient hands on experience for the students may prove
challenging.
Activity # 2: Professional Development Plan
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.
Drafting a professional development plan will allow the program to evaluate efficient and effective utilization of resources to ensure funds are
being spent appropriately on professional development. This will provide faculty the opportunity to grow and improve on teaching strategies to
provide more effective classroom delivery of content.
b) Describe how this activity supports any of the following:
1) Core Competency: N/A
2) Program level Outcome: In order to provide scholarship of instruction to achieve programs goals such as preparing students to pass
the national credentialing examinations, all key personnel must be in place. Additionally, faculty are required to stay updated with current
trends in healthcare and respiratory therapies. In order to provide instruction in these areas, faculty must be provided with professional
development opportunities in order to provide quality instruction. This will assist students and the program to achieve all program goals.
3) Course level Outcome: N/A
4) Program/Discipline Goal:
Scholarship of instruction supports all program goals. This is achieved through continued education and professional development of the
faculty.
5) Strategic Priority Goal
Professional Development corresponds with Hartnell College Strategic priority 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.
c) Does this activity span multiple academic years?
YES
If yes, describe the action plan for completion of this activity.
Yes, a professional development plan will continue to be a component of the program review process. This will ensure continued effective
utilization of resources as well as continued professional development to provide quality delivery of respiratory content.
d) What measurable outcomes are expected from this activity? List indicators of success.
Successful completion of additional simulation training as well as attendance at regional and national respiratory care conferences.
e) What are the barriers to achieving success in this activity?
Time and funds to provide professional development opportunities. Additionally, faculty turnover could prove to be a barrier in terms of
adequate simulation training.
Activity # 3: Preparatory Materials for Students
2. This item is used to describe how the new activity, or continuing new activity, will support the program/discipline.
Providing preparatory materials to the students will help them to achieve success on the national credentialing examination.
a) Describe the new activity or follow-on activity that this resource will support.
DataArc: Students will utilize DataArc, which enables the instructors to track students competencies and make clinical observations to ensure
preparation for licensure.
NBRC Assessments: The utilization of standardized predictor tests help prepare students for the national examination. Program directors can
access special online group summary reports detailing the student’s performance in comparison to all who have taken the examination to date.
There are four different summary reports available that can be accessed at any time to track students’ progress.
Kettering: This 3 day seminar provides each participant with a comprehensive review of Basic and Advanced Respiratory Care along with a
step-by-step method of preparation for successful completion of both the Therapist Multiple Choice and Clinical Simulation examinations.
The seminar provides each participant a thorough review of the exam content and the opportunity to practice multiple choice questions and
branching-logic, interactive simulations. The program provides insights into exam structure, content and techniques for successful completion
of each exam.
b) Describe how this activity supports any of the following:
1) Core Competency:
Information Skills: Students will define information needs, access information efficiently and effectively, evaluate information critically, and
use information ethically.
Critical Thinking/Problem solving: Students will use quantitative and logical reasoning to analyze information, evaluate ideas, and solve
problems.
The national examination contains both a therapist multiple choice question component and a clinical simulation portion. Both portions require
the student to utilize information skills, as well as critical thinking/problem solving abilities.
2) Program level Outcome: These preparatory materials will equip students for success as they take the national examination.
3) Course level Outcome: N/A
4) Program/Discipline Goal: Graduate students will demonstrate the: ability to comprehend, apply and evaluate information necessary to
practice as an advanced respiratory care practitioner.(cognitive) as evidenced by passing the licensure examination accepted by the California
State Respiratory Care Board (National Board for Respiratory Care Entry Level Examination) and qualifying for licensure as a California
Respiratory Care Practitioner. Graduates will also successfully pass the National Board for Respiratory Care Advanced Practitioner Written and
Simulation Registry Examination within one year of program completion.
5) Strategic Priority Goal
Strategic 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.
c) Does this activity span multiple academic years?
YES
If yes, describe the action plan for completion of this activity.
Yes, we would like to offer these preparatory materials for students each year.
d) What measurable outcomes are expected from this activity? List indicators of success.
Successful completion of the national examination resulting in licensure as a Registered Respiratory Therapist.
e) What are the barriers to achieving success in this activity?
Funds to provide these preparatory materials for students.
Activity # 4: Expand Clinical Partnerships
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.
In order to continue to grow the respiratory care program, additional clinical site partnerships are required to support adequate clinical
experiences and accommodate additional students.
b) Describe how this activity supports any of the following:
1) Core Competency: N/A
2) Program level Outcome:
Having sufficient clinical sites to accommodate respiratory students as well as diversity of sites to provide a wide range of experiences will
support all program level outcomes.
3) Course level Outcome
All clinical courses (RCP 53, 63, 73, 83 and lab courses RCP 54, 64, 74, 84)
4) Program/Discipline Goal: N/A
5) Strategic Priority Goal
Goal 5A: Hartnell College will provide programs and services that are relevant to the real-world needs of its diverse student
population, while also developing and employing a culture of innovation that will lead to improved institutional effectiveness and
student learning.
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.
c) Does this activity span multiple academic years?
YES
NO
If yes, describe the action plan for completion of this activity.
Yes. The program will seek to continue to grow its clinical partnerships as well as work to maintain strong relationships with our current sites.
d) What measurable outcomes are expected from this activity? List indicators of success.
Indicator of success is to confirm clinical partnerships and begin rotating students through Marian Regional Medical Center.
e) What are the barriers to achieving success in this activity?
Barriers include time to meet with clinical site managers to cultivate and strengthen our relationships. Time for the MOU contracts to get
finalized.
Activity # 5: Increase Diversity of RCP Students
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.
We desire to increase the diversity of the RCP student population. This will be accomplished by the utilization of a multi-criteria selection
process for program admission to aid students with life experience. This will increase the pathway enrollment for underrepresented students.
b) Describe how this activity supports any of the following:
1) Core Competency: N/A
2) Program level Outcome: Practice professional attitudes and behavior (affective) as evidenced by their ability to a. practice within the
legal and ethical scope of practice. b. work effectively as a health care team member. c. ensure safe and supportive care by building crosscultural relationships, addressing the physical and psychosocial needs of the patient.
3) Course level Outcome: N/A
4) Program/Discipline Goal: Increase diversity of RCP student population.
5) Strategic Priority Goal
Strategic 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.
Strategic Priority 5 - Innovation and Relevance for Educational Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the real-world needs of its diverse student population, while
also developing and employing a culture of innovation that will lead to improved institutional effectiveness and student learning.
c) Does this activity span multiple academic years?
YES
If yes, describe the action plan for completion of this activity.
Increasing diversity of RCP student population is an ongoing activity.
d) What measurable outcomes are expected from this activity? List indicators of success.
Having half the students come from the 93905 and/or 93906 zip code areas or south county zip codes ensures we have students from the
underserved areas.
e) What are the barriers to achieving success in this activity?
The primary barrier is getting a good applicant pool from which to select students.
Activity # 6: Additional Faculty
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.
In order to continue to grow the respiratory care program, additional faculty are required to provide sufficient instruction. At this time, the
clinical instructor visits the students at clinical six times during the semester - with each visit being two hours. The hope is to convert to the
RN model - in which the students are accompanied to clinical by their Hartnell nursing instructor. The ratio required by CoArc is 6 students to
1 instructor. In meeting with our clinical partners and advisory board members, the department directors at the clinical sites agreed. They felt
it was advantageous to students as the Hartnell clinical instructor is uniquely positioned to understand and be able to assess student learning
needs. Being a new program, additional student oversight at clinical would help ensure success. Additional faculty would be required to
provide oversight to accompany them in clinical 12 hours per week. Additional sections would have to be opened to accommodate this request.
b) Describe how this activity supports any of the following:
1) Core Competency: N/A
2) Program level Outcome:
Having sufficient and competent faculty will meet all program outcomes.
3) Course level Outcome
All respiratory courses are not able to be achieved without scholarship of instruction
4) Program/Discipline Goal: N/A
5) Strategic Priority Goal
Strategic priority 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.
c) Does this activity span multiple academic years?
YES
If yes, describe the action plan for completion of this activity.
NO
Yes. The program will seek to continue to attract qualified, competent respiratory therapists to assist with instruction in the program.
d) What measurable outcomes are expected from this activity? List indicators of success.
Indicator of success is to confirm clinical partnerships and begin rotating students through Marian Regional Medical Center.
e) What are the barriers to achieving success in this activity?
Barriers include funds and commitment from the institution to approve funds for a new faculty member. The respiratory program continues
to voice that a model like nursing would be desirable for oversight of respiratory students in the clinical setting. Currently, students attend
clinical by pairing with a preceptor. The clinical instructor will visit the student but is not there full time. Having enough funds to support a
clinical instructor at each clinical site would provide more oversight and hands on instruction of the students to track their clinical progress.
Again, in our advisory meeting, department directors also supported this method and felt it to be advantageous to student success.
Activity # 7:Additional Storage Space for Equipment
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.
Equipment is required for the program to operate efficiently and provide enough hands on experience to simulate the working environment.
Respiratory care is very heavy on equipment. Meaning, the discipline is very technical and utilizes a lot of equipment to provide respiratory
care services. Therefore, much equipment is required to support the program. The existing respiratory faculty office is currently being used as
both office space and equipment storage. At times, faculty are unable to access their desks due to cluttered equipment. This also results in
inadequate meeting space to meet with respiratory students.
Finally, due to our discipline being very technical with a lot of sophisticated equipment, adequate laboratory space is required for hands on
instruction. Most of the equipment used in the RCP program requires connection to a compressed gas source to operate. Other equipment
includes the use of fluids to simulate body fluids. However, the majority of RCP lab classes are scheduled in non-laboratory spaces. They are
scheduled in regular theory classrooms. The program is only able to provide two compressor units to operate the equipment in these rooms.
This entails having all students clustering around two compressors to view proper function of equipment. Having lab space would allow the
connection of our equipment to multiple compressed gas sources allowing for more hands on experiences for the students. There is a skills lab
in the nursing and allied health department area, however RCP skills classes are frequently moved to other rooms to allow for nursing skills
practice courses. Having a designated lab for RCP would allow us to have skills courses scheduled at convenient times for RCP students,
prevent frequent moving of RCP courses to accommodate nursing, and allow for sufficient hands on practice of skills for RCP students.
b) Describe how this activity supports any of the following:
1) Core Competency: N/A
2) Program level Outcome:
Storage space does not address program level outcomes but would assist faculty in having adequate space to meet with students and perform
work activities. Additionally, respiratory faculty meet with industry partners to enhance relationships. Having adequate space to represent
the program and college in a professional manner would enhance and grow clinical partnerships. Entertaining managers from the industry in
a cluttered space is unprofessional and does not instill confidence in the program.
Lab space would allow for all program level outcomes as students with sufficient hands on experience should meet program level outcomes.
3) Course level Outcome
All skills courses
4) Program/Discipline Goal
Adequate space for faculty to work, meet with students, and entertain industry professionals. Adequate lab space to meet course learning
outcomes and provide adequate hands on instruction.
5) Strategic Priority Goal
4B: Hartnell College is committed to having it physical plant, furnishings, and grounds maintained and replaced in a planned and scheduled way to support
learning, safety, security, and access.
c) Does this activity span multiple academic years?
YES
If yes, describe the action plan for completion of this activity.
NO
Yes, storage and lab space, if granted, would be utilized by the program on an ongoing basis.
d) What measurable outcomes are expected from this activity? List indicators of success.
Indicators of success would be increased space and a designated storage room for respiratory equipment. A designated lab space or increased
number of skills courses scheduled in the lab room.
e) What are the barriers to achieving success in this activity?
Barriers are mainly being granted a space to store equipment from the college. Scheduling challenges and compromise on lab space.
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. 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/
Equipme
nt
(S/E)**
Technology
Hardware/
Software
(H/S)***
Contract
Training
Travel
Library
Materials
Science
Labs
Projected Costs
Services
1. An extra full
time faculty
F
$78,860 plus
benefits
2. 5 additional
adjunct
faculty
F
$51,685
3.Software
S
5.CoARC fees
C
6.
Professional
development
7. Purchase of
an additional
ventilator
$1000 per year
$1500 per year
T
E
$4000
$40,000
8. Student
Preparatory
Materials
S
$6,000
* 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.
Priority 5:
Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the real-world needs of its diverse student population,
while also developing and employing a culture of innovation that will lead to improved institutional effectiveness and student learning.
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.