Program Planning and Assessment (PPA)
for Services, Offices & Non-Instructional 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
service/office/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 area 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 and data at Hartnell College. The result of
the process also improves institutional effectiveness.
Service/Office/
Non-Instructional Program
Date Completed (must be in final
form by 3/27/15)*
Date Submitted
to VP
Languages, Learning Support & Resources (LLS&R)
*Please note that you should work with your colleagues and supervisor/director/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
Kathy Mendelsohn
Delia Edeza
Title/Position
Dean of Academic Affairs, LLS&R
Administrative Assistant III, LLS&R
VP/Division Head’s Comments (required):
_______________________
Typed Name of VP/Division Head
______________
Date
This PPA report is organized in 3 sections and 9 subsections as follows:
I.
II.
III.
Comprehensive Review – a. Overall Service/Office/Program Effectiveness,
b. Staffing Profile, and c. Service/Office/Program Goals.
Annual Review – a. Data & Trends, b. Service/Program Modality, c. Outcomes,
and d. Previously Scheduled Activities.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
 For services/offices/non-instructional programs scheduled for comprehensive review in spring 2015,
please complete Sections I, II, and III.
 For services/offices/non-instructional programs scheduled for annual review, please complete Sections II
and III.
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I.
COMPREHENSIVE REVIEW
Please complete this section for services/offices/non-instructional programs scheduled for comprehensive
review in spring 2015. Go to Section II for services/offices/non-instructional programs scheduled for annual
review in spring 2015.
A. OVERALL SERVICE/OFFICE/PROGRAM EFFECTIVENESS
1. Describe your service/office/non-instructional program in terms of its overall effectiveness over the past
several years.
Please consider the questions below in describing your area.
•
•
•
•
•
•
•
•
•
What are your area’s primary functions?
How are students/employees served by the service/office/program?
What are the unique aspects of the service/office/program?
How does the service/office/program relate to the needs of the community?
How does the service/office/program interface/collaborate with other areas on campus?
What is working well in service/program provision?
Have state and/or federal mandates/rules/certifications particular to the service/program been met?
What policies and/or practices, both institutionally and departmentally, have been implemented to improve functions over the
past few years?
What professional activities have staff recently (last three years) participated in?
[Begin response here]
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B. STAFFING PROFILE
1. In the table indicate the number in terms of FTE. For instance, 1 full-time staff person is 1.0, and a half-time
person is .5.
Positions
2012-13
2013-14
2014-2015
Management, Supervisors
Classified Staff
Classified Staff- Part-time
Faculty Staff
Faculty – Part-time
Student Workers
Professional Experts
Total Full Time equivalent Staff
2. What staffing factors/challenges have influenced the effectiveness of the service/office/program?
C. SERVICE/OFFICE/PROGRAM GOALS
1. List and describe service/office/program goals for the next comprehensive review cycle. Be sure to highlight
innovative, unique, or other especially noteworthy aspects.
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
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Focusing on the needs of the Salinas Valley, Hartnell College provides educational opportunities for students to reach
academic goals in an environment committed to student learning, achievement and success.
[List and describe service/office/program goals here]
1)
2)
3)
4)
5)
II. ANNUAL REVIEW
This section must be completed for ALL services/offices/non-instructional programs, including those
scheduled for a comprehensive review in spring 2015.
A. DATA & TRENDS
1. Provide available data and information that define target recipients of the service/office/non-instructional
program, including numbers/size, types and characteristics/needs of current and potential users, students,
clients, and/or other relevant populations. List the sources of this data and information.
The Office of Learning Support & Resources (LS&R) was initially created in Fall 2013 and had oversight of the Library and
Tutorial Services, instructional and non-instructional outcome and assessment activities and reporting, ACE, Foster and Kinship
Care Education, HEP (re-positioned to Student Affairs in Spring 2014) and Community/Contract Education (dissolved at
Hartnell in 2009). In addition, as LS&R dean, I was the lead for ACCJC midterm recommendation Nos. 4, 5, and 6. In Fall of
2014, the organizational structure was changed, and the Languages disciplines (ASL, ENG, ESL, SPA) and Computer Center staff
began reporting to the Dean of LLS&R (“Languages” was added to the title); in Spring 2015, Communication Studies also joined
the Languages, Learning Support & Resources area. The LS&R Dean also works closely with the Outcomes & Assessment
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Committee and the Student Success Committee and for the following grants: AB 86, BSI, SEP. In addition, the Dean of LLS&R
was the lead for the Student Equity Plan and the BSI Action Plan.
Faculty, students, and staff require services provided by the LLS&R Office. The office serves 18 full-time faculty (with 3 additional
faculty being hired for Fall 2015), approximately 50 adjunct faculty, 1 manager, 1 coordinator, and 6 library staff with one vacant
position.
With the exception of ACE, all disciplines within the LLS&R area show an increase in FTES over the three-year average and since
Fall 2013. The ACE decline in FTES is a result of scheduling fewer cohorts, which was based on lower enrollments than in the
past. The ACE program recently underwent a SWOT analysis funded by Cal Endow and led by ACE founder, Diego Navarro. The
results of the SWOT analysis have been included in the ACE PPA. The expectation is that SWOT findings as well as the PPA will
be used to help determine the best course of action for the ACE program.
LLS&R AREA FTES
ACE (EDU only)*
ASL
COM
ENG
ESL
LIB
SPA
3-Year Average
19.44
4.99
47.17
251.13
61.92
3.15
66.42
Fall 2012
29.94
4.08
28.29
217.97
58.45
2.94
47.30
Fall 2013
15.70
3.99
54.14
248.20
59.70
2.59
64.64
Fall 2014
12.67
6.90
59.10
287.21
67.63
3.91
87.32
*FTES for Fall 2014 also includes EDU 1, which is not part of the ACE program.
The Library is used by students, staff, and the community. Print circulation transactions are trending down, which is expected as
database use becomes more prevalent (Vendor Counter Statistics show a 45 percent increase in database use from 2012-13 to
2013-14); however, reserve checkouts remain constant. The Library’s Circulation Desk also supports the checkout of materials for
Math and Science academies as well as materials for other classes. Ebook usage increased by 70 percent in 2013-14 over 2012-13.
Usage of the Library’s main research guide jumped dramatically starting in October, 2014. The number of class presentations,
orientations, and tours (Reference Services statistics) increased by 32 percent from 2012-13 to 2013-14.
The Tutorial Services Summary Report (SARS Trak) reflects the first increase in the number of Tutorial Services students and
hours in the past three years (SARS Trak was implemented in Summer 2012). Main Campus Tutorial Services provide students
with trained, qualified student and professional tutors in various academic areas through drop-in tutoring, group tutoring, and
appointment tutoring. Tutors support a student's regular instructional program through individual and small group tutoring at
the main campus, King City Center, and Alisal Campus. Most funding for tutors and SI leaders is through grants, and as a result,
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students in basic skills and STEM courses receive services; therefore, tutoring and SI services are typically not available to
students taking courses that are not STEM or basic skills. Plans to relocate tutorial services on the Main Campus and to provide
more services to both the Alisal Campus and the King City Center as well as to expand hours on the Main Campus are ongoing.
2. Analyze and report on salient patterns and trends in this data. Given these patterns and trends in users, needs,
usage and/or other key factors, identify particularly challenging issues in service/program provision, office
functioning, and the evaluation of the service/office/non-instructional program.
Circulation transactions are trending down, which is expected as database use becomes more prevalent (Vendor Counter
Statistics show a 45 percent increase from 2012-13 to 2013-14); there is a robust use of reserve items and that collection has
increased. Staff is analyzing spacing needs/locations. The demand for Math and Science Academy materials increases as
enrollment for those academies increases. Reference librarians introduce students to the use of ebooks in student orientations
(both the number of orientations and the number of ebooks used has increased in 2013-14 over 2012-13. The use of the Library’s
main research guide, which jumped dramatically starting in October, 2014, is being investigated by librarians. While Media item
checkouts continue to fluctuate, demand for technical support from the Computer & Media Services technicians has continually
increased while the staffing has inexplicably decreased.
3. Provide any other relevant data and describe any other relevant qualitative factors that affect service/program
provision, office functioning, and the evaluation of the service/office/non-instructional program. List the
sources of this data and information.
The security system in the library (the “gates”) has been malfunctioning and is being replaced between the Spring 2015 semester
and the Summer 2015 session. Books are being discarded; remaining books are being re-tagged with new RFID tags.
The Student Support Librarian position has remained unstaffed since 2012; this position teaches, coordinates and manages the
library’s offerings of credit courses, orientations, and tours. Currently, the Lead Librarian fulfills part of this role, but it takes her
away from 30-50 percent of her Technical Services job responsibilities. In addition, the Student Services Librarian contributes to
the selection and deselection of materials along with the other full-time and part-time librarians. The Student Services Librarian
position has oversight of weeding of the collection, which has been neglected for the last few years. During the Fall 2014 and
Spring 2015 semesters, the librarians have been engaged in a major collection evaluation activity. Supervision of this project is
the responsibility of the Student Services Librarian. In the absence of this librarian, the Lead Librarian has assumed some
oversight of the project, which accounts for approximately 10-15 percent of her time.
Since the closing of the labs several years ago, the availability of evening and weekend assistance in English and math has been
available on a limited basis. Approximately 90 percent of tutoring support is supported by grant funding. Academic support
services at other campus sites have also been limited. King City Center continues to offering math and English tutoring on site.
Alisal Campus is offering some tutoring this semester on weekdays and weekends, which is no longer only available for CSS
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students and the CSIT-in-3 cohorts. For its second semester, the Main Campus Tutor Area continues to be open two evening and
Saturdays. Much more is needed and the institution needs to dedicate facilities and budgets in order to establish and sustain
these services. Once the services are established, a comprehensive and sustainable marketing program will need to be put into
place. Long term plans for offering support to other campus sites and evening students need to be developed. These might
include options like four-ten work weeks (allowing the Main Campus Area to be open four evenings each week), alternating work
sites, or additional staffing. Some of these could be piloted in the summer since tutorial numbers on main campus have been low
since the shifting of English and math courses to Alisal Campus.
Generally, most languages’ disciplines are faced with a shortage of qualified adjunct instructors and inadequate classroom space
for scheduling classes to meet the needs of students. In addition, there have been complaints about the downtrodden and dirty
appearance of classrooms.
Improvements to the ACE program based on the 2015 PPA, which includes a SWOT analysis still must be further examined. The
program has not had difficulty recruiting a cohort that includes not only high-risk students.
B. SERVICE/PROGRAM MODALITY
1. Describe the different physical locations (campuses, sites, etc.) at which, the various delivery vehicles (phone,
online, face-to-face, etc.) through which, and the times (of day, evening, week, etc.) at which the service/program
is provided to intended recipients. Consider staffing and other resources available to serve user needs for each
location, vehicle, and time specified.
The Office for the Dean of Academic Affairs, Languages, Learning Support, and Resources is located in A-150 in the library with the
administrative office assistant in the adjacent office. This is a good location for the dean to adequately supervise library staff and
functions. However, the location of this office is also isolated from the other support staff/academic deans. This has provided some
difficulty for coverage and perhaps an inconvenience for some faculty. The impact of the isolation has resulted in office staff not
being as closely involved with other academic affairs staff as well as some coverage issues. The administrative assistant for the office
has requested training; however, scheduling such training has been difficult because of the high-volume of work with which all staff
are faced.
The Hartnell College Library is open for more weekly hours (64 hours/week during the spring and fall semesters and 52 hours/week
during the summer) than the libraries of the surrounding colleges (Cabrillo, 55; Gavilan, 55, and MPC, 48); in addition, the Hartnell
Library is the only one open on Saturdays. It is challenging to provide library services to our remote locations. In addition to space
limitations at the Alisal Campus and the King City Center, there are staffing issues. A faculty librarian serves the King City Education
Center one day per week for four hours. She is available to assist students with research and provide library orientations, in addition
to teaching a one-unit self-paced course. The Alisal Campus is served by librarians at the main campus; however, library service to
the Alisal Campus is mostly electronic. The library’s many online resources are available on- or off-campus to all students, faculty,
and staff, 24 hours per day, seven days per week. Among these resources accessible through the library’s webpage are over 100,000
electronic books, including encyclopedias and other reference sources, and more than 30 databases providing full-text articles from
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magazines, newspapers, and scholarly journals. Reference service is available to all students via telephone, in-person, and email.
Librarians respond to messages sent to reference@hartnell.edu within 24 hours.
The majority of tutorial services are provided on the Main Campus, and hours have been expanded this last year to include two
evenings a week and Saturdays. Staffing is difficult because of funding and the complications of hiring professional experts who
“replace” eliminated CSEA staff positions. While services have improved at both the Alisal Campus and the King City Center, they are
still inadequate to serve our students.
The LLS&R area is in the process of selecting three new full-time faculty (in ENG, COM, and ENG/ESL), which should help to
alleviate staffing issues for these areas. However, SPA has only two full-time faculty, one of whom will be retiring in the next couple
of years; it has been challenging finding qualified SPA adjuncts. The College has reactivated and began offering two non-credit
courses; however, there are issues with low salaries for non-credit faculty; this concerns full-time faculty, who want to retain the
credibility of the ESL program and have concerns over the qualifications of those who will teach for lower rates.
2. Compare service/program quality provided across locations, vehicles, and times. Are there differences? To what
do you ascribe the differences in your service/ program? Discuss any other relevant factors regarding diverse
service/program modalities and environments.
Space at the Alisal Campus and King City Center is limited, and there is not staffing at these sites to check out materials. The adjunct
librarian from the King City Center will be retiring at the end of the Spring 2015 semester; this position will be replaced. Our Systems
Librarian is piloting an online library orientation in Spring 2015, which will provide virtual instruction for potential library users,
especially those taking online classes. Reference service is available to all students via telephone, in-person, and email. Librarians
respond to messages sent to reference@hartnell.edu within 24 hours.
Tutorial Services is currently located in A-214 in the Library. The Tutorial Services Coordinator staffs the “center” with the assistance
of ambassadors and tutors. Tutoring is provided mainly for those students in basic skills classes and in STEM classes because grant
funding is available to support these activities. There is concern about support if/when Title V funding is no longer available.
Finding classroom space at popular teaching times to accommodate all LLS&R classes is difficult.
3. Describe the process to change and improve service/program quality for the more challenging locations, vehicles,
and/or times.
The Dean of LLS&R collaborates with the South County Dean and the Advanced Technology Dean. However, space and support staff
continue to be a challenge. Both remote campuses have limited services, and it is difficult for either the Head Librarian or the
Tutorial Services Coordinator to provide support or oversight. The ability to provide the orientation to library services and INS 250,
Tutor Training, through etudes will help us to deliver more services remotely. Both the library staff and Tutorial Services Coordinator
advertises services to both faculty and students.
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Supplemental Instruction Attendance continues to suffer from the lack of available classroom space and available hours of the SI
Leaders. In addition, although there has been an increased interest in SI among math faculty, SIs in most disciplines lack lead
faculty. As reflected in the consistent services offered in ESL, lead faculty consistently recruit and maintain SI Leaders for their
courses and promote the use of SI in other courses within their discipline. The most recent casualty of this lack of leadership is the
pre-nursing biology courses. SI for some of these courses have become very inconsistent or non-existent. Another campus program
attempted to provide SI last semester in an area that Tutorial Services lacked SI Leaders, but the quality of the services and results
are unknown. There is a recommendation in the Tutorial Services 2014-15 PPA to hire Instructional Specialists who would take on
the role of offering consistent and timely SI sessions while offering classroom support and tutoring. These employees would fall on
the classroom side of the 50% law. In May, faculty, staff, and deans met to discuss strategies to improve awareness and use of
Supplemental Instruction (SI).
A process for creating consistent first contact support for students entering the Main Campus Tutorial Area needs to be
implemented. Tutorial Area usage continues to increase by offering study hours for the athletics teams and inviting faculty to use the
area for their office hours and review sessions. Unfortunately, the center is limited by space. The more students we attract the more
crowded and noisy the center becomes which results in student spending less time here. The anticipated move to the Student
Services Building should help to alleviate the space issue, which has resulted in a decline of the number of hours of Math Academy
Lifeline students who have used services.
Workgroups are being formed to strategize and plan for an academic success center along with the proposed move of the existing
tutorial space (formerly the “Quiet Reading Room” in the Library) to the Student Services Building.
Ensuring that outcomes are developed and appropriate for all levels of instruction as well as for non-instructional areas continues to
be a problem. Initially, Title V funds provided support for a professional expert to transition outcomes from the SLO folder on the R
drive to eLumen. This was a monumental task; several logistical problems ensued (data load issues, eLumen leadership changes,
poorly developed training materials by eLumen) but have been solved allowing us to move forward. However, the current structure of
the organization does not provide adequate support to ensure that outcome assessment is continuous and sustainable.
Changes need to be made to the ACE program to increase more balanced enrollment and to improve student success and persistence.
The program’s PPA, which includes the SWOT analysis based on internal and external participation, needs to be reviewed to
determine appropriate action. The hiring of a new program assistant will help to provide the program with more support and
stability.
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C. OUTCOMES
SERVICE AREA OUTCOMES
Each service unit/office/non-instructional program develops its own Service Area Outcomes (SAOs). The outcomes should be directly related
to the work of the service unit/office/non-instructional program, challenging but attainable, and measureable. SAOs should articulate what
specifically is to be achieved; their measurement should assess how well the service unit/office/non-instructional program is performing.
1. Please complete the following tables.
List Service Area Outcome(s) scheduled
for assessment as previously specified
What changes have occurred in the
service/office/ program as a result of
dialogue?
Was a Service Area Outcome
Assessment Summary
completed (if expected)?
The LLS&R PPA was combined with the VPAA
PPA for 15-16.
List Service Area Outcome(s) scheduled for assessment in
AY 15-16
How will the Outcome(s) be assessed?
Improve customer service
Track “turn-around” time for processing and response
time for email responses
Track progress in completion of tasks for which training
has been provided
Percent of faculty/staff completing the assessment cycle
Percent of faculty/staff completing the assessment cycle
Ensure adequate training for administrative assistant
Ensure adequate support and training for outcome assessment
Improve learning outcome assessment rates to 95 percent for all active
courses
Improve assessment rates to 100 percent for all service area
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Percent of faculty/staff completing the assessment cycle
2. Describe how service area outcomes were specifically addressed by the service/office/program during the past
year.
(Was there review and analysis of the data? How did the staff engage in discussion? Were any interventions
conducted? Are there any plans to make changes/improvements in the service/office/program?)
Library staff met and discussed outcomes. Since the previous PPA, library staff are transitioning to the new security system and
have implemented new study room reservation software. New processes have been developed and posted to the Library website
regarding study rooms. Since both are new installations, assessment will be conducted during the next PPA cycle. In addition, the
new library orientation is being piloted in Spring 2015. Because there is only one tutorial staff member, he participated in
discussions with library staff.
Fifteen eLumen training sessions were held for both full-time and adjunct faculty in February 2015. Eighty-eight percent of fulltime faculty were trained. Data from Fall 2014 has been entered into eLumen. Additional training sessions to refresh learning and
to present new learning on Action Plans is scheduled for May.
3. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving
these improvements?
Tutorial Services needs to be strengthened, and a work group is being formed to begin planning. As indicated, staffing needs to be
addressed as well as promotion of available services to faculty and staff. This is difficult because
D. PREVIOUSLY SCHEDULED ACTIVITIES
This subsection focuses on activities that were previously scheduled. An activity can address many different aspects of your
service/office/program, and ultimately is undertaken to improve or enhance your service/office/program, and keep it current.
Activity scheduled
What success has been
achieved to date on this
activity?
What challenges
existed or continue to
exist?
Will activity
continue into AY 1516?
Will activity continue
into AY 16-17?*
1.
2.
3.
* For each activity that will continue into AY 2016-17 and that requires resources, submit a separate resource request in Section
III.
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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 service or program success?
NA
III. ANNUAL ACTION PLAN
This section must be completed for ALL services/offices/non-instructional 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 2016-17. An activity can address many different
aspects of your service/office/program, and ultimately is undertaken to improve, enhance, and or keep your service/office/program
current. A new activity may or may not require additional resources. The first activity listed should be the most important; the second
activity listed the second most important, etc. 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
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1. List information concerning new projects or activities planned. The first activity listed should be the most
important; the second activity listed the second most important, etc. Please keep in mind that resources needed, if
funded, would not be approved until spring 2016 and provided until FY 2016-17. Ongoing activities involving
resources that will no longer be available from grant funds starting FY 2016-17 must be planned for
appropriately.
Activity
1. Elumen training
for faculty, staff,
and managers
2.
Strategic Plan
Goal(s)
No. & Letter
(e.g., 5A)*
1-6
Related SAOs, SLOs,
PLOs, or goals
All
Desired
Outcome(s)
Faculty, staff,
and managers
will conduct
meaningful
and continuous
assessment to
guide program
improvement
Resources Needed
Person
Responsible
Estimated Date of
Completion (can be
more than one year
in length)
Staff; money for
stipends for adjunct
faculty
LLS&R
Dean, O&A
chair and
Assessment
Specialist
ongoing
3.
4.
5.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
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Comments
*** Please complete items 2a-e immediately below for EACH new activity. ***
Activity 1: Outcomes & Assessment Technician (eLumen support staff)
2. This item is used to describe how the new activity, or continuing new activity, will support the service/office/program.
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-up activity that this resource will support.
For there to be continuous improvement for all programs, assessment activities and training need to be an ongoing activity. Assessment data
for courses and academic programs typically will be entered into eLumen once a semester, which results in a need for re-training on a regular
basis. The eLumen program requires technical support for maintenance and data uploads; in addition, coordination with curriculum
activities is necessary.
b) Describe how this activity supports all of the following that apply:
1) Service Area Outcome (list applicable service area outcome)
2) Program level Outcome (list applicable program level outcome)
3) Course level Outcome (list applicable course level outcome)
4) Service/Program Goal (list applicable service /program goal outcome)
5) Strategic Plan Goal (list applicable strategic plan outcome)
Assessment and eLumen training activities support all of the above, since all areas of the college need to participate in developing and
assessing outcomes, analyzing outcome data and participating in broad-based discussion, determining and implementing appropriate
interventions, and reassessing to determine if there has been improvement.
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c) Does this activity span multiple years?
☐ YES
☒ NO
If yes, describe the action plan for completion of this activity.
Planning for the transition to eLumen began in Fall 2013; delays in implementation of training were caused by data load problems at
Hartnell and eLumen. The Title V grant provided funding for a ten-faculty pilot group to learn the software, develop training materials, and
to present training workshops. In February 2015, 15 workshops were presented to faculty, and 88 percent of full-time faculty were trained.
However, the percentage of part-time faculty who were trained was much less (even though stipends were provided). This training
represented the first phase of eLumen activity—developing assessment rubrics and entering assessment data. The next phase of Action Plan
development was presented at workshops in May 2015. However, turnout was not strong.
There will be an assessment activity as part of Convocation in August 2015, which will be followed by a two-week assessment period (end of
September-beginning of October in fall; end of February-beginning of March in the spring). During this time, faculty will be expected to
share section-level Action Plans and participation in discussions to generate course-level Action Plans and to examine discipline assessment
calendars to plan assessment activities for the next semester. In spring, faculty will also discuss program level outcomes based on assessment
data from courses that map to program outcomes. Staff will receive instruction for entering outcome assessment data and developing Action
Plans. Service area data and results need to be input into eLumen. Additional training and support are necessary to institutionalize
assessment processes.
d) What measureable outcomes are expected from this activity? List indicators of success.
Increased percentage of faculty/staff regularly assessing and improving courses and programs based on outcome assessment data.
e) What are the barriers to achieving success in this activity?
Lack of funds for training; time lapses in using software once trained; requirements for a culture shift to embrace the benefits of assessment
and to participate in broad-based decisions; adjunct turnover/participation.
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*** Please complete items 2a-e immediately below for EACH new activity. ***
Activity 2: O&A/CC Faculty Experts (20%)
2. This item is used to describe how the new activity, or continuing new activity, will support the service/office/program.
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-up activity that this resource will support.
For there to be continuous improvement for all programs, assessment activities and training need to be an ongoing activity. Assessment data
for courses and academic programs typically will be entered into eLumen once a semester, which results in a need for re-training on a regular
basis. Eight to ten O&A/CC Faculty Experts (equivalent of 20% release or NIC = 3 hour/wk * $65/hr * 18 wks = $3,510. For example, the
experts might represent the following academic areas: Advanced Technology, LLS&R, Social/Behavioral Sciences, PE, MSE, COU/Allied
Health, Service Areas. These experts will coordinate and distribute action plans, work with faculty and staff to create/edit assessment
calendars, help provide outcome/assessment training.
b) Describe how this activity supports all of the following that apply:
1) Service Area Outcome (list applicable service area outcome)
2) Program level Outcome (list applicable program level outcome)
3) Course level Outcome (list applicable course level outcome)
4) Service/Program Goal (list applicable service /program goal outcome)
5) Strategic Plan Goal (list applicable strategic plan outcome)
Assessment and eLumen training activities support all of the above, since all areas of the college need to participate in developing and
assessing outcomes, analyzing outcome data and participating in broad-based discussion, determining and implementing appropriate
interventions, and reassessing to determine if there has been improvement.
17 | P a g e
c) Does this activity span multiple years?
☐ YES
☒ NO
If yes, describe the action plan for completion of this activity.
Planning for the transition to eLumen began in Fall 2013; delays in implementation of training were caused by data load problems at
Hartnell and eLumen. The Title V grant provided funding for a ten-faculty pilot group to learn the software, develop training materials, and
to present training workshops. In February 2015, 15 workshops were presented to faculty, and 88 percent of full-time faculty were trained.
However, the percentage of part-time faculty who were trained was much less (even though stipends were provided). This training
represented the first phase of eLumen activity—developing assessment rubrics and entering assessment data. The next phase of Action Plan
development was presented at workshops in May 2015. However, turnout was not strong.
There will be an assessment activity as part of Convocation in August 2015, which will be followed by a two-week assessment period (end of
September-beginning of October in fall; end of February-beginning of March in the spring). During this time, faculty will be expected to
share section-level Action Plans and participation in discussions to generate course-level Action Plans and to examine discipline assessment
calendars to plan assessment activities for the next semester. In spring, faculty will also discuss program level outcomes based on assessment
data from courses that map to program outcomes. Staff will receive instruction for entering outcome assessment data and developing Action
Plans. Service area data and results need to be input into eLumen. Additional training and support are necessary to institutionalize
assessment processes.
d) What measureable outcomes are expected from this activity? List indicators of success.
Increased percentage of faculty/staff regularly assessing and improving courses and programs based on outcome assessment data.
e) What are the barriers to achieving success in this activity?
Lack of funds for training; time lapses in using software once trained; requirements for a culture shift to embrace the benefits of assessment
and to participate in broad-based decisions; adjunct turnover/participation.
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*** Please complete items 2a-e immediately below for EACH new activity. ***
Activity 3: Assessment Specialist
2. This item is used to describe how the new activity, or continuing new activity, will support the service/office/program.
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-up activity that this resource will support.
For there to be continuous improvement for all programs, assessment activities and training need to be an ongoing activity. Assessment data
for courses and academic programs typically will be entered into eLumen once a semester, which results in a need for re-training on a regular
basis. The Assessment Specialist would work with the O&A Committee faculty chair and LLS&R dean to develop/review training materials
and to oversee/coordinate eLumen activities with the Outcomes &Assessment Technician.
b) Describe how this activity supports all of the following that apply:
1)
Service Area Outcome (list applicable service area outcome)
2) Program level Outcome (list applicable program level outcome)
3) Course level Outcome (list applicable course level outcome)
4) Service/Program Goal (list applicable service /program goal outcome)
5) Strategic Plan Goal (list applicable strategic plan outcome)
Assessment and eLumen training activities support all of the above, since all areas of the college need to participate in developing and
assessing outcomes, analyzing outcome data and participating in broad-based discussion, determining and implementing appropriate
interventions, and reassessing to determine if there has been improvement.
19 | P a g e
c) Does this activity span multiple years?
☐ YES
☒ NO
If yes, describe the action plan for completion of this activity.
Planning for the transition to eLumen began in Fall 2013; delays in implementation of training were caused by data load problems at
Hartnell and eLumen. The Title V grant provided funding for a ten-faculty pilot group to learn the software, develop training materials, and
to present training workshops. In February 2015, 15 workshops were presented to faculty, and 88 percent of full-time faculty were trained.
However, the percentage of part-time faculty who were trained was much less (even though stipends were provided). This training
represented the first phase of eLumen activity—developing assessment rubrics and entering assessment data. The next phase of Action Plan
development was presented at workshops in May 2015. However, turnout was not strong.
There will be an assessment activity as part of Convocation in August 2015, which will be followed by a two-week assessment period (end of
September-beginning of October in fall; end of February-beginning of March in the spring). During this time, faculty will be expected to
share section-level Action Plans and participation in discussions to generate course-level Action Plans and to examine discipline assessment
calendars to plan assessment activities for the next semester. In spring, faculty will also discuss program level outcomes based on assessment
data from courses that map to program outcomes. Staff will receive instruction for entering outcome assessment data and developing Action
Plans. Service area data and results need to be input into eLumen. Additional training and support are necessary to institutionalize
assessment processes.
d) What measureable outcomes are expected from this activity? List indicators of success.
Increased percentage of faculty/staff regularly assessing and improving courses and programs based on outcome assessment data.
e) What are the barriers to achieving success in this activity?
Lack of funds for training; time lapses in using software once trained; requirements for a culture shift to embrace the benefits of assessment
and to participate in broad-based decisions; adjunct turnover/participation.
20 | P a g e
*** Please complete items 2a-e immediately below for EACH new activity. ***
Activity 4: O&A Committee Chair/Curriculum Committee Liaison
2. This item is used to describe how the new activity, or continuing new activity, will support the service/office/program.
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-up activity that this resource will support.
For there to be continuous improvement for all programs, assessment activities and training need to be an ongoing activity. Assessment data
for courses and academic programs typically will be entered into eLumen once a semester, which results in a need for re-training on a regular
basis. A faculty chair of the O&A Committee is necessary to guide and facilitate meeting agenda and committee activities and to foster
assessment awareness and best practices on campus.
b) Describe how this activity supports all of the following that apply:
1) Service Area Outcome (list applicable service area outcome)
2) Program level Outcome (list applicable program level outcome)
3) Course level Outcome (list applicable course level outcome)
4) Service/Program Goal (list applicable service /program goal outcome)
5) Strategic Plan Goal (list applicable strategic plan outcome)
Assessment and eLumen training activities support all of the above, since all areas of the college need to participate in developing and
assessing outcomes, analyzing outcome data and participating in broad-based discussion, determining and implementing appropriate
interventions, and reassessing to determine if there has been improvement.
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c) Does this activity span multiple years?
☐ YES
☒ NO
If yes, describe the action plan for completion of this activity.
Planning for the transition to eLumen began in Fall 2013; delays in implementation of training were caused by data load problems at
Hartnell and eLumen. The Title V grant provided funding for a ten-faculty pilot group to learn the software, develop training materials, and
to present training workshops. In February 2015, 15 workshops were presented to faculty, and 88 percent of full-time faculty were trained.
However, the percentage of part-time faculty who were trained was much less (even though stipends were provided). This training
represented the first phase of eLumen activity—developing assessment rubrics and entering assessment data. The next phase of Action Plan
development was presented at workshops in May 2015. However, turnout was not strong.
There will be an assessment activity as part of Convocation in August 2015, which will be followed by a two-week assessment period (end of
September-beginning of October in fall; end of February-beginning of March in the spring). During this time, faculty will be expected to
share section-level Action Plans and participation in discussions to generate course-level Action Plans and to examine discipline assessment
calendars to plan assessment activities for the next semester. In spring, faculty will also discuss program level outcomes based on assessment
data from courses that map to program outcomes. Staff will receive instruction for entering outcome assessment data and developing Action
Plans. Service area data and results need to be input into eLumen. Additional training and support are necessary to institutionalize
assessment processes.
d) What measureable outcomes are expected from this activity? List indicators of success.
Increased percentage of faculty/staff regularly assessing and improving courses and programs based on outcome assessment data.
e) What are the barriers to achieving success in this activity?
Lack of funds for training; time lapses in using software once trained; requirements for a culture shift to embrace the benefits of assessment
and to participate in broad-based decisions; adjunct turnover/participation.
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*** Please complete items 2a-e immediately below for EACH new activity. ***
Activity 5: O&A Assessment Activities/Marketing
2. This item is used to describe how the new activity, or continuing new activity, will support the service/office/program.
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-up activity that this resource will support.
For there to be continuous improvement for all programs, assessment activities and training need to be an ongoing activity. Assessment data
for courses and academic programs typically will be entered into eLumen once a semester, which results in a need for re-training on a regular
basis. It is essential to continue to bring awareness to faculty and staff of the importance of assessment activities and of the availability of
training. Stipends need to be made available for adjunct faculty for eLumen training. In addition, training materials need to be expanded.
Incentives can be provided to encourage participation in surveys, such as the graduation survey.
b) Describe how this activity supports all of the following that apply:
1) Service Area Outcome (list applicable service area outcome)
2) Program level Outcome (list applicable program level outcome)
3) Course level Outcome (list applicable course level outcome)
4) Service/Program Goal (list applicable service /program goal outcome)
5) Strategic Plan Goal (list applicable strategic plan outcome)
Assessment and eLumen training activities support all of the above, since all areas of the college need to participate in developing and
assessing outcomes, analyzing outcome data and participating in broad-based discussion, determining and implementing appropriate
interventions, and reassessing to determine if there has been improvement.
23 | P a g e
c) Does this activity span multiple years?
☐ YES
☒ NO
If yes, describe the action plan for completion of this activity.
Planning for the transition to eLumen began in Fall 2013; delays in implementation of training were caused by data load problems at
Hartnell and eLumen. The Title V grant provided funding for a ten-faculty pilot group to learn the software, develop training materials, and
to present training workshops. In February 2015, 15 workshops were presented to faculty, and 88 percent of full-time faculty were trained.
However, the percentage of part-time faculty who were trained was much less (even though stipends were provided). This training
represented the first phase of eLumen activity—developing assessment rubrics and entering assessment data. The next phase of Action Plan
development was presented at workshops in May 2015. However, turnout was not strong.
There will be an assessment activity as part of Convocation in August 2015, which will be followed by a two-week assessment period (end of
September-beginning of October in fall; end of February-beginning of March in the spring). During this time, faculty will be expected to
share section-level Action Plans and participation in discussions to generate course-level Action Plans and to examine discipline assessment
calendars to plan assessment activities for the next semester. In spring, faculty will also discuss program level outcomes based on assessment
data from courses that map to program outcomes. Staff will receive instruction for entering outcome assessment data and developing Action
Plans. Service area data and results need to be input into eLumen. Additional training and support are necessary to institutionalize
assessment processes.
d) What measureable outcomes are expected from this activity? List indicators of success.
Increased percentage of faculty/staff regularly assessing and improving courses and programs based on outcome assessment data.
e) What are the barriers to achieving success in this activity?
Lack of funds for training; time lapses in using software once trained; requirements for a culture shift to embrace the benefits of assessment
and to participate in broad-based decisions; adjunct turnover/participation.
24 | P a g e
B. RESOURCE REQUESTS
If new/additional resources are needed for your service/office/program, 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 (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). 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 service/program to function properly to improve student
learning, such as updated equipment in a room/facility; in such case be sure to note that the resource is NOT tied to a specific activity.
Activity
No.
Personnel
Classified
Staff/
Faculty
(C/F/M)*
Supplies/Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Library
Materials
Facilities/Space
e.g. Science
Labs
Projected
Costs
1.
Outcomes &
Assessment
Technician
(eLumen
support staff)
$33,000
2.
O&A/CC
Faculty
Experts (20%)
$35,000
3.
Assessment
Specialist
$12,000
4.
Activity 4:
O&A
Committee
Chair/CC
Liaison
$10,000
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5.
O&A
Assessment
Activities/
Marketing
* Personnel: Include a C or F after the amount to indicate Classified Staff or Faculty.
** S for Supplies, E for Equipment.
*** H for Hardware, S for Software.
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$15,000
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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