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
Math, Science and Engineering Office
*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
Shannon Bliss
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Title/Position
Dean of Academic Affairs: MSE
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.
•
•
•
•
•
•
•
•
•
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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?
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?
[Begin response here]
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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.
In considering your service’s/office’s/program’s future goals, please review Hartnell’s vision and mission statements.
VISION STATEMENT
Hartnell College will be nationally recognized for the success of our students by developing leaders who will contribute to the
social, cultural, and economic vitality of our region and the global community.
MISSION STATEMENT
Focusing on the needs of the Salinas Valley, Hartnell College provides educational opportunities for students to reach academic
goals in an environment committed to student learning, achievement and success.
[List and describe service/office/program goals here]
1)
2)
3)
4)
5)
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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.
Total Student Headcount:
We are starting to see an increase in student headcount as indicated by the table below:
Fall 2010
9,915
Fall 2011
9,512
Fall 2012
8,470
Fall 2013
9,619
Fall 2014
9,963
The trends below appear to be mostly set by the headcount at the Main Campus and Alisal. King City and Distance Education have had a
slight decrease in students.
Main Campus
Alisal Campus
King City Campus
Distance Education
Fall 2010
6,999
114
665
1,258
Fall 2011
7,041
1,326
707
1,420
Fall 2012
6,403
1,149
776
1,317
Fall 2013
6,548
1,158
712
1,326
Fall 2014
7,070
1,329
630
1,265
Number of Sections:
We are currently offering more twice as many day sections than evening college-wide.
Day (8:00am – 4:30pm)
Evening (4:30pm – 10:00pm)
Distance Education
Data pulled from EIS.
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Number of Sections
758
225
63
Percentage
72.47%
21.51%
6.02%
The college experienced a drop in student headcount and sections being offered in Fall of 2012. The college experienced a recovery of loss in
Fall of 2013 and Fall of 2014 based on the data from Fall 2010 and Fall 2011.
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Fall 2014
Number of Sections
912
963
756
907
1046
Data pulled from EIS.
Note the trends across sites below. Other off campus sites are not in the data below.
Number of Sections Fall 2010
Fall 2011
Fall 2012
Fall 2013
Fall 2014
Main Campus
726
689
538
655
760
Alisal Campus
9
102
77
76
123
King City Campus
39
44
42
50
46
Distance Education
59
67
51
58
63
Data pulled from EIS.
Male to Female Students:
We have seen an increase in percentage of male students in comparison to females.
Fall 2013
Female
48
Males
52
All data from Chancellor’s Office MIS Data Mart.
Fall 2014
48
52
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.
The main pattern in the data above appears to be based on budget instability. Based on anecdotal reports and waitlist numbers, we are
offering fewer course sections than are needed to meet community needs. We do not have the appropriate data to get the trends and
patterns necessary to fully analyze the schedule.
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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.
N/A
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.
Main Campus, Alisal Campus, and King City Education Center offices are typically open 8-5 Monday through Friday. On Main Campus there
is additional support from an “evening administrator” available 5-7 pm Monday through Thursday and Saturday morning during the
semester.
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.
We strive to provide quality customer service at all locations at similar levels. Classified staff and managers meet together monthly to develop
consistent procedures and discuss continuous improvement.
Limited staffing at all locations makes it difficult to provide adequate assistance when more than one person is seeking services at the same
time or at times our offices are closed
3. Describe the process to change and improve service/program quality for the more challenging locations, vehicles, and/or
times.
Full-time faculty will be assigned to teach at all locations. We have increased library and tutoring services for all students at all locations.
This is one area that we need to continue to make improvements upon.
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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)?
1. Students, faculty, and staff will use an accurate,
complete schedule/catalog available for the
published registration deadlines.
Still struggling with the number of change
forms that the office has received (272).
Trying to automate the process with Astra
to help stream line the process and
hopefully reduce the number of errors.
Some of the changes that are seen, such as
a part-time instructor quitting the last
minute are out of our control. However,
they are still counted in the number of
change forms that are received.
Yes. This will be an on-going
project.
2. Students, faculty, and staff will have userfriendly forms and processes.
Forms have been created or updated to
insure efficiency of processing requests,
notifying students, etc. A faculty resource
page has been developed on the web for all
faculty to obtain forms, review processes,
etc.
Each campus has taken a critical look at
the programs and services that are offered
there. Several faculty have been hired on
special assignments to assist in servicing
students’ needs. Further discussions are
pending at the Deans retreat in June.
Yes. The forms and processes will
be reviewed annually.
3. Provide equitable academic experiences that
consistently serve the diverse learning needs of
students at all locations.
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Yes.
List Service Area Outcome(s) scheduled for assessment in
How will the Outcome(s) be assessed?
AY 15-16
1. Provide in-service training opportunities for all adjuncts, Create opportunities through the various workshops and Flex
faculty and managers.
activities offered on and off campus. Collect data on workshops
offered, dates and attendance of workshops. Fill out satisfaction
survey.
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?
The Curriculum and Instruction Office received 272 change forms. The changes resulted in change in faculty, change of days and times, and
cancellation of classes, etc. The process of data entry has greatly improved. The changes seen by the C& I Office are based on the review of
the schedule from faculty and managers. Once a schedule is submitted to the C & I Office, no changes will be accepted except for special
circumstances. One exception would be an adjunct not being available to teach an assigned class.
3. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving these
improvements?
The college needs to provide relevant and consistent data to enable completion of the PPA document. Consistent data are also needed to
address these goals. Additional staff is needed to develop and maintain the Academic Affairs web site (forms and information) and
scheduling, curriculum and catalog processes.
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 15-16?
Will activity continue
into AY 16-17?*
1. Schedule of classes
Trying to automate the
Still receiving too many Yes under the
Yes under the
with minimal
process.
change forms.
leadership of the
leadership of the Dean
changes.
Dean
* 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?
Still struggling with the number of change forms that the office has received (272). Trying to automate the process with Astra to help stream
line the process and hopefully reduce the number of errors. Some of the changes that are seen, such as a part-time instructor quitting the
last minute are out of our control. However, they are still counted in the number of change forms that are received.
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
Strategic Plan
Goal(s)
No. & Letter
(e.g., 5A)*
Related SAOs, SLOs,
PLOs, or goals
Desired
Outcome(s)
1. No MSE Office
initiatives planned
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
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Resources Needed
Person
Responsible
Estimated Date of
Completion (can be
more than one year
in length)
Comments
*** Please complete items 2a-e immediately below for EACH new activity. ***
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-on activity that this resource will support.
[Begin response here]
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)
[Begin response here]
c) Does this activity span multiple years?
☐ YES
☐ NO
If yes, describe the action plan for completion of this activity.
[Begin response here]
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d) What measureable outcomes are expected from this activity? List indicators of success.
[Begin response here]
e) What are the barriers to achieving success in this activity?
[Begin response here]
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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
1.
2.
3.
4.
5.
* 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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Travel
Library
Materials
Facilities/Space
e.g. Science
Labs
Projected
Costs
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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