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 (every five years) comprehensive review that shows evidence of improvement and outlines long-range goals.
The Program Planning and Assessment process will improve and increase the flow of information and data at Hartnell College. The result of the process will also improve institutional effectiveness.
Service/Office/
Non-Instructional Program
Learning Support & Resources
Date Completed (must be in final form by 3/31/14)*
Date Submitted to VP
*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 ​ and submitted no later than the end of
March.
List of Contributors, including Title/Position
Kathy Mendelsohn Dean of Academic Affairs
Delia Edeza Administrative Assistant
This PPA report is organized in 3 sections and 9 subsections as follows:
I.
Comprehensive Review ​ b. Staffing Profile, and c. Service/Office/Program Goals.
II.
Annual Review ​ and d. Previously Scheduled Activities.
III.
Annual Action Plan ​
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➔
➔
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?
The Office of Learning Support and Resources plans, organizes, directs, supports, and evaluates the
Library, tutorial services, basic skills activities, instructional and non-instructional outcomes at all levels, ACE, and Foster and Kinship Care. We collaborate with faculty and staff to set the vision of our programs and the college and to provide academic support for students. We recruit, hire, and evaluate staff and/or faculty as well as SIs and tutors. We oversee budgets for the Library, basic skills, tutorial services, and ACE and provide oversight for the Foster and Kinship Care grant budgets. We support learning success programs. We provide oversight for assessment of outcomes at the course, program, and institutional levels.
Until 2013-14, the Vice President of Information and Technology Resources had oversight of the
Library.
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TAFFING
ROFILE
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
Management,
Supervisors
Classified Staff
Classified Staff-
Part-time
Faculty Staff
Faculty – Part-time
Student Workers
Professional Experts
Total Full Time equivalent Staff
2011-12 2012-13 2013-2014
2
2
9
4 undetermined
2. What staffing factors/challenges have influenced the effectiveness of the service/
7
2 office/program?
The Library has seen a “chain effect” of position changes after the retirement of the Library
Services Specialist; in addition, the administrative assistant to the dean resigned. As a result, there are “new” employees in five staff positions in the Library.
The Library is fortunate to have a dedicated, professional staff, who have been responsible for the smooth operation of the facility, even as personnel changes have occurred.
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ERVICE
FFICE
ROGRAM
OALS
1. List and describe service/office/program goals for the next comprehensive review cycle—Fall 2014 through Fall 2018. Be sure to highlight innovative, unique, or other especially noteworthy aspects.
A new mission and vision is currently before the board for approval in February. In considering your service’s/office’s/program’s future goals, please review the proposed new mission and vision statements.
V
ISION
S
TATEMENT
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.
M
ISSION
S
TATEMENT
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.
Office of LS&R service/office/program goals:
1) Provide excellent internal and external customer service by responding, supporting and advocating for service area needs.
2) Provide support for faculty, staff, and management to develop and assess outcomes
3) Successfully implement eLumen software for most faculty and staff by the end of Spring
2015.
4) Increase awareness and use of Library databases and services on all campuses.
5) Increase tutorial and SI support on all campuses
6) Establish an academic support center for students
7) Develop strategies to increase the success and persistence of students in the ACE program
8) Maintain accurate and current information on area web pages.
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A.
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:
After a decrease in student headcount over the last 4 years, in Fall 2013 we are starting to increase again. Recovery to previous levels of service will take some time.
Student Headcount
Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013
10,490 9,915 9,512 8,470 9,619
The trends above appear to be mostly set by the headcount at Main Campus. Distance
Education follows the pattern of Main Campus. King City has had slow yearly increases in students. Alisal had its largest headcount in Fall 2011.
Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013
Main Campus 7,491 6,999 7,041 6,403 6,548
Alisal Campus
King City Campus
Distance Education
94
645
1,089
114
665
1,258
1,326
707
1,420
1,149
776
1,317
1,158
712
1,326
Number of Sections:
We are currently offering more than twice as many day sections than evening college-wide.
Day
Number of Sections
580
Percentage
64
Evening
Distance Education
227
58
25
6
The decrease in headcount is not reflected in the number of sections offered, note the increase in sections from Fall 2009 to Fall 2011. Fall 2012 reflects the lowest number in both these measures, with Fall 2013 showing a recovery in both.
Number
Sections of
Fall 2009
869
Fall 2010
912
Fall 2011
963
Fall 2012
756
Fall 2013
907
Note the trends across sites below. Other off campus sites are not in the data below.
Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013
Main Campus
Alisal Campus
King City Campus
Distance Education
659
7
39
51
726
9
39
59
689
102
44
67
538
77
42
51
655
76
50
58
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Male to Female Students:
We have seen an increase in percentage of male students in comparison to females.
Fall 2011 Fall 2013
Female
Males
51
49
48
52
All data from Virtual Fact Book V04.
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 is 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.
The ACE program and Tutorial Services have suffered because of a lack of institutional support (budget); the Library is understaffed as well (classified and certificated staff).
Both library and tutorial services need to be expanded to the Alisal Campus and the King
City Center.
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.
Providing excellent internal and external customer service is a qualitative goal. To address this we will develop a survey that students would fill out after a point of contact with a
Hartnell employee in Academic Affairs.
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B.
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. The Library is open from 8 a.m. -9 p.m., Monday through Thursday; 8 a.m. through 4 p.m. on Friday, and 10 a.m. through 2 p.m. on Saturday.
Phone and face-to-face customer service are provided at all locations. We have set as a goal improving the utility of our webpage to provide more flexible service to the community.
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 other locations. We are working to provide more equitable library and tutoring services for all students at all locations.
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C.
S
ERVICE
A
REA
O
UTCOMES
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
1. Students, faculty, and staff will use an accurate, complete schedule available at the published registration deadlines.
2. Students, faculty, and staff will have user- friendly forms and processes.
What changes have occurred in the service/office/ program as a result of dialogue?
The fall 2014 schedule was entered from
“scratch,” which still resulted in too many errors; examination of error fields is ongoing. The Office of Academic Affairs is currently working with an Ellucian consultant to identify and analyze errors.
A “team approach” (vs. one person) will be used for data entry of the schedule.
We are working on building a student-need based schedule first, adding in staffing and room assignments later.
More logical scheduling procedures are being examined and employed (science grid, coordination to avoid conflicts, etc.)
A new curriculum oversight (scheduling, catalog, and curriculum) coordinator/management position has been proposed.
Academic Affairs offices have expanded collaboration efforts to improve customer service. These processes will be driven by input from and training for the Academic
Affairs staff.
Was a Service Area
Outcome Assessment
Summary completed (if expected)?
Yes.
This is an effort we will continue to improve and re-assess.
Yes.
This is an effort we will continue to improve and re-assess.
List Service Area Outcome(s) scheduled for assessment in
AY 14-15
1. Students, faculty, and staff will use an accurate, complete schedule/catalog available for the published registration deadlines.
2. Students, faculty, and staff will have user-friendly forms and processes.
3. Provide equitable academic experiences that consistently serve the diverse learning needs of students at all locations.
How will the Outcome(s) be assessed?
Gather data specific to student academic needs and continue to build schedules/catalogs that address community needs.
Update forms and information on
Academic Affairs web pages.
Quality instruction and services will be provided at all locations.
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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?
There were 51 changes made to the Spring 2014 schedule after 11/27/13 (as evidenced by the number of Change Forms submitted to the Office of Academic Affairs). These results reflect personnel changes (decreased staffing) in the Office of Academic Affairs. The fall schedule was entered from “scratch,” which still resulted in too many errors; examination of error fields is ongoing.
Several staff-management meetings have occurred. The focus group of administrative assistant staff with the facilitator occurred in February 2o14.
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 data to enable completion of this PPA document. Data are also needed to address our goals. Additional staff is needed to develop and maintain the
Academic Affairs web site (forms and information) and scheduling, curriculum and catalog processes.
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D.
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
14-15?
Yes
Will activity continue into AY
15-16?*
Yes. Produce schedules which address student and community needs
The Office of Academic
Affairs is currently working with an Ellucian consultant to identify and analyze errors.
A “team approach” (vs. one person) will continue to be used for data entry of the schedule.
Too many errors still occurred; examination of error fields needs to be completed.
Yes. Yes. A new curriculum oversight
(scheduling, catalog, and curriculum) coordinator/manag ement position has been proposed.
Establish a Student
Success Center
As a result of a discussion between an English department delegation and the college president about the need for the creation of Student
Success Center, a task force was formed and tasked with developing a plan for realizing such a center. The English department will assist the task force by completing surveys issued by the task force and by developing an “English Department
Vision” of what the success center encompass.
This position was not approved for AY
2014-15.
More logical scheduling procedures are being examined and employed
(science grid, coordination to avoid conflicts, etc.)
The task force is still working out a unified vision for the center.
No specific physical location or funding source has been definitively identified at this time.
Yes Yes
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* For each activity that will continue ​ and that requires resources, submit a separate resource request in ​ .
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?
See above.
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This subsection addresses new activities for, and continuing new activities into, ​ . 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.
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
SAOs, SLOs,
PLOs, or goals
Desired
Outcome(s)
Resources
Needed
Person
Responsible
Estimated
Date of
Completion
(can be more than one year in length)
Comments
AY
2015-16
Update forms and information on Academic
1, 2, 4 SAO No.
2
Updated web pages and
Addition al staff and
Lori
Kildal
Affairs web pages.
usable forms training
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
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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.
SAO 1: Students, faculty, and staff will use an accurate, complete schedule/catalog available for the published registration deadlines. b) Describe how this activity supports any of the following:
1) Service Area Outcome
2) Program level Outcome
3) Course level Outcome
4) Service/Program Goal
5) Strategic Priority Goal
This is our SAO 1, driven by our goal 1.a. This effort directly supports strategic goals 1 and 2. c) Does this activity span multiple years? YES
If yes, describe the action plan for completion of this activity.
This will be an ongoing function of the Academic Affairs office in our effort for continual improvement. d) What measureable outcomes are expected from this activity? List indicators of success.
A schedule with minimal errors, class sections that meet student need. e) What are the barriers to achieving success in this activity?
We need better data and more staff.
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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 f) Describe the new activity or follow-on activity that this resource will support.
Update Academic Affairs forms and procedures, and providing them along with updated information on Academic Affairs web pages g) Describe how this activity supports any of the following:
1) Service Area Outcome
2) Program level Outcome
3) Course level Outcome
4) Service/Program Goal
5) Strategic Priority Goal
This is our goal 1.c used to drive SAO 2. h) Does this activity span multiple years? YES
If yes, describe the action plan for completion of this activity.
This will be an ongoing function of the Academic Affairs office in our effort for continual improvement. i) What measureable outcomes are expected from this activity? List indicators of success.
Accessible and easy to use/process forms and procedures with minimal processing steps that encompass all necessary stake holders. A useful and up-to-date web page. j) What are the barriers to achieving success in this activity?
Trained staff, appropriate number of employees and time.
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Activity: Student Success Center
2.
This item is used to describe how the new activity, or continuing new activity, will support the program/discipline.
A student success center will help students in becoming independent and successful learners by providing a variety of support services. The center will strive to create an interactive learning
environment that offers students the help needed to be successful in college.
Students must have an appropriate level of support in order to succeed in course work and in subsequent courses. In the Poppy Copy, J.E. Roueche and S.D. Roueche explicitly call for colleges to examine the comprehensiveness of support services available to developmental students, stating that “colleges must increase the support and structure they offer at-risk students who need support and structure more than any other students in higher education” (19). Steps need to be taken at Hartnell to establish a comprehensive program of instructional support.
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.
Students would be best served by a centralized (or centrally coordinated) student success center that is a hub for tutoring services, supplemental instruction, and possibly other sorts of academic supportive services as well. Thus, the $160,000 dollars requested for staffing include coordinators, instructors, tutors and other stuff to serve students in Math and ESL as well as in
English. These funds would be used to pay the salaries of: faculty coordinators in English,
Math, ESL, and for a student success computer center coordinator; full or part-time faculty working in the center; tutors in English, Math, and ESL; and classified office support staff. b) Describe how this activity supports any of the following:
1) Core Competency, Program level Outcome, and Course level Outcome
A student success will support all of the above assessment activities. In particular, the last time the core competency for written communication was assessed, the results showed 50% of students were below proficiency. We would like to see this number increase. Having a student success center for students to go to will help achieve this goal.
Additionally, Course, Program, and Institutional level outcomes all depend on the success of students. The center can only improve student achievement. ​ of the dual nature of our mission: we serve not only English majors who participate in our
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program, but also a much larger population of students fulfilling general education requirements and using our courses to succeed in other programs of study. Currently, there is no place we can send students to get the help they so need.
2) Program/Discipline Goal
A goal of the Student Success Committee is to increase students’ reading, writing, math, and thinking skills in order to promote fluency and confidence in written communication and math. A student success center will help promote this goal.
3) Strategic Priority Goal
Student access and student success are the two goals set by the college that a student success center would support. With the English/math requirements for a transfer degree or AA degree, students can benefit from a center.
c) Does this activity span multiple academic years? YES
If yes, describe the action plan for completion of this activity.
The English department is collaborating with the student success center task force, the basic skills committee, and the Title-V coordinator to develop a concrete and sustainable vision for our center. The English department will meet in May to work on this project and will send specific visions and recommendations forward to the other groups involved for how a center can best meet the needs of students enrolled in English courses.
Finding D 10 in “Basic Skills as a Foundation for Student Success in California Community
Colleges” (the primary document for best practice recommendations for the CCC system), states that in order to effectively support the success of their students, colleges must “provide comprehensive academic support mechanisms, including the use of trained tutors.” This document goes on to describe the importance of adequate services, trained tutors, and centralized, accessible location. Since provision of such services is recognized as essential to supporting basic skills learners and is salutary for students at any level, and since the current services offered are too limited—both in terms of number of tutors available, staff and faculty coordination and instruction, and physical space--to offer individual students the intensive assistance they want and need, we envision the college providing continuing annual funding for
Hartnell’s student success center once it has been established.
d) What measurable outcomes are expected from this activity? List indicators of success.
Indicators of success include higher success, retention, and proficiency rates. The statewide average for retention was 76% and for success was 54% across disciplines for the 2012-13 school year. We would like to surpass this number for English. Having a student success center will enable us to do this. Thus, the primary measures of success for the center will be increases in student success and retention. We will also measure use of the center and factor high rates of use into our consideration of “success.” e) What are the barriers to achieving success in this activity?
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Securing funding is the primary barrier to this activity; though locating (or creating) an appropriate physical space to accommodate it is also important—best practice literature emphasizes the importance of locating such services in a central, easy to access location—and challenging; and proceeding with the work of envisioning a specific, concrete, and realistic vision for a student success center when no certain funding source or location have been identified also has presented some challenges.
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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 (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).
​ must be linked to the new or continuing activity numbered on the first column of that of that same row
Activit
​
Personnel y No. Classified Staff/
Faculty
(C/F/M)*
Supplies/
Equip (S/E)**
Technolog y
Hardware/
Software
(H/S)***
Contract
Services
Training Travel Library
Materia ls
Science
Labs
Projecte d Costs
1.
2.
M –
Assistant Dean
$100k + benefits
$50,000
Colleague
$2500 $2500 $105,00
0
$50,000
3. C
–Curriculum/
Scheduling
Coordinator
$50k + benefits
$5000 $2500 $57,500
(??)
4.
5.
6.
7.
3 Notebook computers -
$3000
Research other curriculum manageme nt systems
InDesign -
$800
$800
$3,000
C – Functional
Tech - $50k + benefits
$5,000 $2,50
0
$57,500
8. AAO
Administrative
Assistant I
$34k + benefits
Student
Success
Center
$2,500 $2,50
0 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.
* ​ ​ ​ ​ ​ after the amount to indicate Classified Staff, Faculty, or Manager.
** ​ for Supplies, ​ for Equipment. If additional supplies, for example, are needed for ongoing activities, this should be requested through the budget rollover process.
*** ​ ​ ​ for Software.
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$160,00
0
(annual cost)

Priority 1:
​ learning opportunities—with seamless pathways—to all of the college’s present and prospective constituent individuals and groups.
Priority 2:
​ environment to help students pursue and achieve educational success.
​ environment that addresses and meets the diverse learning needs of students.
Priority 3:
​ 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.
​ providing and supporting relevant, substantial professional development opportunities.
Priority 4:
​
​ human resources.
​ maintained and replaced in a planned and scheduled way to support learning, safety, security, and access.
​ that serves the needs of students and employees.
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​ managing financial resources, minimizing costs, and engaging in fiscally sound planning for future maintenance, space, and technology needs.
Priority 5:
​
​ 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:
​ partnerships, in order to secure lasting, mutually beneficial relationships between the college and the community that the college serves.
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