Program Planning and Assessment (PPA)
for Services, Offices & Non-Instructional Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2014
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
Math, Science & Engineering Office
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 final form and submitted no later than the end of
March.
List of Contributors, including Title/Position
Shannon Bliss
Alicia Ramirez
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
è For services/offices/non-instructional programs scheduled for
comprehensive review in spring 2014, please complete Sections I, II, and III.
è For services/offices/non-instructional programs scheduled for annual
review, please complete Sections II and III.
I.
COMPREHENSIVE REVIEW
Please complete this section for services/offices/non-instructional programs
scheduled for comprehensive review in spring 2014. Go to Section II for
services/offices/non-instructional programs scheduled for annual review in
spring 2014.
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?
The Math, Science and Engineering office plans, organizes, directs, supports, and evaluates MSE
programs. We collaborate with faculty and staff to set the vision of our programs and the college. We
coordinate the building of class schedules and teaching assignments, recruit, hire, and evaluate staff,
and oversee MSE budgets. We are one of the key contacts for students that need help with academic
concerns. We are the primary contact for faculty support in the areas of absences, supplies, student
programs, etc. We also support several Title V and NSF STEM grants. STEM clubs like the Math and
the Physics Clubs do a great deal of outreach; our office provides support for these efforts.
This is the first year MSE has had a permanent, dedicated Dean in many years.
2|P ag e
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
Management, Supervisors
Classified Staff
2011-12
2012-13
2013-2014
1
.33
1
1
1
1
.25
.25
.25
2.25
1.58
2.25
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?
The Math, Science and Engineering office has had lots of change over in Deans in recent years.
Alicia Ramirez, the Administrative Assistant has provided consistency, being in the role since Fall of
2010.
Faculty recruitment, particularly part-time, can be very challenging. This has been a large barrier in
Math.
3|P ag e
C. SERVICE/OFFICE/PROGRAM GOALS
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.
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) Producing MSE schedules/catalog pages which address student and community needs
2) Updating MSE and Academic Affairs forms and procedures, and providing them along with
updated information on MSE and Academic Affairs web pages
4|P ag e
II. ANNUAL REVIEW
This section must be completed for ALL services/offices/non-instructional
programs, including those scheduled for a comprehensive review in spring
2014.
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:
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.
Fall 2009
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Student Headcount
10,490
9,915
9,512
8,470
9,619
The trends above appears 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 head 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
94
114
1,326
1,149
1,158
King City Campus
645
665
707
776
712
Distance Education
1,089
1,258
1,420
1,317
1,326
wide.
Number of Sections:
We are currently offering more than twice as many day sections than evening college-
Day
Evening
Distance Education
Number of Sections
580
227
58
Percentage
64
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.
Fall 2009
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Number of Sections
869
912
963
756
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
659
726
689
538
655
Alisal Campus
7
9
102
77
76
King City Campus
39
39
44
42
50
Distance Education
51
59
67
51
58
5|P ag e
Male to Female Students:
We have seen an increase in percentage of male students in comparison to females.
Fall 2011
Female
Males
Fall 2013
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.
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.
6|P ag e
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.
MSE classes are provided across the College
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.
The majority of MSE courses and programs are restricted to Main Campus. General Education
courses are available at King City Education Center. Basic Skills Math preparation is available
broadly across sites and at various high schools.
3. Describe the process to change and improve service/program quality for the more
challenging locations, vehicles, and/or times.
We are working to build a Math program at Alisal that supports students’ transition from taking
individual CTE courses to achieving certificates and degrees in areas like Welding and
Automotive.
7|P ag e
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/noninstructional 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 userfriendly 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 studentneed 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.
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.
8|P ag e
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.
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.
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
9|P ag e
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?
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.
Too many errors still
occurred; examination
of error fields needs to
be completed.
Will
activity
continue
into AY
14-15?
Yes
Will
activity
continue
into AY
15-16?*
Yes.
Yes.
Yes.
A “team approach” (vs.
one person) will continue
to be used for data entry
of the schedule.
A new curriculum
oversight
(scheduling,
catalog, and
curriculum)
coordinator/manag
ement position has
been proposed.
This position was not
approved for AY 201415.
More logical
scheduling procedures
are being examined
and employed (science
grid, coordination to
avoid conflicts, etc.)
* For each activity that will continue into AY 2015-16 and that requires resources, submit a separate
resource request in Section III.
1. Evaluate the success of each activity scheduled, including activities completed and
those in progress. What measurable outcomes were achieved? Did the activities
and subsequent dialogue lead to significant change in service or program success?
See above.
10 | P a g e
II. ANNUAL ACTION PLAN
This section must be completed for ALL services/offices/non-instructional
programs, whether scheduled for annual or comprehensive review in spring
2014.
A. NEW ACTIVITIES
This subsection addresses new activities for, and continuing new activities into, AY 2015-16. An
activity can address many different aspects of your 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
Update forms
and information
on Academic
Affairs web
pages.
1, 2, 4
SAO No. 2
Updated
web pages
and
usable
forms
Addition
al staff
and
training
Lori Kildal AY 201516
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
11 | P a g e
Estimated
Date of
Completion
(can be more
than one
year in
length)
Comments
*** Please complete this page for each new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will
support the 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.
12 | P a g e
*** Please complete this page for each new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will
support the 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:
6) Service Area Outcome
7) Program level Outcome
8) Course level Outcome
9) Service/Program Goal
10)
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.
13 | P a g e
14 | P a g e
*** Please complete this page for each new activity. ***
2. This item is used to describe how the new activity, or continuing new activity,
will support the 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
k) Describe the new activity or follow-on activity that this resource will support.
Providing equitable academic experiences for all students?
l) Describe how this activity supports any of the following:
11) Service Area Outcome
12) Program level Outcome
13) Course level Outcome
14) Service/Program Goal
15) Strategic Priority Goal
[Begin response here]
m) Does this activity span multiple years?
YES
NO
If yes, describe the action plan for completion of this activity.
[Begin response here]
n) What measureable outcomes are expected from this activity? List indicators of
success.
[Begin response here]
o) What are the barriers to achieving success in this activity?
Limited staff, trained employees and time will restrict success.
15 | 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 (governance, budget development, funding decision making, and resource
allocation) processes. A resource is likely to be something needed to support an activity that you have
identified in IIIA. above, in which case you must link the resource with a specific activity number (first
column below). All resource requests completed in the various columns of a specific row
must be linked to the new or continuing activity numbered on the first column of that
Activity
No.
1.
Personnel
Classified
Staff/
Faculty
(C/F/M)*
M - $100k
+ benefits?
Supplies/
Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
2.
3.
Training
Travel
$2500
$2500
Library
Materials
Science
Labs
$50,000
Colleague
C - $50k +
benefits?
$2500
Research
other
curriculum
management
systems
InDesign $800
5.
6.
$5,000
$2,500
* Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager.
** S for Supplies, E for Equipment. If additional supplies, for example, are needed for ongoing activities, this
should be requested through the budget rollover process.
16 | P a g e
$57,500
(??)
$3,000
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.
*** H for Hardware, S for Software.
$105,000
$800
3 Notebook
computers $3000
C–
Functional
Tech $50k +
benefits
Projected
Costs
$50,000
$5000
4.
7.
Contract
Services
$57,500
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.
17 | P a g e
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.
18 | P a g e