STANDARD TWO
STUDENT LEARNING PROGRAMS AND SERVICES
The institution offers high-quality instructional programs, student support services, and library
and learning support services that facilitate and demonstrate the achievement of stated student
learning outcomes. The institution provides an environment that supports learning, enhances
student understanding and appreciation of diversity, and encourages personal and civic
responsibility, as well as intellectual, aesthetic, and personal development for all of its students.
A. Instructional Programs
The institution offers high-quality instructional programs in recognized and emerging fields of
study that culminate in identified student outcomes.
A1.
A1.a.
The institution demonstrates that all instructional programs, regardless of location
or means of delivery, address and met the mission of the institution and uphold its
integrity.
The institution identifies and seeks to meet the varied educational needs of its
students through programs consistent with their educational preparation and the
diversity, demographics, and economy of its communities. The institution relies
upon research and analysis to identify student learning needs and to assess
progress toward achieving stated learning outcomes.
Descriptive Summary:
Currently in its 86th year, Hartnell College continues to provide a variety of learning
opportunities to a variety of students, both traditional and non-traditional in accordance with its
mission.
The Hartnell College Mission Statement describes the College as an institution seeking to deliver
the leadership and resources needed to provide all students with equal access to a quality
education so that they can pursue their goals. This mission is achieved through the action of
continuous responsiveness to the learning needs of our community and the dedication to a
diverse educational and cultural campus environment that prepares our students for productive
participation in a changing world. The College’s Vision Statements support an additional
framework for instructional activities that provide opportunities to increase students’ selfunderstanding, self direction, and logical, artistic, social, physical, and intellectual development.
The Mission, Vision Statements, and Leadership Statement of Ethics are routinely discussed
during campus-wide forums to provide clarity, purpose, and application to key areas of activity
throughout the diverse communities the College serves. In accordance with the Hartnell
College Mission, Vision Statements, and its Statement of Ethics, all instructional programs are
designed to meet the needs of District residents, communities, and local industry.
The curriculum development and review process is an extensive one that requires input and
oversight from the faculty, the Academic Senate, the Divisions, Curriculum Committee, Program
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
19
Review, administrative review, and ultimately the Board of Trustees. (Committee and Board
minutes) The focus remains constant on the mission of the College and the needs of the unique
student population residing in the Salinas Valley. Any courses which do not specifically fit
within a particular program must have the approval of the California Community Colleges
Chancellor’s Office as “stand alone” courses. Here are some examples that are offered as
evidence for the statements claimed above. Hartnell College has an increasing number of
students seeking to transfer to four year institutions, particularly since the opening of California
State University, Monterey Bay. The College also has a large number of first generation college
students and a growing number of Spanish speakers seeking to improve their economic
opportunities by attendance in college programs. To serve these students the College offers 76
degree programs and 57 certificate programs; reviews the current needs at its East Campus site;
offers ESL, GE and occupational programs at its King City Education Center. In the last few
years courses offered in South County have been expanded not just in King City, but also in the
communities of Greenfield and Soledad. Full student services continue to be provided at the East
Campus, with recent expansion of courses which lead to transfer in general education areas. In
an effort to meet current student needs, the College now offers a number of classes in specific
fields in a bilingual or complete Spanish mode. It is heartening to the employees of Hartnell
College to know that the College population served by all these programs closely matches the
ethnic representation of the service area of the District.
The instructional programs offered at Hartnell and the related activities supporting student
learning outcomes and assessment are achieved through a number of initiatives that promote
student success and achievement. The College relies both on internal and external assessments to
ensure that its programs and services are high quality and appropriate to an institution of higher
education. Both traditional academic programs and vocational programs have this dual review
approach in place. Here are some examples of institutional assessment and planning conducted
by the Office of Institutional Research and Planning. Since the last accreditation report this
office has performed data collection and analysis compiling the results of the 2004 Digital
Divide Survey; the Hartnell College Fact Book; the Student Learning Outcomes Assessment
Annual Report; Indices of Student Enrollment and Success Summary Report; and a sampling of
the reports generated by the Executive Information System.
The Institutional Research Agenda helps guide the College’s research and evaluation activities.
It specifies a timeline and positions responsible for implementing institutional research
throughout the College. It is developed with input from appropriate College committees.
The Institutional Research and Planning (IR&P) Office routinely conducts statistical analysis via
surveys to gather information about educational, technological, social, economic, political and
demographic changes that may have an impact on Hartnell College. This information is
regularly summarized and disseminated to the campus community. These summaries
complement the Hartnell College student, personnel, budget and facilities information provided
annually in the Hartnell College Fact Book.
For the past three years, the newly formed Student Learning Outcomes Assessment Work
Group has met to specifically address the interface between curriculum and outcomes. The
mission of this group is to promote the development and implementation of student learning
outcomes assessment cycles to support continuous improvement in all academic, technical, and
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STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
student service areas. The group’s focus is to connect faculty, staff, and students with training,
research, and resources in order to develop and assess student learning outcomes, and to use
assessment data to improve student learning. Work has begun to identify and define outcomes
at the course, major, and program level across selected discipline areas. All student services
areas have declared learning outcomes through their program review processes (Student
Learning Outcomes Assessment Work Group minutes; Student Learning Outcomes Assessment
Course and Program Summaries; Productivity, Effectiveness, Efficiency, and Responsiveness
(PEER) reports).
Several studies have been conducted to assess how Hartnell College can better meet community
and employer needs. These studies include a 2002 Graduate Survey (Final Report); 2002
Customer Satisfaction Survey (Final Report); 2002 Employer Survey (Final Report); and 2005
student and community satisfaction surveys (2005 Student Opinion Survey Final Report; 2005
Accreditation Employee Survey Final Report; 2005 Accreditation Community Survey Final
Report). The results of this research have been used to better meet the needs of residents and
employers in the Hartnell College District service area.
Self-Evaluation:
The Educational and Facilities Master Plan was the first step in systematically addressing the
educational needs of the District and continues to be a living document that is reviewed biannually. Several instructional programs have been developed since the last report to address
the training and transfer needs of students within the District focus area.
Examples from selected divisions include the following:
Workforce and Community Development Innovations
• Water and Wastewater Technology Programs;
• Renovation of Planetarium (through Math and Science Division funding);
• Numerous innovative programs through contracts with the Department of Social and
Employment Services and Probation Department;
• Mentor Moms;
• Wraparound Academy;
• Seven Challenges;
• Family to Family;
• Family Strengths Training.
Fine Arts, Language Arts, and Social Sciences Innovations
The federally-supported Center for Teacher Education was established at Hartnell in 2003 and
provides an instructional pathway for teacher education. Selected students are offered a variety
of support services: review or development of academic plans; information about financial
support; and guidance to attend four-year colleges and universities. While in the program,
students may also be placed as instructional assistants in local public schools through a service
learning component.
The College has responded well to the identified needs of off-campus students by entering into
an agreement with King City through federal, state and local funds, to support development of
the King City Education Center, which serves South County residents. The eight-classroom
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
21
complex, complete with laboratory capabilities and student service facilities provides a range of
courses and services to South County students. The collaboration between the King City and
Hartnell College is strongly supported by South county residents working cooperatively with
the Hartnell County Foundation, South County residents raised more than $600,000 to support
the Center. Regarding the South County expansion, Hartnell College began offering classes at
Soledad in the 2000 spring semester in collaboration with the Soledad Unified School District
to better serve the local population the central portion of the District. The College is currently
working directly with the Soledad Unified School District to identify appropriate course
offerings at Soledad High School.
Planning Agenda:
1. Review and revise the Educational and Facilities Master Plan biannually.
2. Utilize data that measures the educational needs of the District.
3. Strengthen the relationship with the Department of Social Services and other community
agencies that facilitate student enrollment in appropriate programs.
4. Assess the need for new programs on an ongoing basis.
5. Act with sensitivity and sense of purpose to the needs of life long learners within the
community.
6. Develop institutional and program-level student learning outcomes.
7. Continue developing course-level student learning outcomes in current and new disciplines.
A1.b.
The institution utilizes delivery systems and modes of instruction compatible with
the objectives of the curriculum and appropriate to the current and future needs
of its students.
Descriptive Summary:
The College offers a wide range of traditional lecture, laboratory, online, hybrid (combining onsite and online instruction), and studio classes (Hartnell College Catalogue). Since the last selfstudy, several disciplines have made significant changes in their method of instruction to
integrate technology into the classroom. Since the last Accreditation Report, Hartnell has added
dozens of smart classrooms. Faculty has access to continuous training on new technology for
use in the classroom. This training is now conducted in the new state-of- the-art Learning
Resource Center.
In 2003, the College invested in the e-College platform, an online, web-based delivery system.
Since that time more than a dozen of courses are offered each semester using this approach.
The College presents courses in a number of different and flexible formats. Most are offered on
a semester length basis. However, increasingly, courses are offered in different time formats,
including six and eight week sessions and in self-paced, technology-mediated modules. Late
afternoon, Friday night and Saturday classes have increased in number of offerings. Open
entry, open exit classes are offered in the Academic Learning Center and Fitness Center so as to
provide convenient schedules for students to meet their learning needs.
The Curriculum Committee at Hartnell College is very meticulous and ensures that all
curriculum activities are carefully reviewed for academic rigor and institutional fit. The faculty
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STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
members of the Curriculum Committee carefully review delivery systems and methodologies to
ensure the appropriateness of the chosen instructional method. Faculty who originate the
curriculum are present at Curriculum Committee to answer any questions and provide
appropriate editing, clarification, or modification, as required (Curriculum Committee minutes).
All instructors employed by Hartnell College, regardless of location, meet minimum
qualifications as stated in the Minimum Qualifications for Faculty. Instructors teach from
course outlines developed by the discipline, and approved by the Curriculum Committee and
the Board of Trustees. Full-time faculty participate in the hiring of part-time faculty regardless
of course location (main campus, East Campus, King City, or Soledad) to provide consistency
in instructional delivery. Instructors at each location are evaluated under the same format.
Each full-time faculty member is evaluated each year in his/her first four years (probationary);
other full-time faculty members (tenured) are evaluated once every three years. Evaluations
include classroom visitations by deans and peer reviewers, review of sample materials of
instruction utilized by the instructor, and student surveys. Part-time faculty are evaluated
during their first semester. Thereafter, part-time faculty are evaluated every third semester of
service either by the area Dean or a full-time faculty member from the discipline. In addition,
part-time faculty are invited to submit a report every time they are evaluated with examples of
instructional materials for review by the faculty.
Each course approved by the Curriculum Committee states objectives to be achieved by
students and a mastery level required to pass the course. The rigor of courses with respect to
grades is detailed beginning on page 23 of the current Hartnell College Catalogue
The College has invested substantial funds for technology and personnel to ensure that distance
learning courses meet the same requirements and content standards as courses taught through
traditional methods. An instructional technologist is available to train faculty in the delivery of
technology-mediated learning. Additionally, there are numerous other training opportunities
throughout the academic year accessible to all faculty and staff.
Self-Evaluation:
Hartnell College maintains the same level of minimum qualifications for instructors and
counselors at all instructional delivery sites. Faculty in a given discipline report to the same
dean or supervisor, regardless of their physical location. This leads to a uniform set of
expectations and standards, and ensures that all faculty members are following the same course
outline, regardless of where or how instruction is delivered.
The public has stated its satisfaction with current instruction at the main campus and at the offcampus sites of East Campus and King City. As a result, course offerings have been expanded
to fit the needs of the communities served. As indicated in the 2005 Student Opinion Survey
Final Report, students believe that faculty are knowledgeable in their fields and that the quality
of instruction that they receive in their classes to be excellent. They believe that the faculty
members have the appropriate academic preparation and expertise to perform their duties. They
also believe that faculty members are available after class and after hours for consultation.
(2005 Student Opinion Survey Final Report)
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
23
Planning Agenda:
With the development of additional off-campus instructional sites, and the expansion of
distance learning methodologies, the District will monitor and evaluate the quality of
effectiveness of instruction at all sites and via distance learning, and will provide additional
training, as needed, to maintain the quality of all offerings.
A1.c.
The institution identifies student learning outcomes for courses, programs,
certificates, and degrees; assesses student achievement of those outcomes; and
uses assessment results to make improvements.
Descriptive Summary:
Hartnell College recognizes that program assessment is an ongoing, formative process which is
faculty-driven and focuses on specifying program learning outcomes. In addition, the faculty
must verify that the curriculum aligns with these outcomes, collect data that documents these,
and then use the conclusions of the assessments to improve the instructional methods that take
place at the classroom level. This premise was used in the formation of the Student Learning
Outcomes Assessment Work Group (minutes) established in 2003.
Assessment data frequently are based on analyzing minimum achievements, such as exam
results, presentations, projects, portfolios, or performing arts demonstrations and exhibits.
Instructors measure student outcomes through classroom performance, demonstrations,
projects, quizzes, tests and research papers. The official College course outlines identify
content and learning outcomes for each course approved. Moreover, course syllabi further
explain the methods for students to achieve the expected outcomes. The College Catalogue
provides information regarding topics to be studied in the course description. In some
occupational education courses, the course description identifies not only learning outcomes but
skills to be assessed in order to complete the course.
Self-Evaluation:
All new courses have specific student learning outcomes. Older course outlines sometimes fail
to clearly list the learning objectives and need to be reviewed for currency and specificity. The
six-year cycle of program review should result in updates of all older outlines as the process
becomes fully implemented. Student evaluations indicate that most instructors clearly explain
the grading policy in individual courses in the course syllabi (2005 Student Opinion Survey
Final Report).
Planning Agenda:
Course outlines will be reviewed in an established six year cycle to match learning objectives
with expected outcomes.
A2.
24
The institution assures the quality and improvement of all instructional courses
and programs offered in the name of the institution, including collegiate,
developmental, and pre-collegiate courses and programs, continuing and
community education, study abroad, short-term training courses and programs,
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
programs for international students, and contract or other special programs,
regardless of type of credit awarded, delivery mode, or location.
A2.a.
The institution uses established procedures to design, identify learning outcomes
for, approve, administer, deliver, and evaluate courses and programs. The
institution recognizes the central role of its faculty for establishing quality and
improving instructional courses and programs.
Descriptive Summary:
The College has already implemented processes and procedures for establishing all of its
educational programs. Under a shared governance agreement between the administration and
Academic Senate, adopted by the Hartnell College Governing Board, the Curriculum
Committee has primary responsibility to advise the Board on curriculum matters (California
Education Code, Title 5). The committee is chaired by a faculty member who receives release
time from the District. A majority of the members are faculty. Curriculum development begins
at the discipline level. Proposals for new courses are submitted to the Curriculum Committee
for review, comment, revisions (as needed) and, ultimately approval. Following approval by the
Curriculum Committee, all courses are submitted to the Board of Trustees. The structure and
function of the Curriculum Committee was mutually agreed to in 1997, and the processes under
which it operates are delineated in that agreement (Curriculum Committee minutes; Board of
Trustees minutes).
The current Program and Services Review process was developed in 1997-1998 and revised in
2004 (Program Review Process). The process was developed by a joint committee of faculty
and administrators, approved by all campus constituencies, and approved by the Board of
Trustees. Program and Services Review is a formative process by which faculty and staff
conduct a self-study to determine effectiveness, efficiency and responsiveness. The Program
and Services Review Committee includes representation from the Academic Senate, Classified
Senate Associated Students and the Administration. For instructional program review, faculty
in the appropriate discipline along with the dean or supervisor form a self-study group which
completes a report for validation. A majority of the validation team is composed of faculty
members. The recommendations of Program and Services Review are utilized in the
enhancement instructional programs, instructional resources, and student services. In addition,
they are used for accreditation, hiring, institutional planning and budget development.
Self-Evaluation:
The process for developing curriculum is clearly defined in the Curriculum Handbook.
Beginning in September, 2003, sufficient numbers of faculty members have attended
Curriculum Committee meetings to achieve a quorum. As a result, new curriculum has been
developed at an increasing rate since that time. Faculty members are actively engaged in
updating course outlines as well as creating new courses, certificates and programs.
The process is less clear as it relates to evaluation of educational programs. The program review
process has been through several iterations. As a result, program evaluation has been integrated
into institutional evaluation and planning as intended. As of spring 2005, each program at the
College has undergone Program Review. Faculty members are participating in planning at the
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
25
discipline level. Disciplines have forwarded plans to the Institutional Planning Committee and
the Budget Committee. The Institutional Planning Committee has prioritized College goals
based on the Educational and Facilities Master Plan and discipline requests (Institutional
Planning and Budgeting Priorities). While the general outlines of a policy have been approved
as stated, the specific procedure at the discipline level does not exist. Program evaluations for
institutional evaluation and planning have not yet been implemented, but plans are underway to
do so. During the past year, there has been increased evaluation of courses and programs
offered online. However, the greatest challenge still present is the identification of a Collegewide mechanism for integrating Student Learning Outcomes at the course, certificates and
program levels.
Planning Agenda:
The Curriculum Committee, Program Review Committees, and the Student Learning Outcomes
Assessment Works Group will continue to evaluate the processes used so as to utilize data in
program improvement at the course, certificate and program levels.
A2.b. The institution relies on faculty expertise and the assistance of advisory committees
when appropriate to identify competency levels and measurable student learning
outcomes for courses, certificates, programs including general and vocational
education, and degrees. The institution regularly assesses student progress
towards achieving those outcomes.
Descriptive Summary:
Faculty serve on the Curriculum Committee and Student Learning Outcomes Work Group,
bodies tasked to define competencies and measurable student learning outcomes for courses,
certificates and programs. Faculty members are currently working to develop meaningful
assessment tools and methodologies to consistently measure and track student competencies.
Self-Evaluation:
Hartnell College’s faculty members are responsible for determining academic standards for the
student body. The Academic Senate and area deans communicate with instructors to ensure
that course content, grading criteria, and achievement outcomes for all College courses are
satisfied. This work is achieved through the Curriculum Committee, the faculty evaluation
process, and the Student Learning Outcomes Assessment Work Group.
According to the Faculty Handbook, the course outline is the official document that is approved
by the Hartnell College Board of Trustees and must be adhered to by the instructor. Course
outlines are provided to instructors at the time they are hired. The course outline is the basis for
the preparation of the Hartnell College Catalogue and is used by counselors and the Office of
Admissions and Records. First class meetings are outlined in the Faculty Handbook and are
carefully organized to ensure that students have all necessary information requirements for
passing the courses. In addition, the Hartnell College Catalogue clearly outlines all Academic
Policies.
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STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
Planning Agenda:
Continue working to develop meaningful, consistent assessment measures and tracking
mechanisms to ensure students have achieved required student learning outcomes at a course,
discipline and program level through a partnership between the Curriculum Committee, the
faculty and the Student Learning Outcomes Assessment Work Group.
A2.c. High-quality instruction and appropriate breadth, depth, rigor, sequencing, time to
completion, and synthesis of learning characterize all programs.
Descriptive Summary:
With an emphasis on access, the College reaches out to attract first generation college students,
students seeking skill enhancement, basic instruction, transfer to four year colleges and
universities, and skill competency programs. Through these programs and services, Hartnell
College implements its mission to provide for the learning needs of the community in order to
prepare students for productive participation in a changing world. Furthermore, this is
accomplished through 57 certificate and 76 two-year degree programs designed to meet the
diverse educational needs of a multicultural campus.
When developing new programs, the Curriculum Committee reviews each degree and
certificate program prior to approval for design, length and depth of study. Each certificate
requires math and English competencies. The Curriculum Committee has the stated goal of
reviewing all course outlines on a six-year cycle to maintain currency with discipline standards
and state mandates (Curriculum Committee minutes).
The Program Review process calls for regular review of programs, certificates and discipline
offerings, and has succeeded in implementing this process and evaluating all College programs
since the last accreditation visit. Additionally, the Academic Learning Center and the Tutorial
Center are key components in promoting successful student access, retention and completion of
courses and programs.
Students may begin in a degree and/or transfer program; seek entry into specialized programs of
study such as nursing or animal health technology; or start a certificate program. A large
number of certificate programs in occupational education provide access to employment for
students. The development of a business education center on the East Campus is designed to
serve the needs of CalWORKS and TANF students. The typical certificate program emphasizes
skill in a particular field and normally requires two-thirds the units required for an associate
degree. Because of the overlap of certificate and degree requirements, students that leave the
College for employment based on certificates of achievement can return to complete an
associate degree without the undue hardship of re-taking all the sixty required units. Hundreds
of students access a Hartnell College education by starting in an ESL course or courses offering
some instruction in Spanish and later transition to college level English and full instruction in
English.
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
27
Self-Evaluation:
Associate Degree programs allow students the benefits of a general college education and the
option of choosing occupational training, liberal arts, or concentration in a specific discipline.
Students who wish to receive an Associate Degree from Hartnell College must submit a Petition
for Associate Degree/Certificate of Achievement to the Admissions and Records Office to have
college work officially evaluated. Hartnell College also offers a variety of programs designed
to develop and upgrade vocational proficiency and for which certificates are awarded and
follow the same process to be evaluated for college level work. Deadlines for filing the Petition
are noted in the Schedule of Classes and are posted in the Admissions and Records Office. In
all programs, it is required that at least half of the required number of units be taken at Hartnell
College (Hartnell College Catalogue 06-07).
In 2004-05, 625 degrees and certificates were awarded to Hartnell Graduates, an 8% increase
from 2003-04. The majority (89%) of these awards were degrees, while the remainder (11%)
were certificates. Ethnic minorities received 73% of the awards and 62% of the awards were
conferred upon women. The largest number of degrees and certificates were awarded in
liberal/transfer studies (56%), followed by administration of justice (8%), behavioral science
(7%), business management (5%), visual and performing arts (5%), and nursing (3%) (Hartnell
College Fact Book).
As shown in the 2005 Fact Book, the overall one-year persistence rate for students who enrolled
as first time freshmen is fall 2004 was 41%, while 42% of ethnic minority students persisted
after one year.
The College tracked the number of students who transferred to California State University
(CSU) and the University of California (UC). In 2004-05, 325 students transferred to CSU and
42 transferred to UC. The number of students transferring to CSU decreased by 3%, while the
number transferring to UC decreased by 2% compared with 2003-04. In 2004-05, 77% of the
transfers to CSU and UC were ethnic minority students and 23% were white (Hartnell College
Fact Book).
Results of the 2005 Student Opinion Survey Final Report indicate that the College is providing
appropriate and high quality instruction. On average, respondents were satisfied with: (1) the
quality of instruction in their major area of study; (2) course content in their major area of
study; (3) the challenge offered by their program of study; and (4) the preparation they are
receiving for their chosen occupation. Survey respondents also mostly agreed that: (1) faculty
explain student learning outcomes (what students are expected to know, do or feel) for their
courses; and (2) they are making satisfactory progress toward their educational goals. In
addition, they rated the overall quality of education as “good”, on average (3.89 on a 5-point
scale) (2005 Student Opinion Survey Final Report).
Hartnell College supports learning, use of learning information, and learning resources through
the Learning Resource Center (LRC). This state-of-the-art facility houses a collection consists
of more than 50,000 books, 2,290 video cassettes, 200 periodicals titles, a growing DVD
collection, and 50 CD titles, a large reserve collection, and other non print materials
(Educational and Facilities Master Plan, 2006 Update). Hartnell College LRC features an
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STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
online catalogue. Workstations provide access to the online library catalogue, online databases,
the Internet, and other electronic subscriptions. Instruction is an important service of the LRC’s
Reference Department (Hartnell College Faculty Handbook).
The results of the 2005 Accreditation Employee Survey (Final Report) indicate that 22%
“strongly agree” and 37% “mostly agree” that programs and courses are offered in a manner
that ensures students the opportunity to complete the entire program in a reasonable amount of
time.”
Planning Agenda:
None
A2.d. The institution uses delivery modes and teaching methodologies that reflect the
diverse needs and learning styles of its students.
Descriptive Summary:
Hartnell College has a wide range of traditional lecture, laboratory, online, hybrid (online and
on-site combination), and studio classes. Since the last self-study several disciplines have
made significant changes in their method of instruction to integrate technology into the
classroom. Some of technologies now being used include two-way interactive video
conferencing; Internet; web-delivered courses (including those offered through e-College); and
smart-classroom technologies.
The College presents courses in a number of different formats. Most are offered on a semester
length basis. However, increasingly, courses are offered in different time formats, including six
and eight week sessions and self-paced modules. Late afternoon, Friday night and Saturday
classes have increased in number of offerings. Open entry, open exit classes are offered in the
Academic Learning Center and Fitness Center so as to provide convenient schedules for
students and to meet their learning needs.
Self-Evaluation:
Hartnell College’s student body is increasingly non-traditional in make-up, with a need for nontraditional college access to various teaching and learning methodologies. To meet the needs of
its students, the College is increasingly diversifying its offerings as to presentation and type of
instruction. The open entry courses at the East Campus, particularly focusing and students
referred from Employment Development Department (EDD) have increased in enrollment.
Courses offered over the Internet, such as the Administration of Justice and the Internet
Literacy courses, have experienced strong student enrollment. In particular, the Internet
Literacy course has set an example for web-delivered course development in that it was taught
collaboratively with California State University, Monterey Bay. One faculty member, paid by
of these schools, continues to teach students at both schools at the same time. An added bonus
to this course was the experience gained in the use of new courseware. Student feedback in this
course revealed that over a majority of the students could not have taken this course except in
distance learning asynchronous mode because they need availability to instruction in nontraditional hours.
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
29
Students in courses such as Internet literacy generally have good computer skills prior to taking
the course. This is not true of the all Internet offered courses. The lesson learned is that
computer skills should now be considered a basic skill. The College needs to consider basic
information competencies as a core requirement.
In spring and summer 2004, the Digital Divide Research Committee developed and
implemented the Hartnell College Digital Divide Study through a focus group series, paper
surveys, and online survey. The study was conducted in order to better understand the
technological skills, barriers, and needs of Hartnell College’s employees and students. Study
results show that while the vast majority of employees and students have access to technology
and use it for both school/work purposes, a “digital divide” still exists between some student
subgroups. Latinos and students whose primary language is Spanish are less likely to have
access to technology or use technology than are students from other ethnic groups and students
whose primary language is English or another language (2004 Digital Divide Survey Final
Report).
To address academic and platform needs of developing curriculum, Hartnell College entered
into a contract with e-College in 2002 to improve opportunities for students and provide for
course expansion. e-College provides online instructional delivery in a variety of academic
subjects. The Distance Education Committee continues to evaluate e-College and is currently
surveying other course management systems for future use.
While there has been increasing success in distance learning course offerings, there is also
remarkable success in the use of technology in more traditional courses. The College has made
tremendous strides in using technology in the classroom. Digital technology in areas such as
physics, biology, engineering, multimedia, archeology, basic skills, mathematics, languages,
English, and criminal justice have significantly increased. Biology and physics are excellent
examples of this improvement. Today these courses use radar, probes and other sensors
connected to computers to visually demonstrate principals of physics and physiology to
students. The computer’s ability to expand delivery has greatly improved the effectiveness of
instruction in courses such as physics and biology.
Another lesson learned concerning the use of technology in the classroom and the utilization of
a broad range of delivery modes and systems is the greater need for classroom support. The
increased number of computer lab coordinators, computer repair technicians, and instructional
technologists that the College now employed is absolutely necessary to sustain these efforts,
both in keeping the equipment operational and in training staff and faculty. In fact, as more
instructors and staff use technology and new delivery modes are attempted, by more people,
greater classroom support of this nature will be crucial to continued success.
A final lesson learned is that of obsolescence with regard to planning. Currently, the College
has no plan or line item budget for replacing this equipment. Assuming a three-to-four year lifecycle, the estimated annual replacement cost is about $600,000.
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STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
Planning Agenda:
1. Periodic review and assessment of the handbook of Best Practices in Distance Education
developed by a shared governance committee (2004-05).
2. Determine how these courses will be evaluated, particularly in the area of Student Learning
Outcomes.
3. Continue to monitor the current course management system, currently under review, to
determine whether the College will continue the contract with e-College or choose an
alternative platform.
A2.e. The institution evaluates all courses and programs through an ongoing systematic
review of their relevance, appropriateness, achievement of learning outcomes,
currency, and future needs and plans.
Descriptive Summary:
All College courses and programs, credit and non-credit, follow a clearly defined approval
process spelled out in the Curriculum Committee Handbook. Course development begins at the
discipline level and is forwarded to the Curriculum Committee for review and approval. Within
the Curriculum Committee, the course is reviewed by Technical I Committee and, when the
course meets all state and local requirements, is then forwarded to the full Committee for
review. After approval by the Curriculum Committee, the course is forwarded to the Governing
Board for final approval. Programs follow a similar process but are reviewed also by Technical
II Committee prior to full committee consideration. The College offers no course at any site
without such prior approval. All credit and non-credit courses offered by Community
Education follow the same procedure.
Within the regular cycle, all course outlines and offerings are reviewed by the discipline and
colleagues through the six-year Program and Services Review process. To date, the Program
and Services Review process has been successfully completed by all departments on campus;
but the reports have not been widely disseminated. There are plans being developed to ensure
that all departments read, review, and modify reports, as needed.
Self-Evaluation:
All credit courses and programs are designed, approved, administered, and evaluated in the
same manner, regardless of where they are offered. Beginning 2003-04, the College saw
increased participation on all College committees, particularly the Curriculum Committee.
New courses and programs are approved every month by the Board of Trustees. There has been
a particular growth in the number of online courses; although the College must continue to
define guidelines for development, approval, teaching and evaluation of online courses.
Planning Agenda:
1. Through collaboration among the faculty at each discipline, the Curriculum Committee and
the Student Learning Outcomes Assessment Work Group must continue to move forward to
integrate Student Learning Outcomes (SLO) into new courses as they are developed and
continuing courses as they are reviewed for currency.
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
31
2. Through the same collaboration, avenues need to be put in place to develop more explicit
methods for evaluating online and technology-mediated courses.
A2.f.
The institution engages in ongoing, systematic evaluation and integrated planning
to assure currency and measure achievement of its stated student learning
outcomes for courses, certificates, programs including general and vocational
education, and degrees. The institution systematically strives to improve those
outcomes and makes the results available to appropriate constituencies.
Descriptive Summary:
Program and Services Review was suspended between 1994 and 1997 because of personnel
changes in the Office of Instruction and a need to revise the process. A new process for
Program and Services Review, including a timeline for implementation, was developed in 199798 and reviewed and modified in 2004. Responsibility for Instructional Program Review was
assigned to the Vice President for Instruction; responsibility for Student Services Review to the
Vice President for Student Services; and responsibility for Administrative Services Review to
the Director of Institutional Research and Planning. During 1998-99, the new Instructional
Program Review process was piloted with the math department, and the Student Services
Review process was piloted with Disabled Student Programs and Services (DSPS). The process
for Administrative Support Program Review has been developed. Every year since 2000-01,
the process of Program and Services Review has been revaluated and edited until the final
process was implemented in the 2004-05 academic year.
Hartnell College also evaluates the effectiveness of grant funded programs on a regular basis.
Annual evaluations of Vocational and Technical Education (VTEA) and Title V programs are
conducted by the Occupational Education and Title V staffs, respectively, with assistance from
the Institutional Research and Planning Office. The nursing program and animal health
technology program each conduct program evaluations as part of their program accreditation
process. In addition, some departments, such as the Tutorial Center and Physical Education
Department, periodically survey their constituents to evaluate the effectiveness of their
programs and services.
Self-Evaluation:
Results of the 2005 Accreditation Employee Survey show that the typical Hartnell College
employee only “slightly agrees” that evaluation results from Program and Services Review are
used to improve instructional programs and support services (2005 Accreditation Employee
Survey Final Report). These results probably reflect the absence of implementing Program and
Services Review for several years.
•
32
Interviews were conducted with managers and other Hartnell College leaders, including the
Academic Senate President and key faculty members, to help assess the degree to which
program evaluations are leading to program improvements. Results show that: Disabled
Student Programs and Services (DSPS) used Program Review results to improve technology
for the disabled.
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
•
•
•
•
Title V evaluation results were used to improve Academic Learning Center reading and
writing labs.
The Physical Education Department used evaluation results to modify the weight training
and aerobics programs, as well as adding rock climbing classes.
Because faculty are now participating on Program and Services Review committees,
implementation of program reviews has been completed for all areas. However, full
implementation of Program and Services Review cannot be considered complete until the
priorities identified by the areas are tied, in a tangible way, to budget development.
Title V monies were used in part to create additional help and support for students.
Planning Agenda:
1. The College will develop a process, which will result in program priorities being used to
improve programs and services tying planning and budgeting. This will be documented
during the subsequent Program and Services Review cycle.
2. Categorically funded programs will continue to be evaluated as required by the funding
agencies, and the results used to improve instructional programs and student services.
3. Student Learning Outcomes will be identified at the program level.
A2.g.
If an institution uses departmental course and/or program examinations, it
validates their effectiveness in measuring student learning and minimizes test
biases.
Descriptive Summary:
The Student Learning Outcomes Assessment Work Group published an update in May of 2006.
In this update, they delineated their ongoing work in the area of Student Learning Outcomes.
They list the areas participating and the training accomplished and the objectives for the
upcoming academic year.
Self-Evaluation:
The Student Learning Outcomes Assessment Work Group is co-chaired by the Director of
Institutional Research and Planning, and the Assessment Coordinator. A faculty member is
assigned 40% reassigned time to lead other faculty in the development of Student Learning
Outcomes at the course level. Departments working on developing Student Learning Outcomes
include English, Spanish, Speech, Counseling, DSP&S, Chemistry, Academic Learning Center,
Library, History, Early Childhood Education, Computer Science and Information Systems,
Adaptive P.E., and Mathematics. The Assessment Coordinator is also an active member of the
Curriculum Committee and presents information to that committee regularly.
Planning Agenda:
The next steps for the Student Learning Outcomes Assessment Work Group include:
1. Develop Institutional and Program-level SLOs;
2. Continue developing course – level SLOs;
3. Use division and department meetings to discuss SLOs;
4. Develop a Hartnell College SLO website;
5. Determine appropriate forms for process and implementation of SLOs;
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
33
6. Expand partnership with Academic Senate;
7. Implement timeline for course, program and degree-level SLOs;
8. Expand reach of SLOA training;
9. Update College-wide SLOA implementation plan;
10. Continue seeking funding resources;
11. Increase the number of departments working on SLOs;
A2.h. The institution awards credit based on student achievement of the course’s stated
learning outcomes. Units of credit awarded are consistent with institutional policies that
reflect generally accepted norms or equivalencies in higher education.
Descriptive Summary:
Board policy has established the standards and criteria for awarding credit units (Board Policy
4100). This policy is based, in part, on requirements of the California Community Colleges and
generally accepted postsecondary practice. Specifically, each course outline identifies student
outcomes so that instructors can measure achievement with course expectations. Instructors
inform students of course expectations in the syllabus and continuously throughout the entire
semester. Each course is identified in the College catalogue and Schedule of Classes as to unit
value and hours of attendance. The Curriculum Committee follows the Carnegie unit value
when approving courses. The College grading system is published on page 23 of the College
Catalogue. The Catalogue also outlines the various levels of credit per course on page 32
(associate degree, transfer, credit non-associate degree and non-credit) and notes unit value by
each course listed. Evaluation of student performance is based upon accepted norms, including
written assignments, oral presentations, quizzes, and exams. It is up to each instructor to
determine his or her particular grading formula.
Self-Evaluation:
All new courses have specific student achievements listed to ensure that students meet listed
objectives. Older course outlines sometimes fail to clearly list the learning objectives and need
to be reviewed for currency and specificity. The six-year cycle of program review should result
in an update of these older outlines now that the process has become fully implemented.
Student evaluations indicate that most instructors clearly explain the grading policy in
individual courses in the course syllabi.
Planning Agenda:
1. The Student Learning Outcomes Assessment Work Group will continue to focus on
connecting faculty, staff and students with training, resources and research in support of
efforts to develop and assess Student Learning Outcomes, and to use assessment data to
improve student learning.
2. Through collaboration among the faculty at each discipline, Curriculum Committee and the
Student Learning Outcomes Assessment Work Group, the College continue to move
forward to integrate Student Learning Outcomes into new courses as they are developed,
and continuing courses as they are reviewed for currency.
34
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
A.2.i.
The institution awards degrees and certificates based on student achievement of a
program’s stated learning outcomes.
Descriptive Summary:
Each new course outline in every discipline identifies expected student outcomes. As old
outlines are being reviewed statements of learning outcomes are also included. The College
catalogue lists each degree, certificate and program by discipline with a statement of the
purpose and objectives of the program. The discipline information box on the catalogue
discipline page identifies required skills and employment opportunities. Required courses, unit
requirements and elective courses are listed in a like format throughout the catalogue to
facilitate student comprehension. Occupational programs list the competencies gained in each
field of study with relation to skill achievement and employment opportunities within the
specific field. Additionally, most of the occupational programs have brochures to promote
public interest and understanding. Individual course outlines identify course objectives,
expected student outcomes and methods of instruction in particular courses necessary for the
specific field of study (Hartnell College Catalogue).
Self-Evaluation:
Hartnell College ensures that current curriculum enhances competencies and job skills through
the participation of faculty in professional society meetings, and workshops/conferences,
advisory board input, and program accreditation activities. Through the articulation office,
counselors, the Transfer Center, and the Career Center, Hartnell College provides extensive
counseling on the competencies and preparations that students must have to enter the workforce
or transfer to four-year universities.
Hartnell College has been conducting Student Follow-up Surveys of vocational education
programs on a regular basis. The results of these surveys assist the faculty of vocational
education programs to develop curriculum that meets the needs of employers. The majority of
employers (67%) agree that the institution identifies expected learning outcomes for its degree
and certificate programs.
According to the 2005 Student Opinion Survey Final Report, most students felt program
requirements were clear and reasonable. They also felt that there were adequate services to help
them decide on a career. They were less satisfied with the internships or practical experience
provided in degree/certificate programs. They were not very satisfied with the career services
and the provisions made to help them get a job.
The resources of the College are dedicated to preparing students for further education,
rewarding employment and productive citizenship. Student success is enhanced by classrelated projects/activities and competency enhancement through programs such as:
• Disabled Students Programs and Services;
• Extended Opportunity Programs and Services;
• Teachers of Tomorrow-Migrant Education Preparation;
• Re-entry Program;
• California Mini-Corps;
• Workability III Program;
• CalWorks Program.
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
35
Since 2003, the Student Learning Outcomes Assessment Work Group has assumed an
increasingly vital role in educating the Hartnell Campus community on the purposes and
practices of Student Learning Outcomes Assessment. Work Group members have continued to
learn about SLOs and SLO assessment through attending workshops and gathering information
from other institutions and sources. They must continue to train others, and compile
information about SLOs and assessment, including methods and instruments. More and more
faculty are realizing the effectiveness of SLOs and before long every department will be using
SLOs as part of everyday life.
Planning Agenda:
The College administration with assistance from the faculty will:
1. Continue updating course outlines and program descriptions to incorporate Student
Learning Outcomes.
2. Continue developing and applying SLO assessments.
3. Continue offering faculty workshops relating to SLO assessment.
A3.
A3.a.
The institution requires of all academic and vocational degree programs a
component of general education based on a carefully considered philosophy that is
clearly stated in its catalogue. The institution, relying on the expertise of its
faculty, determines the appropriateness of each course for inclusion in the general
education curriculum by examining the stated learning outcomes for the course.
General education has comprehensive learning outcomes for the students who
complete it, including the following:
An understanding of the basic content and methodology of the major areas of
knowledge: areas include the humanities and fine arts, the natural sciences, and
the social sciences.
Descriptive Summary:
Hartnell College’s general education requirements introduce students to: the natural sciences;
the social and behavioral sciences; the humanities; and ethnic groups and cultural diversity. The
minimum requirements and the multiple options of every degree program are clearly outlined in
the Hartnell College Catalogue. The requirements include three units in each of natural
science, social science, humanities, physical science, ethnic groups in the United States, and
nine units of language and rationality.
Course requirements include written composition, communication and analytical skills which,
together, develop intellectual abilities and introduce students to the library and technological
sources and information gathering skills. Each course within the scope of general education
courses is designed to promote analytical and critical thinking skills as well as methodology in
the discipline. Increased access for students to technology through the introduction of open
time in the learning laboratories and computer centers and the installation of computers in the
library for student use assists students in developing learning skills through technology. The
English and Mathematics Departments instituted an innovative technological program,
36
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
Academic Systems, in general education math and English courses. This mediated instruction
system utilizes individualized instruction along with software that allows students to progress at
their own pace. It is designed to improve retention.
Degrees and certificates require at least a 2.0 grade point average with some degrees and
certificates requiring a 2.0 grade point average in each course. Instructors measure student
outcomes through classroom performance, demonstrations, projects, quizzes, tests and research
papers. The official College course outlines identify content and learning outcomes for each
course approved at Hartnell College. Course syllabi further develop the methods for students to
achieve the expected outcomes. The Hartnell College Catalogue provides information
regarding topics to be studied in the course description. In some occupational education
courses, the course description also identifies skills and outcomes. Career outcomes are
identified by discipline in the catalogue.
Self-Evaluation:
The College Catalogue lists, for each certificate and degree, the general education requirements
which must be fulfilled. For example, on page 105, the remaining general education
requirements for the A.S. in engineering include 3 units of humanities and 3 units of Ethnic
Groups in the United States, In addition to language arts and science.
Hartnell College has an extremely diverse student population (Hartnell College Fact Book, pg.
1). As a result, the College is constantly exploring potential course offerings to reflect this
diversity. According to the Diversity Survey Final Report, employees and students agree that it
is “moderately important” to learn about their own culture and other cultures, and for faculty
and staff to be representative of cultures in the community. They also believe it is “moderately
important” to provide activities/information about women’s issues, specific ethnic groups, and
disabilities.
The general education program at Hartnell includes an array of course offerings that exceeds the
major subject areas listed. The general education curriculum provides students not only with
the knowledge and skills they will need as they move into the work world, but also skills they
will need to become more effective citizens in this increasingly diverse state. Hartnell
College’s general education curriculum prepares students to understand and work in an
increasingly interdependent world.
Degrees and certificates require at least a 2.0 grade point average with some degrees and
certificates requiring a 2.0 grade point average in each course. Instructors measure student
outcomes through classroom performance, demonstrations, projects, quizzes, tests and research
papers. The official college course outlines identify content and learning outcomes for each
course approved at Hartnell College. Course syllabi further develop the methods for students to
achieve the expected outcomes. The College Catalogue provides information regarding topics
to be studied in the course description. In some occupational education courses, the course
description also identifies skills and outcomes. Career outcomes are identified by discipline in
the catalogue.
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
37
Planning Agenda:
In view of the increasing dependence on technology in the workplace, the College should
examine requirements for technology literacy.
A3.b. A capability to be a productive individual and life long learner: skills include oral
and written communication, information competency, computer literacy, scientific and
quantitative reasoning, critical analysis/logical thinking, and the ability to acquire
knowledge through a variety of means.
Descriptive Summary:
The general education program at Hartnell includes an array of course offerings that exceed the
major subject areas listed. The general education curriculum provides students not only with
the knowledge and skills they will need as they move into the work world, but also skills they
will need to become more effective citizens in this increasingly diverse state. Hartnell
College’s general education prepares students to understand and work in an increasingly
interdependent world.
Hartnell College also recognizes that, with the obsolescence of technology, it is critical that
students become life-long learners. They must be taught to continually acquire and critically
evaluate information. Students must learn to integrate information from a variety of sources.
To this end, Hartnell College is developing cross-discipline programs. For example, the
Interdisciplinary Communication Program integrates courses from multimedia, speech, film
studies, radio/television, photography, journalism, creative writing and computer information
science.
Self-Evaluation:
Page 31 of the 2006-07 Hartnell College Catalogue states, “General Education is that part of
Education which is concerned with the common knowledge, skills, and attitudes needed by each
individual to be effective as a person…” According to the 2005 Accreditation Employee
Survey, 87% of those responding to the survey agree the general education program is based on
a clear philosophy and rationale.
As stated in the College Catalogue, Hartnell College has a full articulation agreement with the
California State University system (pages 40-41) and the University of California Board of
Regents (pages 43-44). According to the 2005 Accreditation Employee Survey (Final Report),
78% of respondents “agree” that the College has clearly defined process for reviewing all of its
educational programs.
Planning Agenda:
Information Competency and Computer Literacy are core requirements that are being
developed through the collaboration of various faculty groups and the Academic Senate.
38
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
A3.c. A recognition of what it means to be an ethical human being and effective citizen:
qualities include an appreciation of ethical principles: civility and interpersonal
skills; respect for cultural diversity; historical and aesthetic sensitivity; and the
willingness to assume civic, political, and social responsibilities locally, nationally,
and globally.
Descriptive Summary:
The general education component is based primarily on a portion of the Mission Statement that
states that Hartnell College is, “dedicated to a diverse educational and cultural campus
environment that prepares our students for productive participation in a changing world.”
Hartnell College’s general education courses are designed to reflect this approach across all
disciplines.
Self-Evaluation:
General education courses include History, Philosophy, and Sociology classes that explore
Chicano, Afro-American, and the cultures of other people of color. Additional classes focus on
Ethics, Communication, and Critical Thinking (Hartnell College Catalogue). The curriculum
committee reviews each course by content and methodology to determine if it fits into a
category of general education. While CSU and Hartnell categories differ slightly, the
Curriculum Committee follows the CSU guidelines carefully in categorizing courses to ensure
uniformity of instruction and to facilitate transfer. Hartnell also has a full articulation
agreement with the University of California, Board of Regents.
Planning Agenda:
1. The College will continue to review its general education course curricula to ensure that it
supports instilling students with high ethical standards and the principles of good
citizenship.
2. The College will explore adding an explicit Information Competency requirement to
existing General Education requirements and seek funding to develop an information
competency course.
A4.
All degree programs include focused study in at least one area of inquiry or in an
established interdisciplinary core.
Descriptive Summary:
Degree programs are designed to include a focused study in at least one area of inquiry or in an
established interdisciplinary core. They are designed to provide students a significant
introduction to the broad areas of knowledge, their theories and methods of inquiry.
All degree programs require a course in natural science, social and behavioral sciences,
humanities, ethnic groups in the United States and three courses in language rationality. The
number of courses in a focused area or a specific major, vary from degree to degree. However,
all programs meet the minimum requirements as establish in Title V (CCR.TS.§55805). This
requirement assures an introduction to broad areas of knowledge and their theories and methods
of inquiry while assuring mastery of skill and theory in a specific field. While the required
general education requirements of all the Hartnell degrees and certificates are not identical to
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
39
the California State University or University of California General Education Pattern, there are
significant overlaps so that students can fulfill Hartnell College degree requirements at the same
time that they fulfill transfer requirements.
Self Evaluation:
All of the degree programs at Hartnell College have been approved by the California
Community College’s Chancellor’s Office (CCCCO). Furthermore, occupational and
vocational programs, prior to receiving the approval from the Chancellor’s office, are
established based on a needs assessment of Labor Market Survey data. They then must be
approved by a local advisory committee and subsequently by the California Community
College Association of Occupational Educators Central Regional Consortium. With final
approval of the consortium, the degree programs are sent to the CCCCO for final review and
acceptance.
The minimum requirements and the multiple options of every degree program are clearly
outlined in the Hartnell College Catalogue. The requirements include three units in each of
natural science, social science, humanities, physical science, ethnic groups in the United States,
and nine units of language and rationality. In the degree programs, the number of units in
focused study areas can vary from a minimum of eighteen units, as established by Title V, up to
over forty units in some cases, particularly in the occupational and vocational programs in order
to provide in-depth study in a major area. Options for occupational and transfer studies are also
available. The College offers interdisciplinary degrees in Liberal Studies and in General
Studies.
Every academic and vocational degree program was reviewed, at least once, in a staggered way,
during the last four years. During this process, the general, interdisciplinary and focused
education courses were revised. At the end of the program review report, a program
improvement plan of action was outlined. The program review report was carefully analyzed,
scrutinized and finally approved by the Program Review Committee.
The College has not yet reached a decision on technology literacy requirements. However,
discussions on the need to ensure technology and information competency have taken place in
many disciplines, as well as in curriculum committee, and among instructional administrators.
A grant application will focus on information competency.
Planning Agenda:
The College dialog will continue to:
1. Define information and computer competency as a degree requirement.
2. Require that every degree, non degree and certificate program utilize the results of the
program review process for improvements.
3. Require that each program undergo program review every six years.
40
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
A5.
Students completing vocational and occupational certificates and degrees
demonstrate technical and professional competencies that meet employment and
other applicable standards, as well as preparing them for external licensure and
certification.
Descriptive Summary:
Students completing vocational and occupational certificates and degrees demonstrate technical
and professional competencies in vocational and occupational programs through a variety of
tests including: skill tests; written tests; demonstration of skills for state and industry
qualifications; certifications; licensing or credentialing. Students must successfully pass the
corresponding state or industry certification exams. Examples of how specific occupational and
vocational programs measure, assess and demonstrate the competence of students are shown
below:
•
•
•
•
•
•
In addition to passing all in-class written and skills demonstration tests, students enrolled in
Automotive Technology must pass Automotive Service Excellence (ASE) tests to receive
the industry certifications. In addition, students must pass State examinations by the
Department of Consumer Affairs, Bureau of Automotive Repair for certification as either
technicians or trainer in emission and smog control areas. Hartnell College’s Automotive
Technology Program is a certified training center under the State Department of Consumer
Affairs, Bureau of Automotive Repair to Train in nine areas of Emission training courses.
At Hartnell College, we proctor ASE exams.
In Auto Collision, students take tests through two industry organizations: Automotive
Service Excellence (ASE) and Inter-Industry Conference on Auto Collision Repair (ICAR). The Auto Collision and Welding Technology programs are certified to test and
qualify students in Auto Body Welding for I-CAR.
In Welding Technology, students must pass the American Welding Society (ASW) test for
AWS certification. Hartnell College Welding Technology Program is certified to test and
certify students for the American Welding Society.
In the Electrical Apprenticeship Program, students must complete five years of work
experience in addition to fifty units in course work. Through successful theory and skill
testing, and with the completion of five years of work experience and training as specified
by the Brotherhood of Electrical Workers Union, students become journeyman in the field.
Students who successfully achieve the competencies of the required classes in the program
are awarded the industry certifications.
Students enrolled in the Nursing Program demonstrate competencies through skills and
written exams at the College. In addition, competencies are demonstrated through State
Board of Nursing exam administered by NCLEX, formerly known as the Stated Board of
Examination. All students pursuing entry into practice must pass these examinations.
In Early Childhood Education (ECE), students demonstrate competencies through
coursework and the successful completion of state required classes. They must prove
completion of educational requirements and demonstrate appropriate experience in order to
receive permits, licenses and credentials from the State of California that qualify them to
work as preschool teacher assistants, associate teachers, teachers and center supervisors
and directors.
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
41
•
•
•
•
Students enrolled in Computer Repair and Computer Network programs demonstrate
proficiency through successful completion of coursework and by passing the corresponding
industry testing for certifications and licenses (e.g. CISCO and A+ certifications).
Students enrolled in Construction Technology must complete all of the courses required to
receive the certificate or the degree to demonstrate proficiency before the American
Association of General Contractors (AAGC). The College’s Construction Academy is the
only one recognized by the AAGC in the state of California. This increases the
employability of the students enrolled who are then prepared to enter employment with any
construction company in the state. Furthermore, upon successful completion of the
coursework, and with acquisition of field experience, students test for the California
General Contractors License, and/or the State Contractors License in Electrical, Plumbers,
Concrete or other trades.
Students in Electronic Technology, after completing either the certificate, degree or certain
courses, take industry tests for certification in Bio Medical Electronic Technician and/or
Federal Communications for Broadcasting Engineering. Some students take the
certification test for Electronic Technicians under the California Department of Consumer
Affairs. The Electronic Technology faculty proctor exams for the National Association of
Broadcasters.
Hartnell College documents the technical and professional competence of students by
maintaining records of the number of degree and certificate completers. In some cases, we
account for our students’ competency by documenting the number of students who
successfully pass industry tests for licensing and credentialing. However, it is difficult,
costly and impractical to develop and implement a system that accurately keeps track of the
number of Hartnell College students and graduates that obtain industry certifications.
Self-Evaluation:
During the past six years Hartnell College issued a total of 3,178 AA and or AS degrees and
407 certificates in the occupational and vocational programs. During the past four years,
Hartnell College developed over 30 Certificates of Skills Acquisition with the advice of the
Advisory Committees. These certificates require less than 18 units to complete, and are
designed for entry level positions in a variety of occupational areas. During this time the
College has issued over 250 Certificates of Skills Acquisition.
All the vocational and occupational disciplines use advisory committees to assist in determining
professional and technical skills and competencies required in contemporary industry.
Advisory committee members are industry or subject-matter experts who continuously assist in
revising and evaluating curriculum and programs. In addition, with the assistance of advisory
committee members, the College has been able to secure additional internships and scholarships
for students; acquire funds to support vocational programs; procure technology and equipment
for vocational programs, and write numerous grants. The areas where we have committed
advisory committees include: Agriculture; Administration of Justice; Auto Collision;
Automotive Technology; Diesel Technology; Computers, Business; Construction; Electronics;
Early Childhood Education; Welding; and Nursing. All vocational programs have advisory
committees; however, some are more active than others. The currency of equipment,
technology and instruction at industry sites through internships, assist the College in preparing
students with contemporary industry competencies.
42
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
The Chancellor’s Office Unemployment Insurance (UI) documents wage data on those students
that successfully complete training programs and their earnings.
Planning Agenda:
The vocational and occupational programs at Hartnell College will:
1. Revitalize every vocational advisory committee at least every three years.
2. Revise each vocational and occupational degree and certificate to ensure contemporary
business and industry competency at least once every six years during program review.
3. Develop a process to maintain thorough records of the issuance of Certificates of Skills
Acquisition.
4. Design and implement a system to record students’ acquisition of industry certifications and
procurement of credentials in controlled fields.
5. Revise the Certificates of Skills Acquisition annually.
A6.
The institution assures that students and prospective students receive clear and
accurate information about educational courses and programs and transfer policies. The
institution describes its degrees and certificates in terms of their purpose, content, course
requirements, and expected student learning outcomes. In every class section students
receive a course syllabus that specifies learning objectives consistent with those in the
institutions officially approved course outline.
Descriptive Summary:
Information about the Hartnell College educational programs, admission policies, graduation
requirements, social and academic policies, refund policies, student conduct standards and
complaint and grievance procedures is provided mainly through the Hartnell Class Schedule,
the Hartnell College Catalogue and college orientation courses. Brochures, flyers, and posters
supplement information in these two publications.
All of these materials are distributed to currently enrolled students on and off campus and to
prospective students through a variety of outreach and recruitment activities sponsored at feeder
schools, agencies serving re-entry students, libraries, businesses, educational fairs, and
community events.
Following is a list of all of the publications available to community members and students
enrolled and activities that promote knowledge of the College’s programs and services:
Brochures, flyers, and posters. Literature about the College’s educational programs, services,
and activities, is placed in public facilities such as schools, libraries, and places accessible by
the public.
Mailings. The class schedules, community education publications, newsletters, event
invitations, and announcements are mailed prior to the beginning of each semester and at
appropriate times throughout the year. Eighty-thousand copies of the schedule are mailed to
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
43
every household in the immediate service areas. Additionally, schedules and other admissions
information are mailed to anyone within and outside of the service area who makes a request.
Media. Interviews of college personnel, broadcast through the print and electronic media prior
to the beginning of classes, give information on admission and registration deadlines. Radio,
newspapers, and television announcements prior to the beginning of each semester and summer
term provide dates and guidelines for registration. This media campaign is conducted in
English and in Spanish.
Interpersonal communications. Contact between a prospective and currently enrolled student
and Hartnell College personnel (counselors, admissions staff, financial aid personnel, faculty,
administrators, and special programs staff) occurs through high school visitations, Counseling
21, Orientation courses, one on one counseling, probation workshops, group advising at
agencies serving re-entry students (Department of Social Services, Employment Development,
etc.) and community events.
Special events. College personnel are available to distribute program information, policies and
procedures, by participating in a variety of public events throughout the year. Additionally, the
College sponsors events that bring the community to the campus, including transfer day/college
night, school-to-college field trips and campus tours, among others.
In summary, information about programs, policies and procedures is distributed through high
school visitations, and Counseling 21 (Orientation to College) courses. These are offered at
multiple sites, via group activities facilitated by agencies serving re-entry students (Department
of Social Services, Employment Development, etc.). In addition, community events also
provide information to prospective students and the public. During these campus events,
workshops explaining educational programs and services, college policies and procedures and
enrollment deadlines are offered. A variety of literature of the type described above is
distributed at no cost to the participants.
The office of Workforce and Economic Development also provides through its community
education publications, newsletters and event invitations, a variety of information on college
programs, procedures and deadlines. This literature is mailed to a diverse constituency
throughout the year.
A6.a. The institution makes available to its students clearly stated transfer-of-credit
policies in order to facilitate the mobility of students without penalty. In accepting
transfer credits to fulfill degree requirements, the institution certifies that the
expected learning outcomes for transferred courses are comparable to the learning
outcomes of its own courses. Where patterns of student enrollment between
institutions are identified, the institution develops articulation agreements as
appropriate to its mission.
44
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
Descriptive Summary:
Counseling faculty obtain up-to-date information on admission, major and transfer requirements
through attendance at UC, CSU and independent college conferences. Materials with transfer
information are distributed in Counseling 21 (Orientation to College) so that all first time
college students are presented with transfer as an option early in their education at Hartnell
College.
Currently each student that enrolls in Counseling 21 (Orientation to College) receives: AA
requirements; CSU GE requirements; IGETC requirements; Hartnell College degree and
certificate list; approximate cost of attending Hartnell College counseling staff list; counselor
contact worksheet; educational plan form; Hartnell Transfer Center information; current
schedule of classes and Hartnell College Catalogue.
Additionally the Transfer Center counselor and staff make presentations in specific English
transfer classes and offer workshops by which students are provided information about and
encouraged to participate in activities with four year schools such as: concurrent
enrollment/cross-registration, dual admission; Transfer Admission agreements; and Cooperative
Admission Programs.
Faculty regularly assist students by informing them about career opportunities, strengths of
particular four year schools, differences in major programs at their alma-maters and universities
with which they are familiar. As part of regular schedule preparation, the Office of Instruction
and Area Deans monitor the availability of courses needed for transfer admissions, major
preparation and general education.
Through the Transfer Center counselor and staff, personnel from four-year colleges and
universities arrange to frequently present and hold appointments with transfer students on the
Hartnell College campus. Students receive information through one on one contact and
through workshop presentations. Through the Transfer Center, the general counselors, EOP&S
and DSP&S, transfer students are offered the opportunity to travel to a four-year campus of
their choice. The Counseling Area and categorical programs counselors affirm established
linkages with four-year colleges and universities and create new ones through formal and
informal college processes and transport students through regular means or through cyberspace
to the college of their choice.
Self-Evaluation:
The Articulation Officer, in collaboration with other offices, continually develops and updates
course to course, major to major and general education articulation agreements with the
University of California, California State University and independent colleges and universities.
Priority in this development is given to those schools to which Hartnell College students
transfer more frequently. New curriculum designed to assist the transfer student better meet
entrance requirements are developed on an ongoing basis.
The articulation officer sits in Curriculum Committee meetings and consults with faculty about
GE breadth requirements to CSU, UC and private college and universities. Not only does the
Articulation Officer update articulation agreements for IGETC and for CSU GE breadth
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
45
requirements yearly, but course-to-course, major preparation and other general education
agreements continue to be developed on an ongoing basis with UC, CSU and independent
colleges.
The Articulation Officer participates continually through a consortium or articulation officers in
updating his knowledge regarding ASSIST. Through these contacts the AO offers training to
counselors to use all articulation subsets of ASSIST. Hartnell College continues to participate
in and qualify courses for CAN through the efforts of the Articulation Officer who sees to it that
the catalogue is updated with current CAN information annually.
The Articulation Officer serves on Curriculum Committee to provide advice and counsel on
curricular decision-making and who recommends revisions in curricula in response to changes
in 4-year institutions. The Articulation Officer gets input and support from, and engages
teaching faculty in, the development of articulation agreements.
Planning Agenda:
None.
A6.b. When programs are eliminated or program requirements are significantly
changed, the institution makes appropriate arrangements so that enrolled students
may complete their education in a timely manner with a minimum of disruption.
Descriptive Summary:
The College has not instituted program reductions since the last Self-Study. When changes are
made in required courses, students maintain their eligibility for program completion under the
old requirements. However, course substitutions are also regularly offered to students, as
necessary, for program completion. Such substitutions are documented by student, counselor,
instructor, and dean on a “Course Substitution” form.
Currently, the College is developing a formal policy on program discontinuance.
Self-Evaluation:
The College is initiating discussion of a policy for program elimination. In the past, programs
have been eliminated by action of the Board of Trustees based on a policy developed through
joint governance (Hartnell College Discontinuance Process). No programs have been
eliminated since the last Self-Study.
The course substitution process is well known by the counseling staff and student service
personnel. Counseling faculty and staff regularly refer students to the appropriate faculty
member and/or dean to facilitate student completion of certificates and degrees.
Planning Agenda:
Develop a formal policy on program elimination.
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STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
A6.c. The institution represents itself clearly, accurately, and consistently to prospective
and current students, the public, and its personnel through its catalogs, statements,
and publications, including those presented in electronic formats. It regularly
reviews institutional policies, procedures, and publications to assure integrity in all
representations about its mission, programs, and services.
Descriptive Summary:
Hartnell College represents itself clearly, accurately and consistently in all of its publications
and interactions with the students and general public, faculty, and staff. All forms of
communication, including publications from marketing & public information, and written
communications from administrators, faculty and staff, adhere to this standard. Promotional
and informational materials are continually updated in both hard copy and electronic forms.
The annual Hartnell College Catalogue describes Hartnell College and its programs. It
contains:
•
•
•
•
•
•
•
•
The Hartnell College vision and mission statements;
Academic programs and policies, degree and certificate programs, course listings which
include the California Articulation Number (CAN) status, and student services and
programs;
Requirements and procedures for admissions, including costs and financial aid, graduation
and transfer certification, major and certificate requirements;
Academic Learning Center, Off-Campus Programs, Library, and Matriculation/STAAR;
(Success Through Assessment/Orientation Advancement and Registration);
The catalogue also includes names of the Board of Trustees, and the College
Superintendent/President. Vice-Presidents, Division Deans, Managers, Administrators, and
Faculty are identified by College Departments and degree.
All degree and certificate programs are listed by discipline in the catalogue with required
elective courses identified. The Hartnell College homepage on the World Wide Web
includes listings of degrees and certificates, schedule of classes, campus directory, job
announcements and other information about the College and its services.
The schedule of classes is published for the Summer/Fall/Spring semesters. Serving as a
supplement to the catalogue, the schedule lists curricular offerings, registration course
numbers, sections and times offered. The courses are listed by each division. It also
includes a step-by- step process for telephone registration. The schedule is distributed to
every household in the District.
The Hartnell College Catalogue is published annually and is available in hard copy form,
throughout all campus locations, and electronically at the College website
(http://www.hartnell.edu).
Self-Evaluation:
All publications are designed to supplement and augment the catalogue information with
accuracy and accountability. The Office of Instruction staff prepares the catalogue and class
schedule of classes with the help of Student Services, Human Resources, Area Deans and
Directors on an annual basis. In addition, most areas have their own brochure with information
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
47
on its general and specific programs. The high quality of the Hartnell publication is the result
of a collaborative effort.
The 2005 Accreditation Employee Survey (Final Report) results showed that 74 percent slightly
agree to strongly agree that the information in the catalogue and class schedule is accurate (25
percent disagree). Community responses indicated 90% agree the College provides clear and
accurate class schedule information (2005 Accreditation Community Survey Final Report).
2005 Accreditation Student Opinion Survey results indicated 60% were satisfied or very
satisfied with the accuracy of College information received prior to enrollment. Fifty percent of
the students surveyed rated the availability of financial aid information. Seventy percent were
satisfied with College Catalogue and Admissions publications.
Planning Agenda:
1. The administration and faculty will review the catalogue to ensure consistency of language
and strategic placement of policies. Specifically, student services policies, procedures,
current course offerings, and financial aid information must always be accurate and promote
ease of access.
2. The Marketing Committee will adopt a plan for review and approval of all copy appearing
on brochures or advertisements to ensure accuracy and consistency; it should establish a
requirement for printing the date of publication on each brochure.
3. The College will continue the present policy of listing in the catalogue the degrees held by
all faculty and administrators.
4. The College will continue to improve its website and provide accessibility.
5. The College will continue to support faculty in linking their own web pages linked to
Hartnell’s web page.
A7.
In order to assure the academic integrity of the teaching-learning process, the
institution uses and makes public governing board-adopted policies on academic
freedom and responsibility, student academic honesty, and specific institutional
beliefs or worldviews. These policies make clear the institution’s commitment to
the free pursuit and dissemination of knowledge.
A7.a. Faculty distinguishes between personal conviction and professionally accepted
views in discipline. They present data and information fairly and objectively.
Descriptive Summary:
Hartnell College reviews course outlines, syllabi, final exams and student comments in an effort
to evaluate the appropriateness of course content. (Board Policy 1000). Board Policy 4120
(available at http://www.hartnell.edu/about/board_policies/4000/4120.html) affirms Academic
Freedom policies at Hartnell College.
Self-Evaluation:
Results of the 2005 Accreditation Employee Survey (Final Report) indicate 77% of all faculty
members agree the College is committed to high standards of teaching; 70% agree the integrity
of the teaching process is protected at Hartnell College. The Curriculum Committee review
48
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
process ensures the appropriateness of course content and the sufficiency of course outlines.
Student course evaluations provide valuable feedback to assess the effectiveness of class
instruction.
Planning Agenda:
1. Hartnell College will continue to inform its instructors of policies and obligations regarding
academic freedom. Specific activities could include flex-day presentations, special
presentations at department meetings and mandatory faculty meetings.
2. Hartnell College will continue to promote staff development to keep instructors current on
their subject matter, and encourage instructors to take additional classes.
A7.b. The institution establishes and publishes clear expectations concerning student
academic honesty and the consequences for dishonesty.
Descriptive Summary:
The Student Code of Conduct and Sanctions for Violations are published in a variety of forms
including a booklet prepared for the Vice President of the Student Services’ office for
distribution entitled Policies and Procedures Relating to Student Rights, Responsibilities, and
Grievance Process. This information can also be found in the Hartnell College Catalogue under
Student Conduct and Due Process; The Schedule of Classes in Student Grievance Procedure
and Student Rights sections; and on the Hartnell College Web Page
(http://www.hartnell.cc.ca.us/academicpolicies).
The Hartnell College Faculty Handbook (sec 2, P10-12) states that the instructor, as an official
representative of Hartnell College policies, is the sole arbiter of both behavioral and academic
standards in the classroom.
Hartnell College, in its “Policies and Procedures Relating to Students Rights, Responsibilities,
and Grievance Process,” page 8, under policy on cheating explains what would be considered
dishonest and related disciplinary sanctions. On pages 5 and 6 of the same document, seven
steps of sanctions and four steps of disciplinary processes are also listed.
Self-Evaluation:
No assessment has taken place to measure student awareness or understanding of academic
dishonesty or sanctions for violations. The Hartnell College Faculty Handbook states that
instructors should make their standards clear to students in writing on the first day of class.
Planning Agenda:
The College administration will reinforce faculty awareness of the Code of Student Conduct
through the following actions:
1.
Cover all necessary information at instructor orientation meetings.
2.
Encourage faculty to discus the code of conduct with their students.
3.
Seek assistance from the Academic Senate.
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
49
A7.c. Institutions that require conformity to specific codes of conduct of staff, faculty,
administrators, or students, or that seek to instill specific beliefs or worldviews, give clear
prior notice of such policies, including statements in the catalog and/or appropriate
faculty or student handbooks.
Descriptive Summary:
Hartnell College believes in the individual’s right to maintain their own beliefs and views and
does not try to force specific beliefs or world views upon its students or staff (Board Policy
1000).
Hartnell College has in-place codes of conduct for all employees and students. Hartnell College
provides numerous methods of obtaining copies of its current policies on codes of conduct. The
5000 series in the Governing Board Policy outlines the codes of conduct for all employees of
the Hartnell Community College District. Issues covered include: drug use in the workplace
(Board Policy 5045); harassment (Board Policy 5105); and working conditions for
management, confidential and supervisory employees (Board Policy 5200). Specific codes of
conduct for the different employee groups at Hartnell College are covered in the Hartnell
College Faculty Handbook; Local No. 39; and CSEA contracts for classified employees
(Employee Union Contracts); and the Leadership Team Ethics Statement.
CTA, Local No. 39, and CSEA contracts (Employee Union Contracts) are available online at
http://www.hartnell.cc.ca.us/hr/forms.html. The Human Resources Department website has
been updated to provide easy access to forms and documents relating to working conditions.
The Faculty Handbook is available to all faculty in print format; it is also accessible from the
College intranet.
Student rights and conduct are covered in Governing Board Policy 3100, Rules Governing
Students. The Grievance Policy for Students is covered in Board Policy 3105. Both are
accessible to students in the 2006-07 Hartnell College Catalogue and in each semesters’
Schedule of Classes, and Hartnell College website. The Office of Student Services also
publishes a document, Student Rights, Responsibilities and Grievance Procedures, which is
available upon request.
Academic policies are accessible from the web page for the Office of Instruction, available at
http://www.hartnell.edu/academics/policies/.
Self-Evaluation:
The 2005 Accreditation Employee Survey did not evaluate how knowledgeable staff and faculty
are about existing codes of conduct or institutional policies. While the 2005 Student Opinion
Survey evaluated satisfaction with existing Hartnell policies, no questions were posed to assess
the level of student knowledge.
Planning Agenda:
1. Hartnell College will publicize its codes of conduct, through faculty and student handbooks
and online, and will add new methods when it is necessary.
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STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
2. Hartnell College will continue to follow its board policy regarding the individuals’ right to
maintain their own beliefs and views by not forcing specific beliefs or world views upon its
students or staff.
A8.
Institutions offering curricula in foreign locations to students other than U.S.
nationals operate conformity with standards and applicable Commission policies.
Descriptive Summary:
Currently, Hartnell College offers no programs in foreign locations. During the 2004-2005
academic year, the College established an International Intercultural Education Center and hired
a Director to lead future efforts in developing and implementing international education
programs.
Self-Evaluation:
Not applicable.
Planning Agenda:
Hartnell’s new International Intercultural Education Center will develop short-, medium-, and
long-term goals consistent with the planning requirements of the College’s Educational and
Facilities Master Plan during the plan’s next scheduled update.
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
51
B. Student Support Services
The institution recruits and admits diverse students who are able to benefit from its programs,
consistent with its mission. Student support services address the identified needs of students
and enhance a supportive learning environment. The entire student pathway through the
institutional experience is characterized by a concern for student learning outcomes, faculty and
staff input, and other appropriate measures in order to improve the effectiveness of these
services.
B1.
The institution assures the quality of student support services and demonstrates
that these services, regardless of location or means of delivery, support student
learning and enhance achievement of the mission of the institution.
Descriptive Summary:
The College is committed to providing high quality student support services regardless of
location. To identify the needs of the student population of Hartnell College, the College
utilizes reports published by the Office of Institutional Planning and Research and the Fact
Book. Additional data are obtained through student surveys included in program review and
faculty evaluations. Student comments on surveys utilized for faculty evaluation are provided
as feedback to the counselors on their effectiveness. The institution provides an environment
that fosters the intellectual and personal development of its students consistent with its mission
and purpose. These services are guided by a mission statement, disseminated and reviewed on
a regular basis and are conducive to the development of a collaborative learning community.
The intent is to prepare students to become responsible members of society.
The College is mandated by a variety of external regulatory agencies to provide annual
information regarding students, including enrollment patterns and characteristics. These
agencies include the federal government, the California Community College Chancellor’s
Office, and the College’s accrediting bodies (institutional and program level). The College’s
governing board and its shared governance committees periodically review the effectiveness of
the College in this area.
As part of the institutional evaluation of the quality of student support services, the College has
a comprehensive program review and evaluation process conducted by the Program Review
Committee. The Student Services Council comprised of representatives from each area
(management, faculty and staff) in Student Services regularly reviews information related to
the identified needs of students in relation to access, progress, learning, and success.
Student support services, available to students on the main campus, East Campus and King City
Education Center, are designed and delivered under the administrative purview of the Vice
President of Student Services. These services include: Admission and Records; Matriculation;
Counseling; Financial Aid; Sports Counseling Center; Disabled Student Programs and Services
(DSP&S); Extended Opportunities Programs and Services (EOP&S); Veterans and Re-Entry
Services; Child Development Center; student government and activities (ASHC); Transfer
52
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
Center; and Title 3 Student Support Services (TRIO/SSS). Coordination and problem-solving
are accomplished through regularly scheduled meetings of the Associated Students of Hartnell
College/Student Government (ASHC), Inter-Club Council (ICC) and Student Services Council.
The Director of Institutional Research and Planning and the Institutional Research Analyst
provide ongoing support to institutional planning and evaluation by designing research projects
and collecting data to assist in assessing the quality of student support services. One critical
research tool has been the Student Opinion Survey, which explores enrolled students’
satisfaction with programs, services, and other aspects of their college experience. Survey
findings allow statistical comparisons between local survey results, and comparable institutions
nationally. Information obtained from this survey provides useful information in evaluating the
impact of college programs and services designed to support student learning (2005 Student
Opinion Survey Final Report).
Hartnell College is recognized by the Department of Education as an Hispanic Serving
Institution (HIS) and serves a majority of students who are:
1. First generation college students;
2. Speakers of English as a Second Language;
3. In need of financial aid.
The following selected retention and recruitment activities are provided based on a methodical
study of the needs of the population served:
•
•
•
•
•
Beginning in 2000, outreach services have been offered at the elementary school level
through America Reads, to promote school success and college awareness. This
program offers tutoring in elementary schools, libraries, and other sites. Other
programs that promote awareness and early commitment to postsecondary education
have been the Teachers of Tomorrow and Gear-Up programs. These initiatives involve
middle school and high school students in a variety of academically oriented activities
designed to promote motivation to complete high school and enroll in college.
To address the needs of a large Spanish-speaking constituency, all student services units
employ bilingual staff. Telephone registration instructions are offered in English and in
Spanish.
To promote access to residents spread over a service area which is 10 miles wide and
100 miles long, services are offered at multiple locations including the main campus,
King City Education Center, and East Campus. During peak enrollment periods, online
registration is provided at a regional shopping mall.
The Counseling 21 (Orientation to College) course is offered through the web.
Telephone online registration has been expanded to include new students who have
completed this course. Hartnell College students can also access their grades by
telephone and online.
Outreach presentations to elementary, middle, and high school students, and to
community members, are provided through campus visits, and written and posted
materials.
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
53
The following retention activities are provided:
• Assessment and orientation classes at on and off campus locations throughout the
College service area;
• Outreach events such as Career Fairs and College Night on school sites and community
events;
• Special on-campus events, such as College Night, job shadowing, and tours for K-12
students.
• Other community events on campus such as science fairs, program open-houses,
community dinners, 10,000 poems among others;
• Inter-segmental activities, including workshops offered by personnel from four-year
universities in the region;
• Web-based Counseling 21 (Orientation to College);
• Coordination of activities with the Monterey County Department of Social Services, the
Private Industry Council, California Employment Development Department (EDD), as
well as other agencies working with persons affected by welfare reform.
Student Services provides leadership and support services needed to address the emerging
needs within the Hartnell Community College District service area.
Student support services are offered at three campus locations and are guided by a doubled
strategy:
• To support currently enrolled students;
• To assist students in planning for educational goals suited to their goals and interests.
Student support services are provided at all major college sites, i.e., the main campus, East
Campus, and the King City Education Center. Additionally, services are offered at high school
campuses, state agencies and varied locations throughout the service area. The Counseling
Department offers in-person and online College Orientation courses.
Services provided bilingually in a variety of locations to support students in their academic
success include:
•
•
•
•
54
Assessment to determine student’s level of preparation for college, academic placement,
and to identify special learning needs;
Counseling 21 (Orientation to College) offered at multiple sites and online to give
students information about the programs and services available on campus, campus
procedures and deadlines and a general understanding of the institution;
Academic counseling and educational planning, entailing a review of student records by
counselors to determine courses completed, placement test results, and high school
experience;
All exempt and non-exempt students receive counseling services resulting in the
development of an educational plan of at least one semester in length. The plan is
recorded in written form and students are given a duplicate copy. A combination of the
written educational plan and the student’s academic history is used to revise the
educational plan as needed. A counseling worksheet that documents individual
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
•
•
•
•
•
•
•
•
•
•
counseling sessions, services provided, and referral to support services serves as
documentation for state reporting;
Personal counseling is provided when necessary to help students overcome barriers to
success and manage problems that interfere with their educational goals. Personal
counseling has expanded to include classes in anger and crisis management;
Crisis counseling and crisis management through Hartnell College Crisis Counseling
Center. Bilingual services are available to students facing mental health or other serious
life challenges;
Early Alert offered to Athletes and EOP&S students helps detect students with
academic difficulties in time to refer them to supportive services;
Probation counseling and group sessions providing prescriptive and preventive methods
to assist students experiencing academic difficulty;
Financial Aid delivers one-on-one assistance and workshops at multiple sites;
Re-entry students are supported through workshops for academic, social, and personal
development;
Career counseling provided for students who desire to develop a career path. Career
Center services help students explore career options through interest/aptitude
assessments and experiential opportunities such as internships linked to academic areas.
A part-time counselor from EDD connects students to employment possibilities,
employer visits, and on-campus interviewing. In addition, the College sponsors an
annual job fair and a nontraditional career fair to provide students with career and
employment experiences;
Programs administered to recruit and retain students with special needs or interests
include Sports Counseling; EOP&S; Mathematics, Engineering, Science Achievement
(MESA) program; Teachers for Tomorrow; CalWORKS; TRIO/SSS; and DSP&S.
The Transfer Center offers one-on-one counseling and guidance, transfer planning
workshops, guaranteed transfer agreements with four- year colleges and universities,
and four-year college and university site visits;
Matriculation services supports the transfer effort by hosting an annual event known as
College Day/Transfer Night, where 50 to 100 baccalaureate-granting institutions gather
in the Student Center to provide secondary and post-secondary students with transfer
information.
Self-Evaluation:
Hartnell College offers comprehensive, reliable, and accessible services to all students at all
sites. Results compiled through the 2005 Student Opinion Survey (Final Report) reflect student
perceptions on access to quality of support services. The data shows most students are satisfied
with the services provided.
Regular assessment and program review processes are in place to periodically measure student
and community satisfaction (See 2005 Accreditation Community Survey Final Report, 2005
Student Opinion Survey Final Report, 2001 North County Educational Needs Assessment
Survey Final Report, 2002 Employer Survey Final Report, 2002 Graduate Survey Final Report,
2002 Customer Satisfaction Survey Final Report).
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
55
Current levels of evaluation and planning respond adequately to the need to provide a
supportive learning environment for students. Further effort is needed to understand how to
improve the fit between educational outcomes and the stated mission of the institution, the
intentions of faculty in course and program design, and the students’ own goals.
Planning Agenda:
1. The continued development of Student Learning Outcomes.
2. Continued Assessment of student services at all campus locations.
B2.
The institution provides a catalog for its constituencies with precise, accurate, and
current information concerning the following:
B2.a.
General Information Official Name, Address(es), Telephone Number(s), and
Website Address of the Institution
•
•
•
•
•
•
•
•
Educational Mission
Course, Program, and Degree Offerings
Academic Calendar and Program Length
Academic Freedom Statement
Available Student Financial Aid
Available Learning Resources
Names and Degrees of Administrators and Faculty
Names of Governing Board
Descriptive Summary:
Hartnell College is identified in its catalogue as a public two-year community college
accredited by the Western Association of Schools and Colleges. The addresses and phone
numbers of the College’s main campus are provided on the first page of the catalogue. The
address of the College’s website, along with the College’s physical address, is also located on
the outside back cover of the catalogue and in the schedule (Hartnell College Catalogue).
The catalogue is reviewed and updated annually. Accurate descriptions are provided of the
educational mission; course, program, and degree offerings; admission and records procedures;
programs, certificate, and degree requirements; services to students; and the names of the
faculty, administration and governing board. The requirements for admission, degrees,
certificates, graduation, and transfer are also provided. Student fees, financial obligations, and
available financial aid services are outlines, as well as the procedures for refund of fees.
The catalogue includes the College policy of nondiscrimination. Specific references to Title VI
of the Civil Rights Act of 1964, Title IX of the Educational Amendments of 1972, Section 504
of the Rehabilitation Act of 1973, the Americans with Disabilities Act, and the Age
Discrimination Act of 1975 are printed in English and Spanish. Likewise, the catalogue
informs students of their rights and responsibilities and the academic regulations of the College,
including its policy on academic honesty. Grievance and complaint procedures, including a
sexual harassment policy, are also outlined.
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STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
Each Schedule of Classes also contains information on enrollment policies, procedures,
matriculation, testing, and additional student information. The schedule is mailed free of
charge to each household in the District service area and is available at each of three campus
sites.
The Board of Trustees Policies and Administrative Regulations are available on the Hartnell
College website.
Self-Evaluation:
The College meets the standard. A question addressing student satisfaction with the College
Catalogue is included as part of the 2005 Student Opinion Survey (Final Report) cited earlier.
In the most recent survey, this question received an average score of 3.99 on a 5-point scale,
with 5 being very satisfied.
Planning Agenda:
Hartnell College will continue to review the content and quality of the catalogue on an annual
basis to ensure that it meets this standard as well as the needs of students and the community.
B2.b. Requirements
• Admissions
• Student Fees and Other Financial Obligations
• Degree, Certificates, Graduation and Transfer
Descriptive Summary:
The Hartnell College Catalogue contains detailed information on Admission Requirements and
Procedures; Student Fees and Other Financial Obligations; and Degree, Certificate, Graduation,
and Transfer requirements. The catalogue is available in hard copy form at numerous campus
locations (at all three campus sites), as well as on the Hartnell College website.
Self-Evaluation:
The College meets the standard. A question addressing student satisfaction with the College
catalogue is included as part of the 2005 Student Opinion Survey (Final Report) identified
earlier. In the most recent survey, this question received an average score of 3.99 on a 5-point
scale, with 5 being very satisfied.
Planning Agenda:
Hartnell College will continue to review the content and quality of the catalog on an annual
basis to ensure that it meets this standard as well as the needs of students and the community.
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
57
B2.c. Major Policies Affecting Students
• Academic Regulations, including Academic Honesty
• Nondiscrimination
• Acceptance of Transfer Credits
• Grievance and Complaint Procedures
• Sexual Harassment
• Refund of Fees
Descriptive Summary:
The Hartnell College Catalogue contains detailed information on Academic Regulations,
including Academic Honesty; Nondiscrimination; Acceptance of Transfer Credits; Grievance
and Complaint Procedures; Sexual Harassment; and Refund of Fees. The catalogue is available
in hard copy form at numerous campus locations (at all three campus sites), as well as on the
Hartnell College website.
Self-Evaluation:
The College meets the standard. A question addressing student satisfaction with the College
catalogue is included as part of the 2005 Student Opinion Survey (Final Report) cited earlier.
In the most recent survey, this question received an average score of 3.99 on a 5-point scale,
with 5 being very satisfied.
Planning Agenda:
Hartnell College will continue to review the content and quality of the catalogue on an annual
basis to ensure that it meets this standard as well as the needs of students and the community.
B2.d.
Locations or publications where other policies may be found.
Descriptive Summary:
Hartnell College publications are available in the Library, administrative offices, division and
department offices, and online.
The Schedule of Classes contains information on enrollment policies, procedures,
matriculation, testing, and additional student information. The schedule is mailed free of
charge to each household in the District service area and is available at each of three campus
sites. The Schedule of Classes is also available on the website.
The Board of Trustees Policies and Administrative Regulations are available on the Hartnell
College Website.
Self-Evaluation:
The College meets the standard by providing access to all College publications in hard copy
form at the Library and other locations at all campus sites, and online.
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STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
Planning Agenda:
The College will review periodically its publication access procedures and placement, to ensure
full and complete access by all students, faculty, staff, the public, and other constituent groups.
B3. The institution researches and identifies the learning support needs of its student
population and provides appropriate services and programs to address those needs.
Descriptive Summary:
In Fall 2000, Hartnell converted its Student Management System to Datatel Colleague
Integrated System. This system now houses all admissions, assessment testing, registration,
and academic records as well as the College’s Fiscal Services and Human Resources
components.
Counselors and Admissions staff can obtain course prerequisite information using Datatel and
can view previously approved equated courses from other colleges/universities and/or equated
assessment data which helps them assist students in developing an educational plan. In
addition, counselors have access through Datatel to course information that contains
prerequisite information while students can see prerequisite information while using PAWS
online scheduling.
In Spring 2005, Hartnell College purchased a document imaging and retrieval system that
interfaces with Datatel. This software system has been installed on Admissions and Records,
Counseling, and Financial Aid Office computers, on the main and all satellite campuses. With
this software, staff has the ability to retrieve high school as well as other college/university
transcripts: all transcripts are scanned as they are received to facilitate the utility of this
program. All Hartnell College transcripts (1920-1983) are on the new system.
The Hartnell College Assessment Center conducts pre-registration assessment for all nonexempt students to determine competency in computational and language skills.
The Assessment Center technicians use assessment instruments that have been approved by the
Chancellors’ Office:
•
•
•
•
Math: The Math Diagnostic Testing Protocol test is on the Chancellor’s approved list and
Hartnell College Cut Scores were validated in 1996. A revalidation is scheduled in 2012.
English: The English faculty developed an essay-based test that was approved after
appropriate reliability and validity tests were conducted on both the prompts and the
readers.
ESL: The English as a Second Language faculty developed an essay-based test that has
been approved for two cycles by the Chancellor’s Office. Reliability and validity research
have been conducted twice. As of the writing of this document, the scoring rubric is being
refined and training and norming sessions for faculty are being planned.
The assessment instruments are used only for the purpose for which they were developed
and validated.
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
59
Locally validated assessment instruments are used as one of the measurements of the academic
skills that students bring to campus. The assessment program, Success Through
Assessment/Orientation, Advisement and Registration (STAAR*), provides students with
information that enables them to select classes based on their reading, writing, and
mathematical skills.
Hartnell College counselors use multiple methods to determine the appropriate course
placement and selection for any given student. These methods include assessment scores, high
school grades; similar academic work successfully completed at another college; instructor
recommendations; employment hours; and the judgment of the counselor arrived at during
counselor/student conferences. The English and ESL faculty have developed the set of criteria
applied to English placement; the math faculty provide a questionnaire for the same purpose.
Student Services provides modified or alternative service for ethnic and language minority
students and students with disabilities. Both the STAAR* test and Ability to Benefit test,
required by Financial Aid to establish eligibility, have a version designed especially for nonnative speakers of English. Other services, such as registration services and Counseling-21
(Orientation to College) are offered in Spanish as well as in English. Students are informed of
assessment dates and information pertinent to the test through the Hartnell Schedule of Classes
and the College website. The assessment is offered by appointment during mornings,
afternoons, weekends and some Saturdays during registration. Students who are unable to
attend any of the published dates may schedule an individual appointment. STAAR* testing is
also available at the King City Education Center and at East Campus. The Early STAAR* is
administered at various high schools from early February through mid-May. Testing is
designed for high school seniors, but others interested in concurrent enrollment may also take
the assessment.
The King City Education Center opened in Summer 2002. A Student Services Technician
position was created and this person serves as both an Admissions Technician and STAAR*
proctor. This same type of position was created at East Campus. Both staff people filling these
positions are bilingual Spanish/English. This allows students in the service area to obtain
enrollment services without coming to the main campus in Salinas.
The Spring 2005 semester was the first time that a formalized process known as “Early Admit”
to high school seniors was pilot tested. An Early Admit task force meets regularly to evaluate
and improve the process for the upcoming year.
The Career Center staff assists students in identifying aptitudes, career interests and educational
objectives. Career counseling is provided for the student to affirm loosely established
objectives or who has not developed a career path. Career Center services help students
explore career options through interest/aptitude assessments and experiential opportunities such
as internships linked to academic areas. CalWORKs is a supportive service program that
provides additional counseling and career services for students making the transition from
welfare to work.
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STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
Various student services departments evaluate students’ study and learning skills. DSP&S and
Re-entry counselors routinely evaluate these skills through intake interviews. Various student
services departments formally and informally evaluate students’ study and learning skills.
DSP&S and Re-entry counselors routinely evaluate these skills through intake interviews. The
general counseling staff provides “College Success Workshop” to all students facing or on
academic probation. The workshop addresses common academic challenges.
EOP&S provides appropriate support or referral service interventions for program students
identified as academically at-risk due to academic background.
The Academic Learning Center (ALC) has a revised course outline for English 184 to
incorporate academic study skills recommended by faculty.
Self-Evaluation:
Results of the 2005 Accreditation Student Opinion Survey (Final Report) indicate most
students are satisfied with the support services Hartnell College offers. EOP& S counseling,
DSP&S counseling, Admissions and Records, Financial Aid, Library, and the Student
Activities office all received high marks from students. Findings of the Student Opinion Survey
also indicate counseling and scholarship office hours are not convenient for the majority of
students.
Since 1996, the College has offered a telephone registration system (ASAP*) in Spanish.
Students can also apply online through a state-wide system known as CCC-Apply which is
available in Spanish. The Board of Governors’ Grant Application is available in Spanish
Student services areas provide information in English and in Spanish by phone or in person.
The Admissions & Records Office staff will continue collaboration with AIS (Administrative
Information System) and IT (Institutional Technology) staff to develop Degree Audit
capabilities for Hartnell students.
A new system was also developed collaboratively between the departments to shorten the
process turn-around time between assessment and availability of scores during Fall 2005. The
extended delay of registration completion time was identified by the Enrollment Management
Team as an area in need of improvement.
In the summer 2007 session, a new late registration process is being developed which would
help to alleviate long registration lines during the first week of classes. Computer access code
will be given to students from their instructor at the first class meeting which would replace
signed add slips. The student can then use that access code to register using the telephone
registration system or the online registration system.
Students using languages other than Spanish or English are not presently accommodated in the
provision of student services.
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
61
Planning Agenda:
1. As student services units implement their respective program review processes, each unit in
student services will reevaluate its mission and develop student learning outcomes that best
measure and contribute to equitable access and student learning.
2. The College is currently researching the implementation of a different method of
assessment in ESL and in English. One of the possibilities is a computerized adapted test
that would be Internet accessible. If selected, the software program would inform students
if they need to complete an Essay portion. At the conclusion of testing the student receives
a printout of their score and suggestions for the appropriate courses. Assessments could be
administered on District off-campus sites and in high schools throughout the Hartnell
College service area. The Matriculation Officer, Assessment Technician, Admissions and
Records staff, and appropriate faculty will work collaboratively to establish assessment
tools, and management and administration procedures.
3. The College is working to develop methods to provide additional assessment staff to
support a growing student body, and ways to develop an increased presence at the fourteen
local feeder high schools.
4. It has been recommended by ESL faculty that an oral assessment be added as part of the
ESL Assessment process. A rubric was developed and the idea was accepted by the
Matriculation Committee and the Fine Arts, Language Arts, Social Sciences Division. ESL
faculty have indicated an interest in completing the development work if funding is
obtained.
5. The ALC faculty are planning to work closely in the development of the Hartnell “Early
Alert” pilot project. The Hartnell AIS/IT programmers are conducting modifications for
usability of the Contra Costa College “ACES” program and has agreed to serve as a testing
site.
6. The Institutional Research and Planning staff continue to complete local validation studies
on all assessment instruments used by the College for placement purposes. Tests are
validated based on their ability to measure basic skills readiness as well as assessing
cultural bias or disproportionate impact on special populations.
B3.a.
The institution assures equitable access to all of its students by providing
appropriate, comprehensive, and reliable services to students regardless of
service location or delivery method.
Descriptive Summary:
Section B.1, provides descriptive information that addresses equitable access and the services
and programs that the College provides at each of its locations. As such, the information
provided below specifically addresses this section of the accreditation document.
Services offered at multiple locations have in consideration a two-pronged strategy: To support
currently enrolled students and to assist students in planning for educational goals suited to
their goals and interests.
All needed services are provided at all major college sites, i.e., the main campus, East Campus,
and the King City Education Center, and various satellite locations. Additionally, services are
62
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
offered at high school campuses, state agencies and varied locations throughout the service
area. The Counseling Department has developed an online Counseling 21 (Orientation to
College).
The community that Hartnell College serves includes a large proportion of Spanish-language
dominant residents. For this reason many student services are provided both in English and
Spanish. These services include assessment and orientation. Personal counseling is provided
when necessary to help students overcome barriers to success and manage problems that
interfere with their educational goals. Personal counseling has expanded to include classes in
anger and crisis management. Financial Aid is provided at every site. Students are encouraged
to apply online and in person.
An electronic Early Alert system is under development that will help detect students with
academic difficulties in time to refer them to supportive services. Probation counseling and
group sessions provide prescriptive and preventive methods to assist students experiencing
academic difficulty, workshops that support students’ academic, social, and personal
development and reach out to re-entry students. Career counseling is provided for the student
wishing to affirm loosely established objectives or for the student who has not developed a
career path. The Career Center services help students explore career options through
interest/aptitude assessments and experiential opportunities such as internships linked to
academic areas. In addition, the College sponsors an annual job fair and a nontraditional career
fair to provide students with career and employment experiences.
Programs administered to recruit and retain students with special needs or interests include
Sports Counseling, offered for student athletes. The Transfer Center offers services such as:
one-on-one counseling and guidance; transfer planning workshops; guaranteed transfer
agreements with four- year colleges and universities; and four-year college and university site
visits. Matriculation supports the transfer effort by hosting and annual event, College
Day/Transfer Night, where 50 to 100 baccalaureate granting institutions gather in the Student
Center to provide secondary and post-secondary students with transfer information. The
Teacher Education Program is a support service program for students wishing to pursue e a
teaching career. CalWORKs is a supportive service program to provide additional counseling
and career services for students making the transition from welfare to work.
TRIO/SSS is a federally funded program which provides academic support services to eligible
Hartnell College students. The goal of the program is to assist participants to stay in school and
graduate from Hartnell College and/or then transfer to a four year college or university. TRIO
SSS participants have access to a wide variety of services to help them be successful at Hartnell
College. The TRIO staff are available to provide academic as well as personal support in many
different areas that affect both traditional and nontraditional students. TRIO/SSS students have
access to an academic advisor, tutoring, scholarships, fieldtrips and an educational incentive
program. The TRIO SSS program also offers students help with transferring to a four year
college and opportunities for educational/social events, career and peer mentoring and
workshops.
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
63
Self-Evaluation:
To identify the needs of the student population of Hartnell College, the College utilizes reports
published by the Office of Institutional Planning and Research. Additional data is obtained
through student surveys included in program review and faculty evaluations.
A student services program review process and schedule have been established. All student
services units have undertaken this process. The data obtained from this review is utilized in
program improvement. Additionally, student comments on surveys utilized for faculty
evaluation are provided as feedback to the counselors on their effectiveness.
The review of these data indicates that Hartnell College serves a majority of students who are
first generation college students, who speak English as a second language, and who need of
financial aid. This is in accord with the population in its service area.
This data has been verified by discussions from each unit within Student Services, regarding
the questions they encounter when visiting outside groups. To respond to these needs, The
Student Services Council, comprised of representatives from each area in Student Services
from management, faculty, and staff ranks, compose revisions to the student services portions
of the Hartnell College Educational and Facilities Master Plan. Through this contribution, the
division details its ongoing goals and objectives, as well as an outline of its short-term,
medium-term, and long-term goals.
Outreach and recruitment are two of the cornerstones of this plan. Hartnell College conducts
outreach and recruitment activities that are designed to reach a diverse population
representative of area residents. Each student services unit and various academic divisions
commit significant personnel and material resources to outreach and recruiting activities
throughout the service area.
Student Services offices which actively recruit students and promote their success and
graduation are Admissions and Records, Assessment, Financial Aid, the Career Center,
Counseling, DSP&S, EOP&S, and programs for international students.
The following retention and recruitment activities are provided based on a methodical study of
the needs of the population served:
•
•
64
To promote an early decision to attend college, outreach services are offered at the
elementary school level through America Reads. This program offers tutoring in
elementary schools, libraries, and other sites. Other programs that promote early
commitment to post-secondary education have been the Teacher Education Program, and
two Gear-Up programs, one in East Salinas and one in Soledad. These initiatives involve
middle school and high school students in a variety of academically oriented activities
designed to improve their motivation to enroll and stay in school.
To address the needs of a large Spanish speaking constituency, all student services units
employ a variety of bilingual staff. Telephone registration instructions are offered in
English and in Spanish. An electronic application, CCC-Apply in Spanish was launched in
October 2006..
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
•
•
To promote access to residents spread over a service area which is 10 miles wide and 100
miles long, services are offered at multiple locations including South County, North County
and East Campus. Counseling 21 (College Orientation) is offered online. Telephone and
online registration has been expanded to include new students who have completed
Counseling 21 (Orientation to College). Hartnell College students can also access their
grades by telephone.
Outreach presentations to elementary, middle, and high school students, and to community
members, are provided through visitations and written and posted materials.
The following retention activities provide assessment and orientation classes held on and off
campus: outreach events such as career fairs and college night on school sites, and at
community events; special on-campus events, such as College Night, job shadowing, visitations
by students and other community events on campus; inter-segmental activities, including
workshops offered by personnel from four-year universities in the area; web-based Counseling
21 (Orientation to College); coordinated activities with the Department of Social Services, the
Employment Development Department, and other agencies working with individuals affected
by welfare reform; and special support programs for students “at risk” for attrition, more
specifically, EOP&S, DSP&S and the Student Support Services, TRIO grant.
By utilizing data and through coordinated efforts, Student Services provides leadership and
support services needed to address the emerging needs within the Hartnell Community College
District service area.
The process of assessing the effectiveness of the support services given to students involves a
variety of surveys provided by the Office of Institutional Research and Planning. Students are
also surveyed when evaluating student services faculty and during the program review process
called P.E.E.R., which stands for Productivity, Effectiveness, Efficiency and Responsiveness.
The Student Services P.E.E.R. Program review process is a collaborative self-study and
validation process. This process is a formative evaluation designed by student services
practitioners and conducted in each student service unit by committees that include
administrators, faculty, staff, and students. The intended results of this evaluation process are
to improve quality by modifying, enhancing, and bringing needed resources to the programs
evaluated. A calendar for program review has been established for student services.
Planning Agenda:
Continue assessing student support needs to ensure equal access is provided.
B3.b.
The institution provides an environment that encourages personal and civic
responsibility, as well as intellectual, aesthetic, and personal development for all
of its students.
Descriptive Summary:
The institution provides numerous avenues for students to develop and demonstrate personal
and civic responsibility outside of the classroom. The Associated Students of Hartnell College
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
65
(ASHC) encourages students to become involved in student government, clubs, and honorary
societies. The ASHC manages the affairs of student activities and student government. The
goal of the Student Senate is to give voice to all students at Hartnell, enabling them to become
an integral part of the College community.
Student representatives, nominated by Associated Students of Hartnell College, participate on
all shared governance committees. These various councils and committees make decisions on
all aspects of campus operations including planning, budget, curriculum, facilities, etc. A
student also serves as a member of the Board of Trustees. In addition, students are represented
on every Accreditation Self-Study committee and participated in the development of this
document.
A student representative sits on Student Services Council. The Student Activities Coordinator
also communicates directly with the Office of the Vice President of Student Services and the
Office of the President to ask for support on activities of importance to the student leadership.
Students serve on hiring committees responsible for reviewing applications and making
recommendations to the President on the first round of finalists in all faculty and management
positions. They also serve and provide input and feedback during the Student Services PEER
(Production, Effectiveness, Efficiency, and Responsiveness) Program Review Process
There are currently 25 official clubs that include approximately 350 students in their
membership. The Student Activities Office, in collaboration with the club advisors (who
donate many hours of their free time to assist student clubs), student club representatives, and
the ASHC officers, have made a concerted effort to strengthen club activities. The following
clubs are currently active: Black Student Union; Future Teachers; Phi Theta Kappa; RN 2007
Club; Centrifugal Dance Force; Christian Fellowship; HC community government; CIRCO;
Fine Arts; Speakers/Entertainment; Hartnell Pride; HIIP; Homestead Review; M.E.CH.A;
Rocket Club (MESA/ACCESS); Society of Physics Students; UNA(United Nations
Association); ISA (International Students); Scrub Club (LVN 2007); Panther Cheerleaders;
Club Lounge; Natural Sciences; SIMA; Phoenix Club; and Hurricane Relief.
All recognized student clubs have a voice through the Inter-Club Council and each year these
clubs (honorary, social, service, and special interest) contribute to the College activities
program. The Inter-Club Council provides an effective, organized, and fair policy so that all
clubs can thrive.
Students are involved in a number of social and socially responsible activities in the
community, including the following student outreach and community service projects:
•
•
•
•
•
•
66
The Food Drive;
Festival of Trees;
Halloween Spook-tacular;
Cinco de Mayo;
Black History month;
Spring fair activities.
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
ASHC Leadership Workshops, also open to ICC, are provided annually and additional training
is offered at a yearly retreat to those students who are currently on the Board. Students
completing community service hours receive vouchers for the Hartnell College Bookstore
While students are encouraged to be self-sufficient in many of these activities, the Student
Activities Coordinator oversees the ASHC budget line items, assists with club accounts, and
provides clerical support to ASHC.
Students are employed as tutors in the Tutorial Center and as supplemental instructional
assistants in grant-driven activities in selected science and math courses. Since 1996, hundreds
of Hartnell College students have served as elementary school reading tutors through the
America Reads program. Through programs such as MESA and ACCESS students receive
additional support to improve retention and transfer readiness.
Self-Evaluation:
As part of the College’s shared governance model, there are established student positions on
most institutional committees. While these positions are available to students, it is difficult to
find students who are willing and able to serve in this capacity on a regular basis. Class
schedules and transportation problems have been mentioned as obstacles.
Students have been surveyed by the Office of Institutional Research and Planning (2005
Student Opinion Survey Final Report). Results of this research indicate a high level of student
satisfaction. Among the most important results, the survey indicated students were most
satisfied with library/learning resources center facilities and services, recreational and
intramural programs and services, cultural programs and activities, college-sponsored tutorial
services, and computer services. The areas ranking lowest in terms of student satisfaction were
parking facilities and services, job placement services, student health services, credit by
examination program and financial aid services. The complete survey report is included in the
documentation provided with the self-study.
Planning Agenda:
1. Hartnell plans to continue its present policies and procedures for encouraging student
participation in college administration.
2. The College will explore and address those areas rating lowest in terms of student
satisfaction.
B3.c.
The institution designs, maintains, and evaluates counseling and/or academic
advising programs to support student development and success and prepares
faculty and other personnel responsible for the advising function.
Descriptive Summary:
The Hartnell College Counseling Department has as its mission to provide instruction,
counseling and access to services that will assist individuals with decisions that affect
education, occupation and personal/life goals. The department promotes and supports student
diversity in respect to economics, language, culture and learning. The Counseling Department
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
67
parallels the overall philosophical belief that gives full support to all students to develop their
abilities to their fullest potential.
The Counseling Department operates under the general direction of the Director of Counseling,
Matriculation, Transfer and Re-Entry Services. The Director is responsible for the
administration of counseling faculty functions as defined by college practice and the Hartnell
College California Teachers Association (CTA) contract.
Hartnell Board of Trustees, the governing body of Hartnell Community College, maintains the
significance of the counseling program, noted within two board policies: Board Policy Number
3170, Counseling Program:
“The Governing Board of Hartnell College supports a program of comprehensive
counseling services as a necessary and required part of the educational program at Hartnell
College.”
Reference: California Education Code 72620, Title 5, Sections 51018 (Formerly
Governing Board Policy 2210; adopted 3-13-69, see also former Governing Board Policy
2211: “Referrals”, adopted 3-13-69) Adopted, Revised and Renumbered 10-1-85 Revised
and Adopted: 4-4-95, 7-1-96
Board Policy Number 3231, Matriculation Services:
It is the policy of Hartnell College to provide Matriculation Services for the purpose of
furthering the equality of educational opportunity and academic success for all students.
Matriculation is the process that brings the College and the student who enrolls for credit
into an agreement for the purpose of realizing the student’s educational goal through the
College’s established programs, policies and requirements. The Superintendent/President
or designee has established procedures and services to insure compliance.
Reference: Education code 78210-78218; Title 5, Sections 55500 et seq.; Revised and
Adopted: 11-3-92, 4-4-95
Professional counseling and guidance services are available to all students and prospective
students of Hartnell College. Counselors assist students with exploring career, educational and
personal goals, and planning a program of studies to fulfill the educational/course requirements
to meet these goals. University transfer, vocational study, basic skill development, professional
enrichment, and personal enrichment are all included in academic counseling services (Hartnell
College Catalogue).
Classes are also taught by counselors to assist the student with orientation to the College, career
exploration and the development of skills for academic success. These classes are listed in the
catalogue under the heading Counseling. Specialized counseling is also provided through the
DSP&S, TRIO/Student Support Services, EOP&S/CARE, CalWORKs, Veterans, Sports
Counseling and Transfer Center Programs.
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STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
Through the College’s Program Service and Review process, each department is evaluated
every five years. The Counseling division (general, sports counseling) participated in a selfstudy and prepared a comprehensive report that was presented to the PEER (Production,
Effectiveness, Efficiency, and Responsiveness) Program and Services Review Committee in
2004.
Self-Evaluation:
As the number of counselor faculty decrease due to attrition and lack of funds for part-time
hourly counselors, there is increased pressure on those working with students to “do more in
less time.” The Counseling Director has held discussions regarding the need for “academic
advisors”. It would be advantageous for the counseling area to discuss this offering and later
design an infrastructure to support this offering and an assessment plan.
Counselors are regularly assigned to designated high schools in a continuing liaison
relationship. However, the division is challenged with maintaining high school recruitment
effort as well as retention efforts with students currently enrolled.
In order to provide accurate information to students regarding transfer requirements to the CSU
and UC systems, frequent in-service education is required. Ever-changing technology requires
counselors to be trained on an ongoing basis just to remain current. It is recommended that the
Counseling faculty develop a ‘self-test’ that would cover knowledge and skill in core functions,
crisis intervention, and cultural awareness.
According to the Standards of Counseling, a minimum requirement for in-service is 20 hours
per year for each counselor. To that end, the Counseling discipline meets the 1st and 3rd weeks
of each month for 1.5 hours to be updated on pertinent information that is required to work
effectively as a counselor. Oftentimes, adjuncts work during the day and the department would
be unable to enforce a stand requiring attendance at meetings for anyone wishing to work in the
role of Counselor.
Planning Agenda:
1. Various counselors have committed many hours of training on the development of student
learning outcomes. Like other divisions, the Counseling discipline will make progress in
developing student learning outcomes.
2. The Transfer Counselors will continue to make classroom presentations and provide an
information table in the College Center regularly each semester.
3. The Counseling department will plan to develop a cadre of instructional division academic
advisors consistent with the four-year school model.
B3.d.
The institution designs and maintains appropriate programs, practices, and
services that support and enhance student understanding and appreciation of
diversity.
Descriptive Summary:
Hartnell has a strong tradition of maintaining a commitment to diversity. Education at Hartnell
encompasses all efforts to link the College, its students and employees, to the world community
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
69
of peoples, cultures, and nations. The college strives to promote global awareness through the
infusion of new activities into existing and new courses and programs.
Hartnell College’s general Counseling faculty also targets underrepresented populations at
visits to local feeder high schools as part of their High School Liaison and community outreach
activities. The College recently conducted the first distance counseling teleconference with a
rural south county high school, Soledad High School, a school that has a high concentration of
ethnic and underrepresented students.
The Student Activities Office provides students with activities, events, information, and
resources that are supportive of diversity. Student programs that support the College’s
diversity include 22 different clubs serving the needs of students and the greater community.
The ASHC also sponsor race and gender-specific programming for the overall campus, with
guest speakers and performers who give students and staff an opportunity to interact with
people from different professions and cultures. For example, academic and cultural activities
include: Cinco de Mayo; International Bazaar; Black History Month; Multicultural Women’s
History Month; Hispanic Heritage Event; Greek Dinner; United Nations Film Festival;
Kwanzaa; Inter-tribal Cultural Event; Latin America Week; Irish Night; Asian American
Heritage Month; Black Reflections (spoken art); Latina Leadership; and the History Film
Festival.
Hartnell has a long tradition of support for special programs such as Disabled Student Services
(DSP&S) and Extended Opportunity Programs and Services (EOP&S). For example, the
EOP&S actively recruits underrepresented students and provides cultural programming and
role models through faculty, staff, and visiting lectures.
The CFC and CIIE have enhanced student understanding and appreciation of diversity through
presentation such as that by Mr. and Mrs. Nakatani, who spoke on “Decreasing Human and
Self-Denigration.” In another program, Professor Lawson Inada related his experience as a
third generation Japanese-American imprisoned in American concentration camps in
California, Arkansas, and Colorado. Maria Amparo Escandon, a best-selling bilingual
storyteller, delivered the keynote address to enhance the leadership skills of Hartnell College
students and to provide elementary sixth grade Latina girls with appropriate tools and
information to help them make realistic decisions about their future, education, career plans,
and goals. Dr. Bruce Bridges, Professor of History at North Carolina Central University, was
the Keynote speaker for the first annual BSU/NAACP African American Cultural Conference.
The Student Equity Plan was approved by the Board January 2005 and Hartnell College was
one of seven statewide community colleges selected by the State Chancellor’s Office to
participate in the California Tomorrow project (http://www.californiatomorrow.org/projects/).
The International Student Office provides academic and personal counseling, enrollment
assistance, home stays, and housing assistance to non-immigrant F-1 visa students from all over
the world. The United Nations Club (UNA) gets students involved with college life, along with
college and community educational activities and programs.
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STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
Hartnell College’s Disabled Student Program and EOP&S work collaboratively to provide
priority counseling services to underrepresented students. These two programs serve over 1100
students and provide a link to support services so that these students can receive assistance and
benefits.
Self-Evaluation:
Programs and events are well designed and are used to attract and introduce students to
culturally diverse experiences. High levels of participation at college-sponsored cultural events
suggest interest and support from the campus community.
Planning Agenda:
The most recent version of the Hartnell College Student Equity Plan was approved by the
Hartnell Board January 2005. As a result of the collaboration that developed this plan, Hartnell
College was one of only seven statewide Community Colleges selected by the State
Chancellor’s Office to participate in the California Tomorrow project. Progress towards the
goals of equity is being followed by the California Tomorrow Project and by the Equity for All
Project.
B3.e. The institution regularly evaluates admissions and placement instruments and
practices to validate their effectiveness while minimizing biases.
Descriptive Summary:
Hartnell College mails the Schedule of Classes to all households in the Hartnell College
District. The admissions application is contained in this schedule. In addition, the admissions
application can be obtained in person from the three Admission Offices locations. Completed
applications can be returned by mail or in person to the Admissions and Records Office on
main campus, to the King City Education Center, or to Hartnell’s East Campus facility for
processing. Upon submission of the application, students are then notified of the matriculation
process and are referred to the various departments to receive other matriculation services.
Hartnell College has been providing students with online web Admissions Applications since
Spring 2004. The College has contracted with XAP Corporation which is the vendor that
produced the California Community College common application. In addition to the online
application, students receive an instant email from the College upon submission of the
application that outlines for them the matriculation process locally known as the College’s
Steps to Enroll.
The application is also available in Spanish and is referenced on the Spanish language pages of
the Schedule of Classes. Spanish applications can be obtained at all three campus locations.
The application is available in large size print at all three sites for students who are visually
impaired and staff is available to students who may need assistance completing the forms.
In the Spring 2005 semester, a “PAWS” (Personal Access Web Services) Room was
established in the Admissions and Records Office. It has nine computer workstations that are
available for students to access the College’s online PAWS services which include the
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
71
Admissions Application. There is one workstation that has been designated for special needs
students that has an adjustable motorized desk and a magnifier/screen reader has been installed
for students with low vision or visual impairments.
Upon admission, assessment testing is administered on the main campus, at the King City
Educational Center, East Campus, and at local high schools throughout the Hartnell College
service area. The Institutional Research Analyst works closely with the Matriculation Officer,
Assessment Technician and appropriate faculty to establish assessment tools, and management
and administration procedures. All tests used at Hartnell for assessment purposes are on the
State Chancellor’s “List of Approved Assessment Instruments”, and have been validated
locally by the Office of Institutional Research.
The Assessment Center administers the validated testing instruments. Locally validated
assessment instruments are used as one of the measures of the academic skills that students
bring to campus. Assessment Instruments to measure English and ESL writing competencies
have been developed by the Hartnell College English and ESL faculty respectively. These
instruments were locally validated to insure that they measure the competencies intended with
no disproportionate impact to any ethnic group represented. Math competencies are measured
through the Math Diagnostic and Testing Project (MDTP) Elementary Algebra. Student
assessment activities are coordinated through the Assessment Center for all non-exempt
students. Currently the method for assessing ESL competencies is under review.
Testing accommodations for all assessment instruments are individually determined based upon
the nature of the student’s disability. The Assessment Technicians work closely with Disabled
Student Services in those situations where accommodations are required for interpreters for the
hearing impaired, or accommodations for visually or physically disabled students are required.
The information gathered through assessment is a critical component of the matriculation
process and helps individual students facilitate their success in college by ensuring they begin
their educational experience at the appropriate placement level.
Multiple measures are also used to place students in appropriate classes. These multiple
measures include assessment scores, high school grades, similar academic work successfully
completed at another college, instructor recommendations, employment hours, and the
judgment of the counselor during student/counselor conferences.
The Director of Institutional Research and Planning and the Institutional Research Analyst
performs statistical analyses on student scores to establish cut scores, which can be used to
establish appropriate placement ranges for math and English. Disproportionate impact studies
are conducted to evaluate any undue cultural and linguistic bias of placement rates due to
assessment methods or instruments.
Self-Evaluation:
The College has developed an assessment process that utilizes multiple measures to compare
educational performance with educational purposes and expectations. Assessment measures
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STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
leading to successful course placement will benefit from faculty input regarding desired student
learning outcomes. Placement instruments are most effective when there is clarity about what
standards and course goals will be taught and learned. A more accurate interpretation of
terminology and the establishment of guidelines and standards to ensure the quality and
consistency will benefit from more input from faculty regarding course design.
Planning Agenda:
Review and revalidate the method of assessment for ESL or select a different method of
assessment through the collaboration of faculty in this discipline, the Academic Senate and the
Matriculation Committee.
B3.f.
The institution maintains student records permanently, securely, and
confidentially, with provision for secure backup of all files, regardless of the
form in which those files are maintained. The institution publishes and follows
established policies for release of student records.
Descriptive Summary:
Hartnell College makes provisions for the security of student admissions and progress reporting
records. Student records, including transcripts, are private, accurate, complete, and permanent.
They are protected by fireproof and otherwise safe storage and are backed up by duplicate files.
Data and records maintained in computing systems are protected by adequate security and by
backup provisions for disaster recovery.
Student records are maintained in several formats. Student class records prior to the fall of
1983 are kept on microfilm and on the original hard copy. The microfilm copy and the original
hard copy records are stored in a fireproof vault. A few years ago, the College began utilizing
a document imaging system to provide for permanent, secure, and easy access to stored student
records. The servers for this system are located on the network and are routinely backed up as
part of the District network system.
In Fall 2000, Hartnell converted its Student Management System from using the Santa Rosa
Software to Datatel Colleague Integrated System. This new system now houses all admissions,
assessment testing, registration, and academic records as well as the College’s Fiscal Services
and Human Resources components.
In Spring 2005, Hartnell College purchased the Matrix’ Onbase Program, a document imaging
and retrieval system that interfaces with Datatel. This program has been placed on all the
computers in Admissions and Records, all Counselor computers, and in the Financial Aid
Office. In addition, both the King City Education Center and East Campus staff have the
program installed on their computers. Staff members that have access to the program have the
ability to retrieve high school transcripts and other college/university transcripts. Transcripts
are scanned each day so that they are accessible to all authorized staff immediately.
Self-Evaluation:
The District meets the standard.
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
73
Planning Agenda:
None
B4.
The institution evaluates student support services to assure their adequacy in
meeting identified student needs. Evaluation of these services provides evidence
that they contribute to the achievement of student learning outcomes. The
institution uses the results of these evaluations as the basis for improvement.
Descriptive Summary:
All student support services have gone through program review through a process called PEER
which stands for Productivity, Efficiency, Effectiveness and Responsiveness. Feedback from
program review has been used for program development. During the last accreditation visit the
College received a commendation for the appropriateness of its services at all sites.
The fundamental mission of student services is to provide programs and services that support
student learning in the classroom and beyond. In addition, student support services are
designed to create a campus experience that encourages critical thinking; promotes the
development of life skills; respects and embraces cultural and human diversity; and empowers
students to take responsibility for their lives.
The Vice President of Student Services provides administrative oversight for all student support
services. Coordination and evaluation of services is accomplished through regularly scheduled
meetings of the Student Services Council and Student Services Managers group and through a
formal process of program review. All areas of student services are represented at semimonthly meetings to ensure that student needs are provided for in an effective manner through
program coordination, evaluation and continuous improvement strategies.
These Student Services groups meet throughout the year to address elements of the District’s
plans. Goals are developed each year to make the most effective use of limited resources to
deliver counseling and other related student services that can positively impact student
retention and achievement, while enhancing the overall accountability of services.
Additionally, the Hartnell College Office of Institutional Research and Planning collects
institutional data and provides research reports to assist administrators, faculty and staff in
evaluating programs and services that support the mission of the District and contribute to the
continuing improvement of student learning and success. Data is collected throughout the year
on service area demographics, student enrollments, assessment scores, course placements,
program completions, retention, and degrees and certificates awarded to assist the College in
evaluating its academic and student services programs, as well as supply the information
required by various funding agencies (Hartnell College Fact Book). The data and information
collected is reviewed and evaluated at the committee and task force levels to determine how
student support services, in particular, contribute to the achievement of student learning
outcomes. In addition to the above, some student services areas, including EOP&S, DSP&S,
Student Activities and Matriculation, develop and administer student surveys, often in
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STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
conjunction with the Office of Institutional Research to determine student levels of satisfaction
and provide input for improving services.
Another source of information used to evaluate student services is the Student Opinion Survey
also administered by Institutional Research and Planning. This survey explores students’
satisfaction with programs, services, and other aspects of their college experience. Information
obtained from this survey is used to evaluate the impact of those student services that are
designed to support student learning. Survey results are reviewed to determine levels of
student satisfaction with support services, as well as to identify ideas or information that might
be helpful in addressing unmet needs or improving services.
Self-Evaluation:
Hartnell College is responsive to the education support needs of its students. According to
results from the 2005 Student Opinion Survey Final Report, the majority of students indicated
satisfaction with existing education support services offered on campus.
The College acknowledges it can no longer just provide programs and services that require
students to fit previously established structures using conventional teaching techniques and
having similar contents for all learners. Institutional Research and Planning does a good job in
surveying students to identify their characteristics, learning and counseling needs, and degree
of satisfaction with available student services.
Planning Agenda:
The Student Services division will continue to focus on implementing a college-wide definition
of student success and clear service strategies to evaluate key systems and processes in order to
better assess how student support services contribute to the achievement of student learning
outcomes.
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
75
C. Library and Learning Support Services
Library and other learning support services for students are sufficient to support the institution’s
instructional programs and intellectual, aesthetic, and cultural activities in whatever format and
wherever they are offered. Such services include library services and collections, tutoring,
learning centers, computer laboratories, and learning technology development and training. The
institution provides access and training to students so that library and other learning support
services may be used effectively and efficiently. The institution systematically assesses these
services using student learning outcomes, faculty input, and other appropriate measures in order
to improve the effectiveness of the services.
C1.
The institution supports the quality of its instructional programs by providing
library and other learning support services that are sufficient in quantity, currency,
depth, and variety to facilitate educational offerings, regardless of location or
means of delivery.
C1.a. Relying on appropriate expertise of faculty, including librarians and other learning
support services professionals, the institution selects and maintains educational
equipment and materials to support student learning and enhance the achievement
of the mission of the institution.
Descriptive Summary:
The Hartnell College Library moved into a new building during the Summer of 2006. This new
facility provides a technology-enriched learning environment to support the needs of students,
faculty and staff, as well as those of local community members. Since the Summer 2006
semester, students have access to 21 study rooms; an expanded media center; a smart
information competency classroom; a quiet study room; and a newly streamlined, weeded
materials collection (“weeding” refers to the process of reviewing current collections and
eliminating obsolete materials from the library’s collections, databases, holdings, and other
resources).
The library offers life-long learners access to print and non-print materials as well as a variety of
electronic resources such as online full-text databases, e-books, digital archives and course
management software. Patrons with library cards may access the Hartnell College Library online
resources from any location, including their homes or workplaces, on a 24/7 basis.
The library seeks to offer information and collections that meet the learning needs of students,
the teaching needs of faculty, and the information needs of the college community. With limited
financial resources, the library faculty consult regularly to consider and evaluate purchases and
renewals of books, electronic resources, periodicals, media, and other electronic and hard copy
materials. Faculty across all disciplines are encouraged to suggest materials for purchase and
take an active role in collection development of library materials. Every semester, faculty
receive email information to recommend library materials. Listed on the library’s web page is a
link for students, faculty, staff and others to make purchase suggestions,
(http://www.hartnell.edu/ library/contact/form.html). Instructors also provide input to librarians
as to what research strategies and resources should be explained during library orientations.
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STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
At the end of each fiscal year, the faculty librarians review the number of book titles added by
discipline to see if the library is building a balanced collection that reflects the learning,
teaching, and information needs of the College, and to determine collection goals for the new
fiscal year.
In addition to the print and non-print materials collection, the library also maintains a collection
of audio-visual equipment to support classroom instruction. The Hartnell Audio Visual
Department provides access to computers, LCD projectors, TVs, VCRs, slide projectors, sound
systems, lecterns, digital cameras, camcorders, tripods, overhead projectors, screens, easels,
boom boxes, record players and more. (http://panther.hartnell.edu/departments/audio_visual/equipment.html). The
Audio Visual Department also provides services such as training, videotaping, tape duplication,
and equipment delivery and set up.
Librarians participate in a number of shared governance committees that allow further
opportunities to solicit input from instructional staff regarding collection development needs.
Two librarians serve on the Academic Senate. A third librarian serves on the Curriculum
Committee. Each discipline/area has a librarian assigned to it for collection development
purposes.
Recent efforts to improve the collection include a massive weeding project and an initiative to
improve the collection, resources and support for King City Education Center. The King City
Education Center has a core collection of reference books, periodical subscriptions, access to
electronic databases, and weekly reference and information competency support through services
of an adjunct librarian. Access to the databases at the Center is facilitated by sharing the same
internet protocol (IP) range as main campus. Students may access the databases seamlessly.
Self-Evaluation:
This past year, librarians have worked diligently to weed the entire collection in preparation for
the application of radio frequency identification (RFID) chips to all library materials and to
prepare for the move into a new library building. New and replacement materials were acquired
to improve the scope, depth and quality of the collection.
The faculty librarians encourage discipline faculty and all members of the Hartnell community to
recommend library materials on a regular basis through email, at committee meetings, in faculty
newsletters, by printed flyers, on the library webpage, in presentations, and through library
displays.
The current Hartnell College Library materials collection consists of the following:
Book Volumes
51,178
Hartnell College Library Collections
Periodical
Microfilm
Database
Subscriptions
Holdings
Subscriptions
231
2,818
13
Media
Items
Electronic
Books
3,129
7,744
*Source: Annual Data Survey, FY 2004-2005, California Community Colleges
The 2005 Student Opinion Survey Final Report noted that over 80% of Hartnell students
indicated they were satisfied with library services. The Survey discovered that 90% of Hartnell
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
77
students indicated that existing library materials, technology, and services were sufficient to
meet educational objectives. The majority of Hartnell faculty and staff, as well as community
users, agree that library holdings (books, periodicals, newspapers, electronic resources, and
media) are adequate in terms of current quality, depth of coverage, and variety (2005
Accreditation Community Survey Final Report and 2005 Accreditation Employee Survey Final
Report).
A comparison of the 2004-2005 Hartnell collection expenditure statistics to the Association of
College and Research Librarians (ACRL) Library Data Tables 2004 demonstrate an ongoing
commitment to maintaining sufficient print, non-print, and electronic resources to support
student learning.
ACRL Library Data Tables
2004 Mean Expenditures*
Hartnell 2004-2005
Actual Expenditures**
Monographs & Serials
$88,747
$73,352
Non-print media, electronic
databases
$24,031
$47,799
*Source:http://www.ala.org/ala/acrlbucket/statisticssummaries/2004abcde/A04.pdf
**Source: Annual Data Survey, FY 2004-2005, California Community Colleges
The Library is available to all staff, faculty, and registered Hartnell students as well as
community users. The new facility provides students with access to over 200 computers and an
additional 30 laptops for checkout.
Planning Agenda:
1. Continue to develop relationships with the faculty and staff throughout the District, and
especially at the District education centers with the goal of improving services and resources
to faculty and students at the centers.
2. Address student learning outcomes.
C1.b.
The institution provides ongoing instruction for users of library and other
learning support services so that students are able to develop skills in information
competency.
Descriptive Summary:
Hartnell College teaches students information competency skills through Library orientations
and classes, both traditional and online. Students learn strategies for conducting effective
research, including how to use the online catalog, how to find articles within several electronic
full-text databases, how to evaluate information sources, and how to use information in a legal
and ethical manner.
Librarians worked with members of the Academic Senate to draft a document entitled What are
the Information Competencies? A Proposal for Hartnell College. The document defines what is
meant by information competency, provides a list of competencies adapted from the ACRL
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STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
guidelines, categorizes desired information competency skills, and proposes that Associate
Degree and transfer level students master all listed competencies.
The librarians often customize orientations in collaboration with faculty from other areas,
providing students with subject-specialized instruction. In addition to attending orientations,
students develop skills in information competency by taking advantage of other Library learning
support services such as online handouts and tutorials (http://www.hartnell.edu/library). These
electronic resources are particularly useful to distance learners. Despite a lack of both funds and
personnel, the Library now offers a minimum of four hours on-site reference assistance and
instruction each week at the King City Education Center.
Self-Evaluation:
Each semester, the Library offers an online Internet Literacy class (CSS/LBT 90) which provides
information competency instruction and assessment based on student learning outcomes jointly
developed with California State University, Monterey Bay (Hartnell College Catalogue). During
the Fall 2004 semester, sections of the Internet Literacy class were paired with English 101 and
English 2 classes to create two learning communities: Freshman Tech and Technical Teachers.
Completion of student learning outcomes is determined by assessment criteria developed by the
University Learning Requirements committee at the California State University, Monterey Bay.
The following table illustrates the number of students who have successfully achieved all
technology/information competency outcomes, thus receiving a passing grade in the class.
Number of Students Successfully Achieving Technology/Information Competency Outcomes
2000-2001
2001-2002
2002-2003
2003-2004
2004-2005
21
37
38
81
95
The Library also offers an Introduction to Using the Academic Library class (LIB 2) which
introduces students to academic library resources and basic library skills. The following table
tracks success rates for this course.
Number of Students Succeeding Using the Academic Library Class
2000-2001
2001-2002
2002-2003
2003-2004
22
22
27
15
2004-2005
14
Librarians conduct student orientations each semester to develop student skills in information
competency and library use. The library assesses student competencies in these skills by means
of hands-on exercises (Electronic Resources Exercise).
Library Student Orientations Per Academic Year
Count
2000-2001
2001-2002
63
76
Orientations
1373
1631
Participants
2002-2003
58
1307
2003-2004
82
1881
2004-2005
91
2168
The Student Services Librarian offers drop-in electronic resources tutorial sessions throughout
each semester. Each session provides instruction on how to use various online databases made
accessible through the Library website.
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
79
Since the 2003-2004 academic year, Librarians have conducted Information Competency and
Electronic Resources Flex Day workshops for Hartnell Faculty (Flex Day Agendas).
The new Learning Resource Center (Library) opened May 2006 contains a state-of-the art
information competency classroom which will help enhance existing instruction.
Planning Agenda:
1. Library staff must continue their efforts to develop a more comprehensive and inclusive
information competency program.
2. Working with the Academic Senate and Curriculum Committee, librarians are actively
lobbying to get information competency approved as a graduation requirement.
3. Librarians are also participating in a collaborative effort with their colleagues at Monterey
Peninsula College, Gavilan College, Cabrillo College, and California State University,
Monterey Bay, to create a series of online, interactive information competency tutorials.
C1.c.
The institution provides students and personnel responsible for student learning
programs and services adequate access to the library and other learning support
services, regardless of their location or means of delivery.
Descriptive Summary:
All information and learning resources, distance learning equipment, media center equipment
and materials, computer classrooms/labs hardware and software, and electronic databases for the
library are selected and purchased to support the curriculum offered at all Hartnell College
locations.
The Library is open Monday through Thursday 8:00am to 9:00pm, and Fridays 8:00am to
4:00pm (60 hours per week) during the fall and spring semesters. Summer hours are Monday and
Tuesday 8:00am to 8:00pm, Wednesday and Thursday 8:00am to 6:00pm, and Friday 8:00am to
4:00pm (52 hours per week). The Library is not open on weekends; however, access to online,
electronic resources is unlimited.
The existing electronic commons within the new library contains multiple workstations,
including stations dedicated for use by disabled students. All computers in the electronic
commons and media areas, except those for use by disabled students, are controlled by CybraryN
software. This software allows students to log on to computers using their library card numbers,
and also allows the staff to set time limits for computer use.
The Media Center contains workstations equipped with software supporting current course
offerings, access to the Internet and online databases, as well as technology to support the new
video delivery system. One network printer serving Media Center workstations enables students
and staff to print citations, articles, and reports produced at the word processing stations. At this
time, there is no limit to the number or length of print jobs. A pay-for-print system has been
implemented during the Fall 2006 semester.
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STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
Several electronic databases are offered to users both on and off campus. These include the
online catalog, EBSCOHost, CQ Researcher, Proquest Newspapers, Ethnic Newswatch,
Encyclopedia Britannica, Access Science, and Literature Resource Center. Available remotely
are several thousand electronic books, which can be accessed through the Library’s online
catalog. The Voyager online catalog conforms to Z39.50 standards (Inter-library Interface
Standard). Most of the databases and the online catalog are available to off-campus users,
including students at Hartnell’s King City Education Center.
The Information Competency Center (ICC) provides student and faculty access to smart
classroom technologies, and another 24 Pentium workstations, all with network connectivity that
permits users to access the library, administrative and academic networks. One network printer
supports all ICC workstations.
The Library website (http://www.hartnell.edu/library/) provides on-campus and off-site users
access to the online catalog, links to online resources, and some electronic databases. It also
provides information about the Library, links to research guides, and information competency
materials. The Library website is maintained and updated regularly by library staff.
Self-Evaluation:
Previous evaluations and surveys, as well as Hartnell College Library Hours Survey a conducted
in February 2006, documented broad support to open the Library on Saturdays. This would
provide additional weekend hours to permit access to library resources and instruction, including
access to the media center for students and access to the Faculty and Staff Resource Center for
part-time faculty. To date, no additional funding has been allocated to provide the necessary
staffing to restore the Library's operating hours, including weekend service.
The 2005 Student Opinion Survey Final Report indicated students ranked Library facilities and
services at the top of the list of Hartnell services that provide the highest level of student
satisfaction.
There has been an increasing demand from faculty in various disciplines (English, Social
Sciences, Counseling) for library orientation and instruction for their classes. Many instructors
are now scheduling multiple sessions for each class, providing their students with hands-on
practice sessions and individual instruction from library faculty. This collaboration between the
librarians and other faculty is an important one, but it has placed additional demands on the
librarians’ already busy schedules.
The new Library provides students with access to study rooms, all of which may be booked
online through use of Room Wizard software. Some study rooms are equipped with state-of-theart technology such as plasma screens, smart boards, and video capture software. The new
building provides expanded access to electronic resources and media, as well as more space
dedicated to electronic instruction and study. This new facility, unlike the old Library, achieves
Americans with Disabilities Act (ADA) compliance.
The new facility offers Hartnell students 150+ multi-media computers with Internet access and a
variety of software, wireless Internet access, and laptop computers for checkout. An IP based
STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
81
video distribution system allows students to view instructional video materials at individual
computer workstations in the library. Twenty group study rooms in the new library, some
equipped with multi-media technology, provide students with a collaborative learning
environment. In addition, there is a quiet study room for those students who do not function well
in an active environment. The dedicated information competency classroom (ICC) allows the
library faculty to schedule library instruction sessions that meet the increasing needs of
Hartnell’s academic program.
Currently, there is no regular line item in the budget to fund annual hardware and software
upgrades or replacements for workstations in the ICC, reference area, media center, or Faculty
and Staff Resource Center.
Planning Agenda:
1. Obtain authorization to hire another librarian to fill an additional full-time faculty post
because an Information Competency Librarian will be needed to accommodate the increasing
demand for library skills instruction from students and faculty.
2. Restoring weekend library hours should be a priority. This will require additional funding
from the College.
C1.d.
The institution provides effective maintenance and security for its library and
other learning support services.
Descriptive Summary:
Custodial staff is assigned to the library building and provides daily cleaning. The campus
maintenance staff takes care of building repairs and other maintenance issues as needed. The
campus safety department maintains a secure campus environment and responds to assistance
requests from library staff as needed.
The library computers are maintained by the Library’s media center staff with support from
campus Administrative Information Systems (AIS).
Library materials are secured by an alarmed gate at the main entrance to the Library.
The special collections, the Hartnell College Archive, and the O.P. Silliman Memorial Library
Collection are currently housed in compact shelving in a new, dedicated Special Collections
Room located on the first floor. These materials may be accessed by appointment only and
require the presence of library staff for their use.
Self-Evaluation:
Many of the problems securing and maintaining library resources have been resolved by moving
into a new facility.
The Library’s public use computers have secure operating systems and application software as
well as anti-virus software. CybraryN software, which controls student and public use of these
computers, has been helpful in setting time limits on the Library’s computers although some
students have found ways around CybraryN’s log-in system.
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STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
A Checkpoint RFID security system allows students to check out materials without library staff
intervention. It also allows library staff to more easily inventory library collections and identify
misplaced or missing items.
Planning Agenda:
1. Since the new Library/LRC is three times as large as the previous library facility, and a
substantial increase in use is probable, additional custodial staff will be needed to keep the
building clean and inviting to users.
2. With the increase in size and visibility of the new library, and the likely increase in use by
Hartnell students and staff and the general public, keeping the new building secure will
require additional campus safety staff attention, including regular patrols.
3. The Hartnell College Special Collections now have a secure room in the new Library with
ample space for library staff and library patrons. Preserving these collections permanently
will require additional staff and resources.
C1.e.
When the institution relies on or collaborates with other institutions or other
sources for library and other learning support services for its instructional
programs, it documents that formal agreements exist and that such resources and
services are adequate for the institutions intended purposes, are easily accessible,
and utilized. The performance of these services is evaluated on a regular basis.
The institution takes responsibility for and assures the reliability of all services
provided either directly or through contractual arrangement.
Descriptive Summary:
The Hartnell College Library collaborates with several institutions and organizations in the
delivery of its services. These organizations and institutions are listed below:
MCOE – Monterey County Office of Education – Hartnell College has a Memorandum of
Understanding (MOU) with MCOE for the joint development and operation of a microwave
Wide Area Network (WAN) that connects the main campus to East Campus and to the King City
Education Center. This WAN provides internet connectivity to those sites. This network is used
to support instruction and administration computer and video support. MCOE also provides
support for broadcasting video over the regional cable networks for instruction.
CSUMB – California State University of Monterey Bay – Hartnell College has a agreement with
CSUMB that allows students from one college to use resources at the other. CSUMB also
provides regional support to Hartnell and other regional community colleges in the maintenance
and day-to-day operation of its online care catalog system, Voyager. Although there is no MOU
in place governing this agreement, the services delivered from CSUMB are better and more cost
effective than the College could have provided on its own.
MOBAC - The Monterey Bay Area Cooperative Library System (MOBAC) - is a consortium of
twenty-four public, academic, and special libraries in the counties of Monterey, San Benito and
Santa Cruz on the California Central Coast. The purpose of this consortium is to link people of
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all ages with libraries, resources, and services in this region and to provide information that will
support the lifelong educational, recreational, cultural, and social needs of these diverse
communities.
Self-Evaluation:
MCOE – Monterey County Office of Education – The collaboration between the College and
MCOE has been excellent. Working together we have constructed a digital highway that serves
all K-14 academic institutions in the regional area. This arrangement has allowed both
institutions to pool resources to build a high speed digital network that will serve this community
for many years to come. This network provides the same level of both academic and
administrative digital service to satellite campuses that the main campus enjoys. These services
are
• access to the same computer programs as main campus where applicable such as basic
skills;
• access to the Voyager online database;
• access to all the digital databases that the Library offers;
• access to video conferencing for instruction through the video conferencing classroom
and planning is underway for reference librarian services;
• access to the World Wide Web;
• access to video-on-demand.
MCOE has provided a high level of service as they are experienced in broadcasting courses over
the cable network. When problems do arise, which is seldom, they are responsive to the
College’s needs.
CSUMB – California State University of Monterey Bay – CSUMB students are able to use the
Hartnell Library and our students share the same access on their campus. This arrangement has
worked well with no problems. CSUMB also provides Voyager online services to the College.
This has worked extremely well in that they can provide a level of service that the College can
not afford on its own. By offloading maintenance of this system to CSUMB, the College is in a
better position to provide other computer services than it could otherwise provide. The quality of
service provided by CSUMB has been more than acceptable. There is less than 2% downtime in
this service. There is no formal MOU between the College and CSUMB for these services.
Developing an MOU is an action item for the College.
MOBAC- The Monterey Bay Area Cooperative Library System – This consortium facilitates
interlibrary loan between its members. It also provides information sharing and cohesiveness
among the regional libraries or initiatives of common interest. Hartnell College does not receive
any essential services from this consortium.
Planning Agenda:
1. Through the use of the microwave network that is maintained by CSUMB and Hartnell
College, the Library plans to provide video-on-demand capabilities throughout the College in
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the next two years. This service became available with the completion of the new LRC in the
summer of 2006. The system now in use is called Safari. The video can be delivered to
classroom teaching stations and to individual computers.
2. The College plans to work with CSUMB on the development on an MOU for providing
Voyager online catalog services.
C2.
The institution evaluates library and other learning support services to assure their
adequacy in meeting identified student needs. Evaluation of these services provides
evidence that they contribute to the achievement of student learning outcomes. The
institution uses the results of these evaluations as the basis for improvement.
Descriptive Summary:
Online Databases – The Library provides the following online databases:
• Books Index with Reviews;
•
CINAHL/Plus Text;
•
College Source Online;
•
CountryWatch;
•
CQ Researcher;
•
CultureGrams;
•
EBSCOHost Research Databases (Contains a total of 23 separate databases);
•
Encyclopedia Britannica Online;
•
Literature Resource Center;
•
National Newspaper 5;
•
Newswatch ENW Complete;
•
Oxford English Dictionary;
•
Rand California;
•
Scribner Writers Series.
Audio Visual Services – The Library provides the following audio visual services, among
others for faculty and staff checkout:
• Laptop computers and projectors;
•
Sound Systems;
•
Overhead projectors;
•
DVD/VCR/TV;
•
Digital cameras;
•
Camcorders;
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•
Tripods;
•
Easels;
•
•
Lecterns;
Screens.
Library Services – The Library has the capability of providing online web access to its online
catalog system, Voyager.
Computer/Media Services and Computer Classrooms – The Library has a distance learning
room and an information competency technology center. The electronic commons within the
Library has over 200 Pentium 4 computers available for student use. In addition, the Library
provides 30 Pentium 4 laptop computers for student checkout. The College has 17 computer
classrooms with more than 600 computers. Eighty percent of these computers are Pentium 4
computers.
Faculty and Staff Resource Center – The Faculty and Staff Resource Center is housed within
the Library/LRC. It is staffed with two full-time Instructional Technologists and the Web
Master. Faculty and staff instruction on the use of software and various technologies is provided
on an ongoing basis. The Center is equipped with current Pentium 4 technologies.
Self-Evaluation:
Online Databases - Monthly statistics on student use of online databases are collected to
evaluate the effectiveness of the databases in meeting student needs. Based on use, databases are
retained annually or are dropped in favor of other available databases (2003-2006 Electronic
Resources Statistics).
Audio Visual Services – Audio visual equipment use by staff and faculty rose from 2200
request in 2003-2004 to 2400 in 2004-2005.
In a survey completed by 57 students in Spring 2005 (Spring 2005 AV Survey), the following
statistics were gathered:
Quality of Audio-Visual Equipment in the Media Center
Rating
Number of Responses Percentage
Excellent
14
30%
Very Good
18
39%
Good
11
24%
Fair
3
7%
Poor
0
0%
In the 2005 Survey, 93% rated the audio visual equipment as good or better. In similar survey
administered in 2004, 97% rated the audio visual equipment as good or better.
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STANDARD TWO—STUDENT LEARNING PROGRAM AND SERVICES
Library Services - The number of library orientations increased from 81 in 2003-2004 to 95 in
2004-2005, with a corresponding increase in the number of participants from 1,881 to 2,168.
Reference librarians answered 10,279 reference questions, answered 9,543 directional questions,
and conducted 9,251 online database searches for patrons. Interlibrary loans increased from 110
in 2003-2004 to 152 in 2004-2005.
The recent surveys found that 91% of students and 91% of Hartnell College faculty and staff
were satisfied with the reference services, informational assistance, and technical support
provided by library personnel. (2005 Student Opinion Survey Final Report, 2005 Accreditation
Employee Survey Final Report).
Computer/Media Center and Computer Classrooms - In a survey completed by 57 students
in Spring 2005 (Spring 2005 Media Center Survey), the following statistics were gathered:
Quality and Reliability of Computers in Media Center
Rating
Number of Responses Percentage
Excellent
22
39%
Very Good
16
28%
Good
17
30%
Fair
1
2%
Poor
1
2%
In the 2005 Survey, 96% rated the quality and reliability of computers in the media center as
good or better. In similar survey administered in 2004, 98% rated them as good or better.
In a survey completed by 82 students in Spring 2005, the following statistics were gathered:
The Service Provided in the Media Center
Number of Responses
Rating
32
Excellent
35
Very Good
14
Good
1
Fair
0
Poor
Percentage
39%
43%
17%
1%
0%
In the 2005 Survey, 99% rated service in the media center as good or better.
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A Spring 2004 survey (Spring 2004 Media Center Survey) completed by 82 students indicated
student demand for PC computers:
Computer hardware used in the Media Center
Number of Responses
Type of Media
7
PC Computers
13
Macintosh
8
TV/VCR
7
CD/Tape
8
Scanner
4
Other
Percentage
94%
16%
10%
9%
10%
5%
The LRC currently supplies over 200 PC computers in the electronic commons and will be
increasing the number available.
Planning Agenda:
1. Based on student use patterns, online databases will be evaluated annually for retention.
2. Based on student use of computers and the 2004 Digital Divide Survey Final Report, the new
LRC will make available to students a great deal more audio visual capabilities including the
following: four times more computers, digitizing capabilities, video on demand, laptop
checkout, wireless laptop zones, and more multimedia equipment.
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