HARTNELL COMMUNITY COLLEGE DISTRICT
REGULAR MEETING OF THE BOARD OF TRUSTEES
AGENDA
March 10, 2010
TIME/PLACE:
2:00 p.m. – PUBLIC SESSION – Library (LIB-113) Distance Ed Room
2:10 p.m. – CLOSED SESSION – Library (LIB-116) Training Room
6:00 p.m. – RECONVENE PUBLIC SESSION – Board Room (CAB-112)
411 Central Avenue, Salinas
Board of Trustees
Patricia Donohue, President
Kevin Healy, Vice President
Candi DePauw, Bill Freeman, Elia Gonzalez-Castro
Ray Montemayor, Erica Padilla-Chavez
Vacant, Student Trustee
Dr. Phoebe Helm, Superintendent/President, Secretary to the Board
The Board of Trustees welcomes you to its meetings, scheduled on the first Tuesday of each month,
unless otherwise noted.
Typically, the agenda consists of the following:
A. CONSENT AGENDA: These matters include routine administrative and financial actions and
normally approved by a single majority vote.
B. REGULAR AGENDA: Action Items: These items include significant administrative and financial
actions classified by departmental areas and approved by majority vote for each item.
Information Items: These items include presentations to the Board and items for discussion prior to
Board action, normally taken at the next meeting.
C. CLOSED SESSION: In accordance with Government Code Sections, 3549.1, 54956.9, 54957
and/or 54957.6, the Board of Trustees may meet in Closed Session to consider legal, personnel, labor,
and/or contract matters.
INDIVIDUALS DESIRING TO ADDRESS THE BOARD: Any member of the audience desiring to
address the Board should complete and submit to the Superintendent prior to the meeting, if possible, a
Speaker Request Form, available at the door. When the item PUBLIC COMMENTS is taken, the Board
President will recognize those who have filled out a Speaker Request Form in the order in which they are
received. The Board President may limit the time of presentation to three minutes per speaker, and a
maximum of fifteen minutes. Following public comment, the Board President will limit discussion to the
Board only.
MISSION STATEMENT: Hartnell College provides the leadership and resources to ensure that all
students shall have equal access to a quality education and the opportunity to pursue and achieve their
goals. We are responsive to the learning needs of our community and dedicated to a diverse educational
and cultural campus environment that prepares our students for productive participation in a changing
world.
HCCD –REGULAR MEETING – MARCH 10, 2010
Page 1 of 4
I.
OPEN SESSION, CALL TO ORDER - 2:00 p.m. (LIB-113 – Distance Education Room)
A. ROLL CALL
B. ADOPT AGENDA
Action
C. DISCLOSURE OF ITEMS DISCUSSED IN CLOSED SESSION, AS FOLLOWS:
Items discussed in Closed Session will include, legal, personnel, labor, and/or contract matters
authorized for Closed Session per Government Code Sections, 3549.1, 54956.9, 54957, and/or
54957.6.
1.
2.
3.
4.
Review and approve tenure and advancement recommendations for probationary faculty
Reject Claim #429842 as filed on February 3, 2010
Appointment of Director of Facilities
Letter regarding Faculty Association (HCFA)
D. PUBLIC COMMENT PERIOD REGARDING CLOSED SESSION ITEMS
Fifteen minutes set aside for public comment on closed session items.
Maximum three minutes each.
II.
MOVE TO CLOSED SESSION - 2:10 p.m. (LIB-116 – Training Room)
The Board of Trustees of Hartnell Community College District will meet in Closed Session to
consider legal, personnel, labor, and/or contract matters authorized for Closed Session per
Government Code Sections, 3549.1, 54956.9, 54957 and/or 54957.6.
III.
RECONVENE TO PUBLIC SESSION – 6:00 p.m. (CAB-112 – Board Room)
Pledge of Allegiance
A. REPORT OUT FROM CLOSED SESSION
B. PUBLIC COMMENTS ON PUBLIC SESSION ITEMS AND ITEMS NOT ON THE
AGENDA
Twenty minutes set aside to receive public comments on public session agenda items or items not
on the public session agenda, but within the jurisdiction of the Board. Maximum three minutes
each.
1. Receive public comments on items on the public session agenda
2. Receive public comments on items not on the public session agenda
C. SWEARING IN OF NEWLY ELECTED STUDENT TRUSTEE
IV. PRESENTATIONS
A. YOUTH POETRY READING
Youth Poets
B. ENROLLMENT UPDATE
Mary Dominguez, Dean of Student Affairs
C. BOND OVERSIGHT COMMITTEE UPDATE (See Information Item VII. A.)
Damon Felice, Felice Consulting Services
HCCD –REGULAR MEETING – MARCH 10, 2010
Page 2 of 4
V.
CONSENT ACTION ITEMS
A. MINUTES
Approve Minutes of Meeting of February 2, 2010.
B. DISBURSEMENTS
Ratify the disbursements from any or all of the following funds: general; debt service; bookstore;
child development; capital outlay projects; scheduled maintenance; property acquisition; bond
projects; cafeteria; self-insurance; retirees health benefits; associated student body; scholarship,
loan, and trust; and intercollegiate athletics.
C. PROPERTY SURPLUS AND AUTHORIZATION FOR DISPOSAL
Declare property surplus and authorization for disposal.
D. ACADEMIC CALENDAR FOR 2010-2011
Approve the academic calendar for 2010-2011.
E. RENEWAL OF A LEASE AGREEMENT WITH THE UNITED STATES DEPARTMENT
OF AGRICULTURE (USDA) FOR ALISAL CAMPUS FARMLAND
Approve the renewal of a lease agreement with the United States Department of Agriculture –
Agricultural Research Station – (USDA) for approximately six (6) acres of Alisal Campus
farmland. The terms of the lease are $1 annually, effective April 1, 2010 to March 31, 2011 with a
three (3) month written termination clause.
F. RENEWAL OF LEASE AGREEMENT WITH THE UNIVERSITY OF CALIFORNIA
COOPERATIVE EXTENSION FOR ALISAL CAMPUS FARMLAND
Approve the renewal lease agreement with the University of California Cooperative Extension,
Monterey County Agricultural Station for 1.58 acres of Alisal Campus farmland. The terms of
the lease are $1 annually, effective April 1, 2010 to March 31, 2011 with a three (3) month
written termination clause.
G. RECOMMENDATIONS FROM THE CURRICULUM COMMITTEE
Ratify the recommendations from the Curriculum Committee.
H. AGREEMENT WITH MIGRANT EDUCATION, REGION XVI FOR HIGH SCHOOL
EQUIVALENCY PROGRAM
Ratify an agreement between Hartnell Community College District and Migrant Education,
Region XVI. The purpose of this agreement is to provide support for the High School
Equivalency Program (HEP) for the 2009-2010 academic year. All expenses incurred by Hartnell
College are supported by the HEP grant at approximately $400 per student served.
I.
AGREEMENT WITH CLINICA DE SALUD DEL VALLE DE SALINAS FOR HEALTH
SERVICES FOR ELIGIBLE PARTICIPANTS IN THE HIGH SCHOOL EQUIVALENCY
PROGRAM
Ratify an agreement between Hartnell Community College District and Clinica de Salud del Valle
de Salinas for health services for eligible participants in the High School Equivalency Program
(HEP) effective April 1, 2010 to December 30, 2010. All expenses incurred by Hartnell College
Hartnell College are supported by the HEP grant and range from $75-$110 per student served.
HCCD –REGULAR MEETING – MARCH 10, 2010
Page 3 of 4
J. AGREEMENT WITH THE COUNTY OF MONTEREY FOR A TRAINING
PROGRAM IN AGRICULTURAL MECHANICS
Ratify an agreement between Hartnell Community College District and the County of
Monterey. The purpose of the agreement is to offer a twelve-week intensive training program
in agricultural mechanics for displaced workers referred by the Office for Employment
Training. The term of the agreement is from February 9, 2010 to May 31, 2010. The total
amount payable by the County to Hartnell College will not exceed the sum of $64,588.
K. PERSONNEL ACTIONS
Approve and/or ratify Personnel Actions (included in packet).
VI.
ACTION ITEMS
Action/Roll-call
A. BUDGET REVISIONS
Approve budget revisions numbered 8587 to 8594.
Action
B. ACCREDITATION MIDTERM REPORT
Approve the Midterm Accreditation Report.
VII.
INFORMATION ITEMS
A. BOND OVERSIGHT COMMITTEE REPORT
Receive report on construction projects dated February 25, 2010.
B. FINANCIAL STATEMENTS FOR PERIOD ENDING JANUARY 31, 2010
Receive financial statements for period ending January 31, 2010.
C. SUBSTANTIVE CHANGE REPORTS
Accept Substantive Change Reports submitted to Accrediting Commission for Community and
Junior Colleges.
D. REPORTS FROM SENATES
1. Student Senate
2. Classified Senate
3. Academic Senate
E. PRESIDENT’S REPORT
Report from the Superintendent/President.
VIII.
BOARD OF TRUSTEES
A. DISTINGUISHED ALUMNUS/ALUMNA AWARD
Select members of the Board to serve on committee.
Action
B. BOARD OF TRUSTEES COMMUNICATION
Trustee reports on matters of interest to the college.
IX.
Action
ADJOURNMENT
Adjourn the meeting.
The next regular Board of Trustees Meeting scheduled
April 6, 2010 – 5:00 p.m.
Hartnell College (CAB-112) – Board Room
411 Central Avenue
Salinas, California
HCCD –REGULAR MEETING – MARCH 10, 2010
Page 4 of 4
AGENDA ITEM FOR BOARD MEETING OF:
March 10, 2010
Number:
Title:
Approve Minutes of Regular Meeting of
February 2, 2010
V. A.
Area:
Status:
Superintendent/President
Prepared by: Dr. Phoebe Helm
Consent Action
Recommendation:
That the Board of Trustees reviews, revises as appropriate, and adopts minutes of regular
meeting of February 2, 2010.
Summary:
Minutes of the Board of Trustees for are submitted for review and approval as follows:
Regular Meeting of February 2, 2010.
Unadopted
HARTNELL COMMUNITY COLLEGE DISTRICT
MINUTES
Regular Meeting of the Board of Trustees
Hartnell College Board Room – CAB-112
411 Central Avenue
Salinas, California
February 2, 2010
OPEN SESSION
Meeting called to order at 5:08 p.m.
ROLL CALL
Patricia Donohue, President
Kevin Healy, Vice President
Bill Freeman
Elia Gonzalez-Castro
Ray Montemayor
Erica Padilla Chavez
Phoebe K. Helm, Superintendent-President/Board Secretary
ABSENT
Candi DePauw
AMENDED AGENDA
On a motion by Trustee Healy, seconded by Trustee Padilla Chavez, vote of
6-0 (Absent: DePauw), the Board approved the agenda as amended. The
agenda was amended so the Board could consider approving a side letter
agreement with CSEA in relation to a financial aid employee and to
consider authorizing the Superintendent/President to sign workforce training
agreements.
DISCLOSURE OF
CLOSED SESSION
ITEMS
Trustee Donohue disclosed items for Closed Session as authorized per
Government Code Sections, 3549.1, 54956.9, 54957 and/or 54957.6:
1. Side Letter Agreement, California Schools Employee
Association in relation to a financial aid employee
2. Authorize Superintendent/President to enter into agreement(s)
with the Workforce Investment Board.
PUBLIC COMMENTS
REGARDING CLOSED
SESSION
There were none.
MOVED TO CLOSED
SESSION
The Board of Trustees, Dr. Phoebe Helm, Superintendent/President, and
Terri Pyer, Associate Vice President, Human Resources, adjourned to closed
session at 5:10 p.m. to consider legal, personnel, labor, and/or contract
matters authorized for Closed Session per Government Code Sections,
3549.1, 54956.9, 54957 and/or 54957.6.
RECONVENED OPEN
SESSION
The meeting reconvened at 6:08 p.m.
HCCD –REGULAR MEETING – FEBRUARY 2, 2010
Page 1 of 14
PLEDGE OF
ALLEGIANCE
Trustee Padilla Chavez led the Pledge of Allegiance.
REPORT OUT FROM
CLOSED SESSION
Trustee Donohue reported out the following motions:
On motion by Trustee Montemayor, seconded by Trustee Padilla Chavez,
and on vote of 6-0 (Absent: DePauw), the Board moved to authorize the
Superintendent/President to sign an agreement with the Workforce
Investment Board and other entities to provide training and bring to the
Board those agreements for ratification at the next meeting.
On motion by Trustee Montemayor, seconded by Trustee Freeman, and on a
vote of 6-0 (Absent: DePauw), the Board moved to approve a resignation
and separation agreement with C.S.E.A. regarding a financial aid employee.
PUBLIC COMMENTS
ON PUBLIC SESSION
ITEMS AND PUBLIC
COMMENTS ON
ITEMS NOT AGENDA,
BUT WITHIN THE
JURISDICTION OF
THE BOARD
Trustee Donohue reminded the assembly that 20 minutes are set aside to
receive public comments and that a speaker is allotted three minutes and that
the Board is obligated to be consistent in this matter in order to avoid the
appearance of favoritism.
Ziad M. Assaad, student, expressed his concern regarding the lack of
communication with the student body and urged the Board to consider a
viable means to communicate with the students regarding policy matters.
Ron Waddy, English faculty and students, Linda Beardon, Leonardo Garcia,
Arnold Fernandez, Juan Huerta, and Nancy Carlisle, parent, expressed
concern regarding privacy rights, security, and the placement of video
cameras in an English class last fall semester.
Alberto Jaramillo, Teacher, Alisal Union School District, spoke on behalf of
his students’ parents who are finding it difficult to apply for financial aid.
REPORT ON
FINANCIAL AID
Mary Dominguez, Dean of Student Affairs, reported on financial aid and
compared data from the 2008-09 academic year to Fall 2009, highlighting
the number of applications received and the amount awarded to students. In
the 2008-09, 4,710 students applied for financial aid. Students were
awarded $7.6 million in federal and state funds. For Fall 2009, 5,256
students applied for financial aid. Students were awarded just under $6.0
million. Applications for Spring 2010 are underway and the college fully
expects to exceed last year’s total of $7.6 million. Dean Dominguez
reported the financial aid website has been revised, that she is looking into
the website being translated into Spanish, and announced that Cash for
College Day is scheduled on February 6, 2010. Cash for College Day is a
free workshop that assists students and parents in completing the Free
Application for Federal Student Aid (FAFSA) and Cal Grant application for
Fall 2010. Also, Dean Dominguez stated that financial aid staff is available
and are scheduled to attend off-site events to provide financial aid
information.
UPDATE ON VIDEO
SURVEILLANCE
POLICY
Langston Johnson, Classified Senate, reported that a committee representing
faculty, staff, and students are meeting to discuss and develop guidelines on
a video surveillance policy.
HCCD –REGULAR MEETING – FEBRUARY 2, 2010
Page 2 of 14
Dr. Helm stated she hears, understands, and agrees with the concerns of the
Board, faculty, and students. She explained the committee will not only
develop a policy, but will discuss keyless entrance, the purchase and
installation of video cameras, and discuss training in the event of an
emergency. Once developed, the policy will be vetted through the various
employee groups before coming to the Board. Some of the established
ground rules in the policy will include no cameras in classrooms, cameras
will be video only (no audio), placement of the cameras will be in corridors,
exits and entrances to buildings and to the campus. Also, the college, when
ready, will utilize the expertise of local law enforcement and the college’s
security firm to help discern which types of cameras to use and where the
cameras should be placed.
ACCOUNTABILITY
REPORT FOR
COMMUNITY
COLLEGES - 2009
Pursuant to AB1417, the California Community College Systems Office
designed and implemented an accountability system that contains student
success performance indicators for community colleges. This report, Focus
on Results is the third report that has been completed by the Chancellor’s
Office. Dr. Helm and Gary Hughes, Associate Vice President, reviewed the
data with the Board. The data included a summary comparison of
performance indicators, an executive summary, a college peer grouping
process, and college self-assessment. In most areas, Hartnell scores are
similar to the peer group. In four areas list, Hartnell scored below its peer
group and in three it scored higher than the peer group list. The self
assessment was written by our staff to explain trends in the data.
The Board discussed the data at length, asked questions about the
performance levels, and made a commitment to begin discussions on
focusing on student success. Dr. Helm stated that the college should set
benchmarks and measure their progress against those benchmarks and
pointed out that Hartnell College is one of twelve community colleges
chosen to participate in the pilot project, CLASS. CLASS (California
Leadership Alliance for Student Success) is an initiative aimed at tracking
these data so that the college can use the data to increase student success.
One of the CLASS requirements is that the Board engages in discussions
and/or workshops on student success.
The Board asked that the
administration to come up with a plan on how the Board should proceed
because the Board believes this matter is at the heart of their work.
CONSENT ACTION
On a motion by Trustee Healy, seconded by Trustee Padilla Chavez, vote of
6-0 (Absent: DePauw), the Board moved to approve Consent Action Items
B, E, F, G, H, and I.
Trustees Freeman/Montemayor pulled Consent Action Item A., for
discussion/separate vote.
Trustee Healy pulled Consent Action Item C for discussion/separate vote.
Trustee Padilla Chavez pulled Consent Action Item D for
discussion/separate vote.
HCCD –REGULAR MEETING – FEBRUARY 2, 2010
Page 3 of 14
A. MINUTES
On motion by Trustee Healy, seconded by Trustee Gonzalez-Castro, and on
vote of 6-0 (Absent: DePauw), the Board moved to approve the regular
meeting minutes of January 19, 2010 as amended.
The amendments were made on Page 5, Summer School Session 2010,
paragraphs one and two. The paragraphs will read as follows:
On a motion by Trustee Healy, seconded by Trustee GonzalezCastro, and on vote of 5-2 (No: Freeman, Montemayor), the Board
moved to approve the recommendation to not offer summer session
2010.
Prior to the vote, each Trustee expressed their deep regret that the
state’s finances forced the Board to make a decision on summer
school session 2010. Trustee Freeman stated he cannot support not
offering summer school because the students need it. Also, Trustees
acknowledged and thanked Peter Calvert and Ann Wright for their
thorough report.
B. DISBURSEMENTS
Approved disbursements from any or all of the following funds: general;
debt service; bookstore; child development; capital outlay projects;
scheduled maintenance; property acquisition; bond projects; cafeteria; selfinsurance; retirees health benefits; associated student body; scholarship,
loan, and trust; and intercollegiate athletics.
C. FDA LEASE
AGREEMENT
Trustee Healy asked what type of mobile testing would be done and if the
agreement would affect the overall master plan. Dr. Helm responded that
the agreement would not affect the plan and that the request to lease the
space came from the agriculture advisory committees. The property is for
use by the Food and Drug Administration (FDA) to park and operate
multiple mobile laboratory units periodically as needed in the valley. The
lease agreement includes a site preparation project that will be paid by bond
funds and reimbursed by the FDA.
A motion was made by Trustee Healy, seconded by Trustee Freeman, and
on a vote of 6-0 (Absent: DePauw), the Board approved to enter into the
ground lease agreement. After reviewing, discussing, and approving
Consent Item D, the Board came back to this item and amended the motion.
On motion by Trustee Healy, seconded by Trustee Freeman, and on vote of
6-0 (Absent: DePauw), the Board moved to approve a ground lease
agreement between the United States General Services Administration and
Hartnell College. The terms of the lease are seven years at $1 per year and
the FDA agrees to reimburse all site improvement costs.
HCCD –REGULAR MEETING – FEBRUARY 2, 2010
Page 4 of 14
D. AWARD
CONTRACT – FDA
SITE PREPARATION
PROJECT-GRANITE
CONSTRUCTION
Trustee Padilla Chavez asked if the district already has an agreement with
the FDA and if the agreement includes the $174,644. Dr. Helm responded
that the previous item, Consent Action C, was the FDA agreement and that
the agreement includes the amount. The written item was not clear and the
item will be revised and posted for public viewing.
On a motion by Trustee Padilla Chavez, seconded by Trustee Healy, vote 60 (Absent: DePauw), the Board moved to award and approve a contract to
Granite Construction, the lowest responsive bidder, for the FDA Site
Preparation Project. The project consists of a 30,000 square foot area on the
Alisal Campus that will house mobile testing laboratories for the FDA. The
budgeted amount for this project is $174,644. The FDA will immediately
and fully reimburse the bond funds.
E. RENEWAL OF
PROPERTY
MANAGEMENT
AGREEMENT
Approved the renewal of a property management agreement between Bay
Property Management and Hartnell College. The term of the agreement is
February 3, 2010 to February 2, 2011 and the cost of services provided equal
10% of the total rent collected each month.
F. INSTRUCTIONAL
MATERIALS AND
SUPPLIES
CONTRACT - CDC
Ratified the 2009-2010 Contract for Instructional Materials and Supplies
provided by the California Department of Education, Child Development
Division. The contracted amount received is $1,014 for materials and
supplies for the Hartnell College Child Development Preschool programs.
G. CONSTRUCTION
PARTNERSHIP –
CHISPA, CITY OF
SALINAS
Ratified the construction partnership between the Community Housing
Improvement Systems and Planning Association (CHISPA), City of Salinas,
and Hartnell College effective October 2, 2009 to December 31, 2010.
H. GRANT
APPLICATION
PARAMEDIC
TRAINING
Ratified the grant application to the State Employee Development
Department for a Paramedic Training Program, and accept funds, if
awarded. The program will provide a comprehensive training and support
that will enable participants to acquire the skills needed to secure full-time
career track employment as a fully qualified, licensed paramedic. The term
of the grant is January 2010 to March 2011 and, if awarded, the college
would receive $461,209.03.
I.
Approved and/or ratified personnel actions. (See Appendix A)
PERSONNEL
ACTIONS
ACTION ITEMS
A. BUDGET
REVISIONS
B. QUARTERLY
FINANCIAL
STATUS REPORT –
DECEMBER 2009
On a motion by Trustee Healy, seconded by Trustee Padilla Chavez and on a
roll-call vote of 6-0 (Absent: DePauw), the Board moved to approve budget
revisions numbered 8561 to 8581.
On a motion of Trustee Healy, seconded by Trustee Freeman, and on a roll
call vote of 6-0 (Absent: DePauw), the Board accepted the required state
report: Quarterly Financial Status Report (CCFS-311Q) for the quarter
ended on December 31, 2009. The report was reviewed by an Ad hoc Audit
HCCD –REGULAR MEETING – FEBRUARY 2, 2010
Page 5 of 14
Committee earlier in the day and noted revisions on Page 3 of 3 The
revisions included an additional sentence in response to the question: Does
the district have significant fiscal problems that must be addressed? A
revised report will be sent to the Board and posted on the college’s website.
INFORMATION ITEMS
UPDATE ON
CONSTRUCTION
PROJECTS – MEASURE
H FUNDING
The Board received an update on the construction projects
FINANCIAL
STATEMENTS
The Board received and accepted the financial statements for the month
ending December 31, 2009.
SENATE REPORTS
Academic Senate: Dr. Kelly Locke, President, thanked Cheryl O’Donnell
and others for planning the flex day activities. She reported that the faculty
has looked at data provided in Focus on Results and she commended the
Board for their commitment to discuss student outcomes. She reported
faculty would be looking at all English, ESL and math courses to ensure
coding is in alignment with the newly developed State course coding system.
This new system will enable reports such as Focus on Results to be more
accurate when reviewing data in student success/outcomes.
Student Senate: Cara Singleton reported Julian Garcia is the new Student
Senate President; that she is now the Executive Vice President. Also, she
reported that the Cat Card System broke down earlier in the semester and is
under repair, and that the Senate is excited that they have an interim advisor,
Yvonne Carreon.
Trustee Donohue announced the Student Trustee position is vacant and that
the Student Senate will conduct a special election to fill the vacancy.
PRESIDENT’S REPORT
Dr. Helm applauded employees for their contributions to the Employee
Giving Campaign. On the first day of the kick-off, employees donated
$16,000. In the context of recent employee concessions and the cancellation
of summer school, the rate of participation in employee giving is especially
impressive. Also, she asked the Board to help identify ministers in the
various communities to help with the K-16 Bridge Program. She asked that
the Board think about a consistent way for the college to hold periodic
information sessions (town halls) in each of the seven trustee sub-districts.
And, she reported nursing student statistics: 22% are male, 40% are from
the Alisal, and 70% are Hispanic.
BOAR D
COMMUNICATION
Trustee Gonzalez-Castro stated that she likes the idea of the town halls; that
she is impressed with the nursing statistics; that she is proud to be a
representative of the 2010 NALEO California Health Leadership Program;
that she is grateful for the opportunity to attend the recent Effective
Trusteeship Workshop and that she found it recharging and informative, and
encouraged all trustees to continue their training.
HCCD –REGULAR MEETING – FEBRUARY 2, 2010
Page 6 of 14
Trustee Padilla Chavez stated that she believes a good public servant is one
who stays informed and that she appreciated the opportunity to attend the
Effective Trusteeship Workshop. She thanked Dr. Helm for making herself
available to meet with her and some constituents. She thanked Beverly
Grova and Jackie Cruz-Ortega for attending the recent Building Healthy
Communities meeting, and that she looks forward to the town hall meetings.
Trustee Healy stated he found the Effective Trusteeship Workshop
informative, also; that he enjoyed attending the Board Chair workshop. He
reported that Farm Day is on Thursday and that there will be a strawberry
booth available. In closing, he asked that the Board consider moving the
board’s March meeting due to his work schedule.
Trustee Freeman was pleased to receive information on financial aid and that
students are being helped with their finances. He reported that Carl Nicks,
who plays for the Saints, is a graduate of North High School and Hartnell
College and will play in the Super Bowl this coming Sunday. He stated that
he understood Accreditation requires Board training, but expressed his
concern over the appearance of trustees attending the recent Effective
Trusteeship Workshop.
Trustee Padilla Chavez responded that she
understood his concern, but believes that, as a new trustee, she would not
have been able to fully understand the magnitude of the fiscal crisis without
attending the workshop and that she found the training invaluable. Further,
she believes that members have a responsibility to keep informed. Also, she
announced an upcoming local training that the Monterey County School
Board Association is sponsoring on managing the budget and she
encouraged all to attend.
Trustee Freeman asked the Board to discuss the Jobs Acts Bill (how can the
college incorporate) and an update on college’s evacuation plan.
NEXT MEETING
The Board approved to move the Regular Board Meeting from March 2,
2010 to March 10, 2010, 2:00 p.m., College Library.
At this meeting, the Board will review processes and recommendations for
tenure, promotion, and/or dismissal of tenure track faculty in a lengthy
closed session, followed by the regular meeting at 6:00 p.m. in CAB-112,
Board Room.
ADJOURNMENT
On a motion by Trustee Healy, seconded by Trustee Freeman and
unanimously carried, the Board moved to adjourn the meeting at 8:50 p.m.
Patricia Donohue
Board of Trustees President
HCCD –REGULAR MEETING – FEBRUARY 2, 2010
Phoebe K. Helm
Board Secretary
Page 7 of 14
Appendix A
THE FOLLOWING PERSONNEL ACTIONS WERE APPROVED AND/OR RATIFIED AT
THE REGULAR MEETING OF FEBRUARY 2, 2010:
Appointments
A. Approve appointment for part-time instructor for fall semester 2009:
1. Robin McKee-Williams, Theater Arts
B. Approve appointment of part-time instructors for spring semester 2010:
1.
Tom Alejo, Auto Collision Repair
2.
Gerardo Aleu, Mathematics
3.
Youssef Arbab, English as a Second Language
4.
Alejandro Arce, Photography
5.
Daniel Beavers, Mathematics
6.
Lovevasia Bey, Nursing
7.
Olga Blomgren, English. Appointment based on equivalency as follows: MA in
Comparative Literature; BA in Comparative Literature with a minor in Ethnic
Studies, consisting of 12 units lower-division and 27 upper-division units.
8.
John Bosio, Construction Technology. Appointment based on equivalency as
follows: 44 units of construction are equivalent to the major coursework of an
AA; extensive and successful work experience as a project manager, estimator,
and general contractor.
9.
Brian Brady, English as a Second Language
10.
Michael Branstetter, Mathematics
11.
Catherine M. Bruno, Psychology
12.
Richard Burton, Construction
13.
Jeff Bynes, English
14.
Fernando Cabrera, Spanish
15.
Juan Campos, Computer Science & Information Systems
16.
Lucas P. Cantin, Chemistry
17.
Mike Cappetti, Construction
18.
Bobby Carillo, Administration of Justice
19.
Liz Cecchi-Ewing, Library
20.
Carlos Chavez, Counseling
21.
Sung Choi, Sociology
HCCD –REGULAR MEETING – FEBRUARY 2, 2010
Page 8 of 14
22.
Jenny H. Cogswell, English as a Second Language
23.
Philip M. Collins, Music
24.
Cecil T. Costilow, English
25.
Gloria Curtis, Library
26.
Catherine R. Dacosta, Mathematics
27.
Philip E. Deutschle, Astronomy
28.
Javier Dorantes-Rivera, Welding & Automotive Technology
29.
Thu Duong, Library
30.
Yvonne Eaton, English as a Second Language
31.
Julie Edgcomb, Psychology
32.
Linda Edlund, Anthropology
33.
Warren Edmonds, Computer Science & Information Systems
34.
Steve Ettinger, Music
35.
Sewan Fan, Physics
36.
William M. Faulkner, Music
37.
Marilu Flores, Spanish
38.
James Frye, English as a Second Language
39.
Susan E. Fujimoto, English as a Second Language
40.
Fawn Gibson, Political Science
41.
Nellis Gilchrist, Alcohol & Other Drugs
42.
Angela M. Gleason, Art
43.
Louthea L. Griffin, English & English as a Second Language
44.
Kevin G. Griffith, English as a Second Language
45.
Andrew Gruttadauro, Economics
46.
Paula M. Haro, Dance
47.
Katherine E. Harris, Biology
48.
Robin R. Hayes, Biology
49.
Lynn G. Hilden, Mathematics
50.
Gloria V. Hill, English
51.
Sera T. Hirasuna, English
52.
Kristy Holland, History
53.
Susan Horcajo, Speech
HCCD –REGULAR MEETING – FEBRUARY 2, 2010
Page 9 of 14
54.
Chris S. Houston, English
55.
Jonathan P. Hubbard, Biology
56.
Carolyn J. Jensen, Mathematics
57.
Ben Jimenez, Administration of Justice
58.
Amanda Jones, Psychology
59.
Calvin K. Kanow, Art
60.
Daniel M. Kaplan, Biology
61.
Walter Karcich, Auto Collision Repair
62.
William B. Kauffman, Biology
63.
David C. Kopp, English
64.
John D. Koza, Music
65.
Kara L. Kuvakas, Geography. Appointment based on equivalency as follows: a
combination of undergraduate and graduate coursework in environmental
sciences.
66.
William Laughton, Administration of Justice
67.
Anita E. Lavaisse, Biology
68.
Christopher Lavorato, Administration of Justice
69.
Kathleen Leonard, English
70.
Vince J. Lewis, Counseling
71.
Jose C. Lopez, Business
72.
Matthew T. Love, Chemistry
73.
Suzzane Mansager, English
74.
Alfred Martinez, Administration of Justice
75.
Erlinda V. Mazon-Rodriguez, Nursing
76.
Cicely McCreight, Counseling
77.
Rosalinda McNamara, Library
78.
Roberto E. Melendez, English
79.
Shahida S. Merchant, Chemistry
80.
Ernest Mercuri, Political Science
81.
Ann Merville, Anthropology
82.
Jose Moncada, Construction
83.
Glenda A. Mora, English
84.
Victor Morales, Auto Collision Repair
HCCD –REGULAR MEETING – FEBRUARY 2, 2010
Page 10 of 14
85.
Teresa Moreno, History. Appointment based on equivalency as follows:
possesses more than 12 graduate and upper division units in History; possesses
more than 30 units total in History.
86.
Peggy Muñoz-Meador, Political Science
87.
Pamela S. Murakami, Art
88.
William Musselman, Automotive Technology
89.
Martin Need, English
90.
William J. Ntow, Chemistry
91.
Guenevere O’Brien, English
92.
Samuel J. Pacheco, History
93.
Jennifer Pagliaro, Art
94.
Brian R. Palmer, Mathematics
95.
Michael Parker, Administration of Justice
96.
Gerardo H. Perez, Computer Science & Information Systems
97.
Marie L. Perucca-Ramirez, English as a Second Language
98.
Ayaz S. Pirani, English
99.
Linda Plummer, Library
100. Raylene M. Potter, Mathematics
101. Merry J. Pratt, Psychology
102. Catalina E. Reyes, Biology
103. Sylvia A. Rios, Art
104. Mark Roberts, English
105. Wendy Roscher, English
106. Sandra K. Rudo, Music
107. Rachel Sage, Animal Health Technology
108. Soad N. Sedrak, Mathematics
109. Criselia G. Serrano, Spanish
110. Barry S. Sheppy, Spanish
111. Mark C. Shilstone, Speech
112. Steven M. Shore, History
113. David A. Sorenson, Mathematics
114. Anne E. Steinhardt, English
115. Eric P. Strayer, Sociology
HCCD –REGULAR MEETING – FEBRUARY 2, 2010
Page 11 of 14
116. Deborah Sturt, Speech. Appointment based on equivalency as follows: 20+
Communication/Speech graduate hours in MA Education; BA in
Communication/Speech, Theater and Dance.
117. Patricia T. Sullivan, Art
118. Amy G. Taketomo, Chemistry
119. Jonathan Teraji, Automotive Technology. Appointment based on equivalency as
follows: 57 units including courses that meet the 6 core competencies.
120. Afshin Tiraie, Mathematics
121. Ben Tiscareno, Drafting
122. Toshio Sakai, Japanese
123. Gemma Uribe-Cruz, Counseling
124. Senorina R. Vasquez, Mathematics. Appointment based on equivalency as
follows: 27 upper division and graduate hours in Mathematics; BS in
Mathematics.
125. Galina Vinokurov, Music
126. Noshir C. Wadia, Mathematics
127. Jonathan H. Walsh, Biology. Appointment based on equivalency as follows: 51
upper division and graduate units in Biology; BS in Biology.
128. Robert Ward, Drafting
129. Andrew K. Washburn, Mathematics
130. Nancy C. Wheat, Biology
131. Neil E. Withers, Mathematics. Appointment based on equivalency as follows:
30+ graduate level units in Mathematics; BS in Mathematics.
132. Daphne S. Young, English
133. Paul Yun, English
134. Julian Zabalbeascoa, English
135. Emily Zuniga, Counseling
C. Ratify appointment of non-credit instructor for spring semester 2010:
1. Iryna Lee, English as a Second Language
D. Ratify appointment of Professional Experts:
a. The High School Equivalency Program (HEP) is funded by the US Department of
Education Office of Migrant Education. HEP is a migrant education program
designed to assist migrant and seasonal field workers obtain their GED and either
employment, military service, apprenticeship, Certificate of Skills Acquisition,
Certificate of Achievement, or Associates Degree. The program runs from
September 1, 2009 to September 30, 2011:
HCCD –REGULAR MEETING – FEBRUARY 2, 2010
Page 12 of 14
1. Maria Guerrero, $15/hr, (40 hrs/week), Instructional Aide, grant funded.
b. The Hartnell College Winter Math Academy was a two-week, not-for-credit; nongraded pilot program designed for incoming freshmen whose placement scores on
the Accuplacer diagnostic test do not qualify them for pre-algebra or for
elementary algebra. There were two separate Math Academy sessions, running
concurrently for two weeks, five days per week and six hours per day, January 1 –
January 22, 2010:
2. Yat-Yee Jacquelilne Lam, $10.40/hr, tutor, grant funded.
c. The Foster Kinship Care Education Program (FKCE) provides advanced training
for current and prospective foster, relative, and non-related extended family
member caregivers, adoptive parents, and local agency employees; and support for
foster home recruitment activities. This grant funded program is a joint effort of
the California Community College Chancellor’s Office and the Department of
Social and Employment Services (DSES). Assignments include orientation leaders,
trainers, childcare and activity providers, and program coordination, and runs
through June 10, 2011:
3. Jason James Hall, $40/hr, (as needed), FKCE/DSES Trainer, grant funded.
4. Alberto Mora Camacho, $40/hr, (as needed), FKCE Trainer, grant funded.
5. Rosey Oliva, $100/hr, (as needed), DSES Trainer, grant funded
d. Child Care Access Means Parents in School (CCAMPIS) program will support the
success of parents, as college students, and their children through resources
provided by Hartnell and its community partners. The CCAMPIS program will
provide access to a comprehensive system of services, education, and support to
ensure that parents have the skills needed to support their families. This grant
funded program will run from October 1, 2009 – September 30, 2013:
6. Maria del Carmen Gonzalez, $45/hr (4 hrs/week), Mentor Teacher/Parent
Education, grant funded.
7. Janice Martinez, $45/hr (4 hrs/week), Mentor Teacher/Parent Education, grant
funded.
E. Ratify appointment of student workers for fall semester 2009:
1. Heather Auchman, Math Academy, Student Worker III
2. Tian (William) Bao, Math Academy, Student Worker III
3. Thomas Brown, Math Academy, Student Worker III
4. Ila Caughman-Vazquez, Animal Health Technology, Student Worker III
5. Joshua Ferroni, Math Academy, Student Worker III
6. Vicenta Flores, Student Affairs, Student Worker III
7. Jessica Gavlick, Animal Health Technology, Student Worker III
8. Grisel Guerrero, Student Affairs, Student Worker III
HCCD –REGULAR MEETING – FEBRUARY 2, 2010
Page 13 of 14
9. Johanna Guijosa, Student Affairs, Student Worker III
10. Ernest Hernandez, Student Affairs, Student Worker III
11. Yesenia Lopez, Math Academy, Student Worker III
12. David Magill, Math Academy, Student Worker III
13. Tina Moorman-Findley, Animal Health Technology, Student Worker III
14. Chihana Nagata, Animal Health Technology, Student Worker III
15. Miriam Ortega, Child Development Center, Student Worker I
16. QuanXin Pan, Art Department, Student Worker I
17. Mrugesh Patel, Math Academy, Student Worker III
18. Carissa Perez, Math Academy, Student Worker III
19. Christine Savala, Math Academy, Student Worker III
20. Robert Sanchez, Student Affairs, Student Worker III
21. Aleksandra Shabanova, Math Academy, Student Worker III
HCCD –REGULAR MEETING – FEBRUARY 2, 2010
Page 14 of 14
AGENDA ITEM FOR BOARD MEETING OF:
March 10, 2010
Title:
Ratify Disbursements of District Accounts
Number:
Area:
Office of Support Operations
Supplement OSO-3
Prepared by: Kent Stephens
Status:
Consent Action
V. B.
Recommendation:
That the Board of Trustees ratifies disbursements from District accounts.
Summary:
The attached lists of disbursements from District accounts are presented for ratification.
COUNTY WARRANTS
Any or all of the following funds:
General; Debt Service; Bookstore; Child Development Center; Capital Outlay; Scheduled
Maintenance/State-Funded Projects; Property Acquisition; Bond Projects; Cafeteria;
Self-Insurance; Retirees’ Health Benefits; Associated Student Body; Scholarship, Loan,
and Trust; and Intercollegiate Athletics
NO OF
DATE
WARRANT NUMBER
WARRANTS
AMOUNT
01/11/10
12761530
12761640
111
608,152.02
01/27/10
12764467
12764626
160
2,865,357,91
Subtotal
$ 3,473,509.93
Note: Legal fees in above summary total $5,636.80
CHECKING ACCOUNTS
General Fund Revolving
DATE
Jan. 10
Subtotal
Total
Budget Implications:
None.
WARRANT NUMBER
10140
10156
NO OF
WARRANTS
17
AMOUNT
8,880.26
8,880.26
$ 3,482,390.19
AGENDA ITEM FOR BOARD MEETING OF:
Title:
March 10, 2010
Number:
Declare Property as Surplus and Authorize
Disposal
V. C.
Area:
Status:
Office of Support Operations
Consent Action
Recommendation:
That the Board of Trustees declares listed property as surplus and authorize disposal by the
Administration.
Summary:
Hartnell Community College District, like all districts, is continually upgrading equipment.
Attached is a list of items that Hartnell College no longer needs as they are obsolete, broken
and/or outdated and have zero market value. Others items included on the list are no longer
needed by the Animal Health Technology and Electronics Program both of which have been
deleted from the curriculum.
The Administration would like to thank the Student Senate for taking the lead in ensuring the
appropriate disposal of surplus materials as part of their new sustainability project.
The Administration seeks authority to dispose of obsolete and surplus zero-value items as listed
and proceed as follows:
1. Sell or transfer items to other not for profit public agencies (pursuant to Article 9,
Sections 81452(a) and (c) of the Education Code)
2. Dispose of property that is of insufficient value to defray the costs of arranging a
sale (pursuant to Article 9, Section 81452(c) of the Education Code)
Budget Implications:
There will be no cost in hazardous waste fees to dispose of these items.
Nursing & Health Sciences Department: Surplus Phlebotomy and MLT Equipment/Supplies Inventory $0 Value
Page 1 of 4
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
Item Description
Disposable-latex tourniquet straps 1”x18”
Disposable-non latex tourniquets straps 1”x18”
Blood collection tubes 16x100ml
Sandwich tube 3ml 13x75
Micro scan plates
Chamber Cleaners
X Rays Detectable Sponges
Disposable Serological Pipettes 36ml
Culture test tubes 13x100ml
Urine cups
Insent tubes for test tubes
Lancets single use
Ovation pump
Accu-Check test strips
One touch test strips
Accu-Check soft touch
Test Devices
Wash Solution
Pipette
Pipette tips
Needle Holders
Alcohol Gel-Hand sanitizer
Super-Chlor
Tender let
Alcohol Gel-Hand Antiseptic
T164 Alcare Aerosol Foam Dispenser
Cable
Urine Chemistry Analyzer
Ezee-Topper cups
Capillary Pipettes
Fetal Hemoglobin
Soda Lime Glass
Wintrobe ESR System test
Accu Data
Location
CALL Building
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Tag Number
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Computer
Electronic
Other
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Quantity
153
700
4080
500
49
500
10
855
1400
30
250
10
3
102
25
1
25
1
1
50
20
7
7
1
2
1
1
1
1000
300
1 box
8
200
3 books
Nursing & Health Sciences Department: Surplus Phlebotomy and MLT Equipment/Supplies Inventory $0 Value
Page 2 of 4
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
Recipient System forms
Sure- Vue RPR
Saline Solution bottles w/caps
Non-sterile wooden applicators 6” length
Agglutination viewer
Micro collection system reservoirs
Tubes for use w/Micro scan
COAG lab test profile codes
Routine screening test for fecal occult blood:
Hemocult,
applicator sticks
bottles of hemocult developer
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
Hemocult and developer single 5ml
Gastroccult
Polyester tipped applicators
Conical cent tube 15ml
Culturete system for aerobes and anaerobes
Test Tubes oval
Tranfer Pipettes
Delocate task wipes 1 ply
Disposable sampler cleaners
Disposable sampler tips
Gas generating kit
Anaerobic transport medium
Reagent/stain dropper 0.5ml
MLT & Phlebotomy Teaching videos
MLT & Phlebotomy Text books
Medium 5m in vitro
Surengers
Bartels flex trans medium
Calibration strips urine control
Reagent strips for urinalysis
Reagent strips
Tube holder
pH 5 buffler
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
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CALL Building
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CALL Building
CALL Building
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CALL Building
CALL Building
CALL Building
CALL Building
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
500
200
8
1000
3
700
62
3
600
600
6
5
5
139
20
171
60
500
100
500
500
7
9
40
20
21
7
3
2
150
2270
800
1
1
Nursing & Health Sciences Department: Surplus Phlebotomy and MLT Equipment/Supplies Inventory $0 Value
Page 3 of 4
67
Reagent tables for urine, serum, plasm or whole
blood ketone testing tablets
68 Dropper plus 2 level set 5ml
69 Gauzes
70 Urinalysis system videos
71 Test cups
72 Specimen collection cups
73 Clinic refractor
74 Cold cups
75 Total screen LSG
76 Transfer pipettes
77 Disposable serological pipettes 5ml
78 Specialty tips
79 Test tube holders
80 Pipettes
81 Pipettes tips
82 Micro blood collection tubes
83 Tray mounted pipette tips
84 Plastic capillary tubes
85 Dry Bath block heater thermometer
86 Capillary tubes
87 Capillary tube sealant
88 CPU holders
89 Blood dispensers
90 Plastic rolling carts
91 Cover glass
92 Pipette fillers
93 Specimen micro slides plain
94 Analytical cartridge
95 Quartz halogen lamp
95 FINN tipp
97 966 Diagnosis Laboratory Freezer
98 Mailing tube w/cups
99 Blood carrying trays
100 Chemi strips Urine analyzers manuals
CALL Building
N/A
X
1600
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
CALL Building
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
14
7
2
9
220
1
100
100
1000
396
500
16
1250
1000
100
876
400
2 boxes
800
4
3
4 boxes
5
1
20
2 boxes
1
3
3 boxes
1
600
2
8
X
X
X
X
X
X
Nursing & Health Sciences Department: Surplus Phlebotomy and MLT Equipment/Supplies Inventory $0 Value
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101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
Micro hematocrit Centrifuge
Calibration strips
Inoculating loops
Appraise calibration standard
Sickle screen kit pack
Stain Pack
Stat Pack
Dift quick solution
Wright stain
Thiazin Stain
Baking cups
Metano
Small Sample covette holders
Reticulocyte stain
Disposable test trays
Fibrometer Probe
Micro scan 3ml Inoculum water tubes
Safety check
Manuals
Blood tester machine
CALL Building
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CALL Building
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CALL Building
CALL Building
CALL Building
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N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
X
X
0
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
1
6
1 box
2
30 test
1
1
3
1
1
32
2
2
1
4
2
60
1
7
1
Animal Health Technology
Surplus List
Quantity
2
2
1
1
2
50
1
8
2
2
3
1
1
2
25
1
1
1
7
11
1
2
5
1
2
3
1
10
10
1
1
4
1
11
4
5
3
11
3
2
2
3
1
1
1
March 2, 2010
Description
Horses
Refrigerators
Freezer non‐working
Health‐O‐Meter Scale
Chart ‐ Racks
Syringes/Boxes
Pet Blower Dryer
Large Dog Cages w/floor
Hoses
Rabies Pole/Nets/Restraints Devices
X‐Ray Viewing Panel Lights
Summit Innovet X‐Ray Machine
Rad Link CR Unit ‐ Digital Processing Unit for X‐Rays annual
CR Cassettes
Film Cassettes
Mini X‐Ray 300 Portable Unit
Hot Light ‐ to highlight X‐Rays
Lead Shield ‐ Protective
Aprons ‐ Protective
Gloves ‐ Protectiive
Lead Goggles ‐ Protective
Lead Thyroid Collars
Misc Positioning Devices
Mini X‐Ray Stand
Conica Film Processors
Battery Operated Light
Wash & Dryer
Small Animal Cage Units
Misc Dog & Cat Bowls
Environmental Enrichment Stair Platforms
Dog House
Rodent Cage Racks w/Cages
Reptile Cage
Misc Cage Panels
Garbage Cans
Stainless Steel Rolling Table
Plastic Supply Cabinets
Various Monitors (Heart, Res., BP)
Portable Anesthesia Machines & accessories
Portable Anesthesia Machines & accessories
Burdick ECG Unit
Stainless Steel Surgery Table
AutoClave ‐ Penton & Crane
Weight Table
Heated Recovery Cages
Animal Health Technology
Surplus List
1
1
3
1
33
3
1
2
1
12
4
5
200
1
1
1
6
10
14
1
1
1
50
5
3
1
1
2
20
20
2
1
2
3
20
1
1
1
1
1
1
1
2
1
1
1
1
Mayo Stand
Surgery Light
Stainless Steel Surgery Buckets
Hand‐held Vaccum
Misc Trays
V trough
IVAC Fluid Pump w/stand
Large Stretchers
Animal Intensive Care Unit
Stethoscope
Otoscope & accessories
Laryngosope & accessories
Various Surgery Instruments, misc.
Oxy Resuscitator
Small Refrigerator
Water Heating Blanket
Misc Medical Jars
Surgery Gown/Towels etc
Microscopes
Jenaval Microscope
Sony Television
Overhead Projector & Cart
Overhead Projector & Cart
Anatomy Teaching Aids Rescue Critters
Portable Recovery Cages
Electric Single Burner
Camera
Vet Ultrasoundic Scaler
Misc Muzzles
Disecting Kits
Schioetz ‐ Tononeter
Clipper & accessories
Triple Beam Balance Scale
Triac Centrifuge
Misc Laboratory Supplies (racks, counters, hemoglobinometer)
Vet Stat Spin Centrifuge
QBC Vet Centrifuge
Vet Lyte Analyzer
HP Desk Jet 5650 Printer
Vet Test 8008 ‐ Blood Analyzer
Idexx QBC Vet Auto Reader
Insta Veloper Portable Darkroom ‐ Dental X‐Rays Developer
Stainless Steel Wet Tables
Dental X‐Ray Unit ‐ Image Vet Plus/ Eva Digital Accessory
Henry Schien Dental Unit
Prophymate 103 Polishing Teeth
Vet Library
March 2, 2010
Animal Health Technology
Surplus List
1
1
1
Stool
Computer Attachment Ultra Sound Probe
Digital Floor Safe
March 2, 2010
Electronics Technology
Surplus List
Number
43
45
36
12
10
13
1
15
3
18
24
14
7
13
11
1
1
30
1
1
1
1
1
2
1
2
1
1
Description
Desktop computers and parts (used, whole and partial)
PC monitors
Computer keyboards
Oscilloscope
Programmable Logic Circuits (PLC)
Volt meter
Band saw, 10" table model
electric motors (various sizes)
Small parts cabinets (metal w drawers)
Small parts cabinets (plastics w drawers)
Electric wire rolls (various sizes)
Metal shelving (4' X 8')
Metal storage cabinets w drawers
Electronic Trouble Shooting Board
Printed Circuit Boards (many, various)
Soldering Irons (most with base)
Motor Annalysys Dynamoneter
Rolling Metal Carts Metal Storage Lockers
Velocity Meter
PowerMatic Drill Press
Electric Jigzaw, table model
Sony Television 21"
VCR Recorder
Power Drill
Rolling 7 Drawer toolbox
Tool Box (for Hand Tools)
Utility Dolly
Small Shop Vac Hand Tools (various)
miscellaneous computer part (many small parts)
Miscellaneous Electronic parts (many small parts)
Electronics textbooks (many, various titles)
March 2, 2010
AGENDA ITEM FOR BOARD MEETING OF:
Title:
March 10, 2010
Number:
Approve Academic Calendar for 2010-2011
V. D.
Area:
Status:
Superintendent/President Office
Consent Action
Recommendation:
That the Board approves the academic calendar for 2010-2011 as recommended by the Hartnell
College Faculty Association and College administration.
Summary:
The Academic Calendar is a subject of collective bargaining within the constraints of Title V,
Section 58142 of the Education Code of California, which specifies that community college
faculty are meet for 175 days – 170 days of instruction, inclusive of final examinations, and
five (5) flex days.
The proposed calendars have been agreed upon by the Hartnell College Faculty Association,
and the administration.
Budget Implications:
Subject to negotiations
HARTNELL COLLEGE
2010-2011 ACADEMIC CALENDAR
JULY 2010
S M T W TH
1
4 5 6 7 8
11 12 13 14 15
18 19 20 21 22
25 26 27 28 29
F
2
9
16
23
30
S
3
10
17
24
31
S
1
8
15
22
29
AUGUST 2010
M T W TH F
2 3 4 5 6
9 10 11 12 13
16 17 18 19 20
23 24 25 26 27
30 31 S
7
14
21
28
SEPTEMBER 2010
S M T W TH F
1 2 3
5 6 7 8 9 10
12 13 14 15 16 17
19 20 21 22 23 24
26 27 28 29 30
S
4
11
18
25
OCTOBER 2010
S M T W TH F
1
3 4 5 6 7 8
10 11 12 13 14 15
17 18 19 20 21 22
24 25 26 27 28 29
31
S
2
9
16
23
30
NOVEMBER 2010
S M T W TH F
1 2 3 4 5
7 8 9 10 11 12
14 15 16 17 18 19
21 22 23 24 25 26
28 29 30
S
2
9
16
23
30
MAY 2011
S M T W TH F S
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23* 24 25 26*27* 28
29 30 31*
S
6
13
20
27
DECEMBER 2010
S M T W TH F S
1 2 3 4
5 6 7 8 9 10 11
12 13*14*15*16*17* 18
19 20 21 22 23 24 25
26 27 28 29 30 31
AUGUST 16, 2010-FALL SEMESTER BEGINS
OCTOBER 12, 2010-FALL DISTRICT FLEX DAY
DECEMBER 10, 2010-LAST DAY OF INSTRUCTION
DECEMBER 17, 2010-SEMESTER ENDS
JANUARY 2011
S M T W TH F
2
9
16
23
30
3
10
17
24
31
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
S
1
8
15
22
29
S
6
13
20
27
FEBRUARY 2011
M T W TH F
1 2 3 4
7 8 9 10 11
14 15 16 17 18
21 22 23 24 25
28
S
5
12
19
26
S
6
13
20
27
MARCH 2011
M T W TH F
1 2 3 4
7 8 9 10 11
14 15 16 17 18
21 22 23 24 25
28 29 30 31
JANUARY 20 AND 21, 2011-SPRING FLEX DAYS
JANUARY 24, 2011-SPRING SEMESTER BEGINS
APRIL 18-22, 2011-SPRING BREAK
MAY 25, 2011-LAST DAY OF INSTRUCTION
JUNE 2, 2011- COMMENCEMENT
S
5
12
19
26
APRIL 2011
S M T W TH F
1
3 4 5 6 7 8
10 11 12 13 14 15
17 18 19 20 21 22
24 25 26 27 28 29
OPENING DAY
HOLIDAY
FLEX DAY
NO CLASS IN SESSION
DAY FINAL
* EVENING FINAL
5 FLEX DAYS- 3 DISTRICT, 2 PERSONAL
85 FALL INSTRUCTIONAL DAYS
85 SPRING INSTRUCTIONAL DAYS
175 TOTAL DAYS
BOARD APPROVED
JUNE 2011
S M T W
1*
5 6 7 8
12 13 14 15
19 20 21 22
26 27 28 29
TH
2
9
16
23
30
F
S
3 4
10 11
17 18
24 25
HOLIDAYS:
07/05/10-INDEPENDENCE DAY
09/06/10-LABOR DAY
11/12/10-OBSERVE VETERANS DAY
11/25-26/10-THANKSGIVING HOLIDAY
12/24/10-OBSERVE CHRISTMAS DAY
12/31/10-NEW YEAR'S DAY
01/17/11-MARTIN LUTHER KING'S HOLIDAY
02/11/11-0BSERVE LINCOLN'S DAY
02/21/11-PRESIDENT'S DAY
03/31/11-CESAR CHAVEZ HOLIDAY
05/30/11-OBSERVE MEMORIAL DAY
AGENDA ITEM FOR BOARD MEETING OF:
Title:
March 10, 2010
Number:
Approve Renewal of Lease Agreement with
the United States Department of AgricultureAgricultural Research Station-(USDA)
V. E.
Area:
Status:
Office of Support Operations
Prepared by Kent Stephens
Consent Action
Recommendation:
That the Board of Trustees approve the agreement with the United States Department of
Agriculture-Agricultural Research Station for the lease of 6.0 acres of Alisal Campus farmland.
Summary:
The United States Department of Agriculture has leased unimproved agricultural farmland at the
Alisal Campus from Hartnell since 1994, when an official lease was developed. The farmland
has been utilized for farm testing & research purposes only.
Hartnell and USDA have always enjoyed a close and mutually beneficial relationship. USDA
has and continues to employ Hartnell students and many of their employees have greatly
advanced their careers with the education obtained from Hartnell. Along with on-going
cultivation and maintenance of the land, the USDA has provided maintenance support to the
pasture adjacent to their leased south boundary since 2004. A yearly review and consideration of
this lease is recommended in order to keep current with the College’s Facilities Master Plan.
Term: April 1, 2010 to March 31, 2010, with a three (3) month notification of cancellation or
early termination.
Budget Implications:
One dollar ($1) per year revenue
AGENDA ITEM FOR BOARD MEETING OF:
Title:
March 10, 2010
Number:
Approve Renewal of Lease Agreement with
the University of California Cooperative
Extension –Monterey County Agricultural
Research Station for 1.58 Acres of Alisal
Campus farmland
V. F.
Area:
Status:
Office of Support Operations
Prepared by Kent Stephens
Consent Action
Recommendation:
That the Board of Trustees approve the renewal agreement with the University of California
Cooperative Extension –Monterey County Agricultural Research Station for 1.58 Acres of Alisal
Campus farmland
Summary:
The lease allows 1.58 acres of farmland to continue to be used to conduct controlled agricultural
research. By supporting this research, Hartnell is strengthening local agricultural, which
provides vital jobs and is a major economic driver in the County providing science-based
solutions to local agricultural problems.
Hartnell College has benefited from the positive relationship with the UC Extension as well as
from the ongoing cultivation and maintenance of the land at no expense to the College. A yearly
review and consideration of this lease is recommended in order to keep current with the College
Facilities Master Plan.
Term: April 1, 2010 to March 31, 2010, with a three (3) month notification of cancellation or
early termination.
Budget Implications:
One dollar ($1) per year in revenue
AGENDA ITEM FOR BOARD MEETING OF:
March 10, 2010
Title:
Ratify the Recommendations from the
Curriculum Committee
Number:
Area:
Academic Affairs
Prepared by: Suzanne Flannigan, Ph.D.
Status:
V. G.
Consent Action
Recommendation:
That the Board of Trustees ratifies the recommendations from the Curriculum Committee.
Summary:
The following actions were reviewed by faculty in the disciplines, approved by the Curriculum
Committee which is a standing committee of the Academic Senate:
NEW COURSE – 1 Course
ART 74, Digital Three Dimensional Design and Modeling
(Units: 3, Time Allocation: 2 Lecture; 3 Lab)
COURSE REVISIONS – 5 Courses
BIO 13, Introduction to Forensic DNA Analysis – changed course description, and course
outline updated.
CSS 121A, Network Fundamentals – title change, changed course description, grading to
graded only, and course outline updated.
CSS 121B, Routing Protocols and LAN Switching – title change, changed course description,
changed units from 4 to 5, changed contact hours, grading to graded only and course
outline updated.
CSS 121C, Accessing the Wide Area Network (WAN) – title change, changed course
description, grading to graded only, and updated course outline.
ECE 12A, Preschool Theory and Practicum – changed course description, changed units from
3 to 4, changed contact hours, and course outline updated.
DEGREE/CERTIFICATE REVISIONS – 6 Degree/Certificates
Business Office Technology AS Degree – removed accounting emphasis and degree updated.
Accounting Certificate – formerly Accounting now Bookkeeping and degree updated.
Information Processing Certificate – Removed Emphasis from title.
Early Childhood Education AS Degree – All emphasis were removed and degree updated.
Early Childhood Education Certificate – Updated certificate.
Food Safety Certificate – Updated certificate due to course revisions to meet industry needs.
AGENDA ITEM FOR BOARD MEETING OF:
Title:
March 10, 2010
Number:
Approve Agreement between Migrant
Education Region XVI and Hartnell
Community College for the High School
Equivalency Program (HEP)
V. H.
Area:
Status:
Office of Academic Affairs
High School Equivalency Program (HEP)
Prepared by Carla Calderon
Consent Action
Recommendation:
That the Board of Trustees approves the agreement between Migrant Education and Hartnell
College for the High School Equivalency Program (HEP).
Summary:
Hartnell College HEP assists in coordinating class offerings in South County as well as provide
for student books, supplies, tutoring, academic counseling and college enrollment assistance.
Monterey County Office of Education- Migrant Education will coordinate classroom space;
provide curriculum and instructor for GED courses in South County.
The High School Equivalency Program (HEP) is being implemented in collaboration with
Migrant Education. HEP is designed to assist members of our migrant community to obtain the
equivalent of a secondary school diploma and subsequently gain employment or transfer to
postsecondary education or training.
The classes will be coordinated by the Out of School Youth Coordinator and the Hartnell College
Director of HEP. The classes will run Monday – Thursday 9:00am – 1:00pm. If class size falls
below twenty students, both parties will confer to re-evaluate the schedule.
Budget Implications:
None to the general fund. All expenses incurred by Hartnell College are supported by the
federally funded HEP grant in the amount of approximately $400 per student served.
-1-
AGENDA ITEM FOR BOARD MEETING OF:
Title:
March 10, 2010
Number:
Approve Agreement between Clinica de Salud
del Valle de Salinas and Hartnell Community
College
V. I.
Area:
Status:
Office of Academic Affairs
High School Equivalency Program (HEP)
Prepared by Carla Calderon
Consent Action
Recommendation:
That the Board of Trustees approves the agreement between Clinica de Salud del Valle de
Salinas and Hartnell College for health services for eligible participants in the High School
Equivalency Program.
Summary:
The High School Equivalency Program (HEP) assists eligible students in attaining their GED
(General Education Diploma) and seeks to eliminate barriers in student success. These barriers
may be health-related and as such HEP is poised to assist HEP eligible students in meeting
these needs.
Clinica de Salud del Valle de Salinas will coordinate health check-ups, vaccinations, vision
exams & glasses, dental exams/x-rays & cleanings, and mental health intakes as requested by
HEP on behalf of HEP eligible students as elimination of barriers towards education.
Referrals for health services will be coordinated by the HEP director and include a voucher
which Clinica de Salud will utilize to bill HEP directly.
Term: April 1, 2010 to December 30, 2010
Budget Implications:
None to the general fund. All expenses incurred by Hartnell College are supported by the
federally funded HEP grant in amounts ranging from $75 - $110 per student served.
AGENDA ITEM FOR BOARD MEETING OF: March 10, 2010
Title:
Number:
Ratify Contract with the Monterey County
for an Agricultural Mechanics Training
Program
V. J.
Area:
Status:
Office of Advancement
Prepared by: Beverly Grova
Consent Action
Recommendation
That the Board of Trustees ratify the contract with Monterey County to provide the second
round of a 240-hour training program in Ag Mechanics. Participants will acquire
industrial workplace skills, along with competency in mechanized agriculture and
equipment fabrication, basic industrial safety and hazardous materials, and mechanical
blueprint reading, allowing them improved access to employment in agriculture.
Summary
From February 9 –May 31, 2010, 15 displaced workers screened and referred by the
Monterey County Office of Employment Training (OET) will complete training in
Agricultural Mechanics.
Participants will complete five Hartnell College courses in an intensive program of study
in: Agricultural and Industrial Technology (AIT) 70 Introduction to Mechanized
Agriculture (3 units); AIT 72, Agricultural Equipment Fabrication (3); AIT 169,
Hazardous Materials and Industrial Safety (1); AIT 180, Industrial Workplace Skills (1);
and AIT 181, Mechanical Blueprint Reading (1).
This program will facilitate participants’ goal of revamping current employment skills and
experience in one industry in order to successfully find employment in an agriculturerelated industry. The Monterey County Office of Employment Training (OET) expects to
exercise an option to amend the current contract to repeat the program in 2010, offering it
for a total of three times. The first round of training was completed from September 21,
2009 through January 31, 2010.
Term of Contract: February 9, 2010 to May 31, 2010.
Budget Implications:
There is no impact on general funds.
Source of Funds:
Federal
$64,588.00
AGENDA ITEM FOR BOARD MEETING OF: March 10, 2010
Title:
Number:
Approve and/or Ratify Personnel Actions
V. K.
Area:
Human Resources & Equal Employment
Opportunity
Status:
Consent Action
Recommendation:
Approve and/or ratify personnel actions as listed below.
Summary:
Approval of:
1 revision of job description and title, and decrease in time-base, to vacant
classified position
1 appointment to regular management position
Ratification of:
1 resignation of regular personnel
1 retirement of regular personnel
2 reclassifications of classified positions
2 appointments to regular classified positions
93 part-time instructors for spring semester 2010
7 donated instructors for spring semester 2010
1 substitute position
13 professional expert hires
135 student worker hires for spring semester 2010
1 payment to faculty for special project that has been completed or is being paid
on a monthly timesheet basis
Detail:
I. Retirements, resignations, releases, and leave requests
A. Ratify resignation of regular personnel:
1. Dania Navarro, Financial Aid Technician (#CC-99), effective February 28,
2010.
B. Ratify retirement of regular personnel:
1. Judy Peelo, Instructional Specialist (#CC-92), effective June 9, 2010.
1
AGENDA ITEM FOR BOARD MEETING OF: March 10, 2010
II. Classification and Compensation
A. Approve revised job description and title for vacant classified position from
Student Activities Coordinator to Student Life Coordinator, and decrease in timebase from 40 hours per week, 12 months per year to 40 hours per week, 10
months per year. Revisions reflect the redirection of the position and the
continued reorganization of Student Affairs. This position is funded partially
through general funds and partially through funding from the Associated Students
of Hartnell College (Job Description attached as Supplement HR-1). This revision
has been reviewed and approved by CSEA.
B. Ratify actions related to reclassification of two classified staff members in
Extended Opportunity Program Services (EOPS). The reclassifications have been
reviewed and approved by CSEA:
1. Reclassification of Marlene Tapia, Secretary, step E, to EOPS Specialist, step
B, effective July 1, 2009 (full-time, 40 hours per week, 12 months per year).
2. Reclassification of Antonia Jaime, EOPS Specialist, step E, to Lead Program
Coordinator – EOPS, step E, effective July 1, 2009 (full-time, 40 hours per
week, 12 months per year).
III. Appointments
A. Approve appointment to Management position:
1. Director of Facilities, Operations and Asset Management (#A-38), management
range VII, effective March 29, 2010.
B. Ratify appointment to regular classified position:
1. Maria DeLeon, full-time, 40 hours per week, 12 months per year, Division
Administrative Assistant (#CC-176), Support Services, Step B, effective
February 4, 2010. This action reflects a promotion from Administrative
Assistant (#CC-143), Nursing and Health Sciences.
2. Angelita Lopez, part-time, 30 hours per week, 12 months per year, Secretary
(#CC-175), Community Collaboratives Program, Step A, effective February 22,
2010. This position is funded through the Linking After School Employment to
Career Ladders and Clean Energy grants, effective through December 2010,
and will have no impact on the general fund.
C. Approve appointment of part-time instructors for spring semester 2010:
1. Guy J. Agrati, Nursing – Vocational
2. Patrizia Ahlers, Psychology
3. Clara Anderson, Nursing – Vocational
4. Ed Barber, Physical Education
2
AGENDA ITEM FOR BOARD MEETING OF: March 10, 2010
5. Emilia Benavente, Physical Education
6. Laura Berger, Librarian
7. Barbara Bielas, Nursing – Registered
8. Chris Boyles, Physical Education
9. Gabriel Bravo, Counseling
10. Elsa Brisson, Family Consumer Studies
11. Susanne Burns, Theater Arts
12. Susannah Carney-Waddy, English
13. Denise Castro, Physical Education
14. Nicole Crais, Physical Education & Health Education
15. Stephen K. Crowell, Philosophy
16. Jesus Cuevas, Physical Education
17. Jordan Daniels, Construction
18. Joseph DeRuosi, English
19. Jovita Dominguez, Nursing, and Nursing – Clinical
20. Lisa Fuentes-Intveld, Agriculture Business & Technology
21. Matthew M. Escover, Political Science
22. Christina Esparza, Economics
23. Dominique Fontana, French
24. Kimie Garcia, Physical Education. Appointment based on equivalency as
follows: MFA Dance, BS Recreation, Kinesiology and nutrition background.
Teacher training in Yoga and body work movements.
25. Kimie Garcia, Foundations of Success / DBA
26. Toni Gifford, Nursing – Vocational
27. Rich Givens, Physical Education
28. Albert Graham, Agricultural & Industrial Technology
29. Richard Gray, Administration of Justice
30. Marvin Grim, Physical Education
31. Wanda Guibert, English
3
AGENDA ITEM FOR BOARD MEETING OF: March 10, 2010
32. Mary Gustus, Nursing – Vocational
33. Anthony M. Gutierrez, Administration of Justice
34. Elvia Guzman, Counseling
35. Deborah Harris, English
36. Lawrence S. Harris, Political Science
37. Frank Henderson, Instructional Aid. Appointment based on equivalency as
follows: MS Education, including course work related to education,
educational psychology, or instructional psychology in several courses (14
units). The combination of coursework and work experience is equivalent to
minimum qualifications.
38. Patricia Henrickson, Early Childhood Education
39. Jeff Heyer, Theater Arts
40. John S. Himelright, Philosophy
41. Dina L. Hooks, Counseling
42. Pamela Johnson, Physical Education
43. Jeffrey Kessler, Psychology
44. Larry K. Lachman, Alcohol & Other Drugs, and Psychology
45. Harvey Landa, Theater Arts
46. Sylvia Langland, Family Consumer Studies
47. Sam Lavorato, Administration of Justice
48. Jeffrey D. Lewis, Political Science
49. Anne M. Lopez, Administration of Justice
50. Angela Ledesma, Nursing – Clinical
51. Robin Mara, Speech
52. Joe Martinez, Counseling
53. Pat McCarty, Physical Education
54. Chris McClenaghan, Computer Science & Information Systems
55. John W. McCormic, Administration of Justice
56. Patty McEfee, Computer Science & Information Systems
57. Jeff McGrath, Theater Arts
4
AGENDA ITEM FOR BOARD MEETING OF: March 10, 2010
58. Susan M. Mitchell, Art
59. Peggy Munoz-Meador, Political Science
60. Norma Nichols, Counselor
61. Pete Noble, Physical Education
62. Juan Oliverez, History
63. Martha Pantoja, Counseling
64. Jaeduck Park, English as a Second Language
65. David J. Parker, Theater Arts
66. Tito Polo, Engineering. Appointment based on equivalency as follows: BS in
electrical engineering, 9 units graduate coursework in electrical engineering,
and 4 years’ experience in electronics industry.
67. Maria de la Luz Pritt, Nursing – Vocational
68. Andrew Rea, Agriculture Business & Technology
69. Garrett Riley-George, History. Appointment based on equivalency as follows:
21 units graduate level and 18 units upper division in history, BA History.
70. Garrett Riley-George, Community Survey Results / DBA
71. Larry Robinson, Automotive Technology
72. Vicki A. Robinson, History
73. Everett Rodriguez, Physical Education
74. Jorge A. Rodriguez-Torres, Business
75. Tammi Ross, Physical Education
76. Phyllis A. Sanchez, Psychology
77. Steve Seymour, Physical Education
78. Michelle Skowbo, English
79. Jeffrey A. Smith, Anthropology
80. Stephanie Snell, Nursing – Clinical
81. Patrick Staten, Mathematics
82. Philip Tabera, Community Survey Results / DBA
83. Loretta Thompson, Computer Science & Information Systems
5
AGENDA ITEM FOR BOARD MEETING OF: March 10, 2010
84. Mary Ann Toney, Physical Education
85. Jose Trujillo, Administration of Justice
86. Paula Tyler, Physical Education
87. Tracy S. Villanueva, Health Services
88. Jamie Weiler, Physical Education
89. Dana J. Weston, Psychology
90. Denise C. Whitlock, Nursing – Vocational
91. Theo Windham, Physical Education
92. Prince Williams, Physical Education
93. Chris Zepeda, Physical Education
D. Ratify appointment of donated instructors for spring semester 2010:
1. Joseph Baxter, Apprenticeship
2. Shirley M. Gutierrez, Nursing – Registered
3. Mike Ihnot, Apprenticeship
4. Jimmie R. Moore, Apprenticeship
5. Mark D. Rosas, Apprenticeship
6. John Silveira, Nursing – Registered
7. Rita L. Whiteford, Health Services
E. Ratify appointment of substitute position:
1. Lola Carlson, $16.14/hr (40 hrs/week), Accounting Assistant to help with
spring registration.
F. Ratify appointment of Professional Experts:
a. The Foster Kinship Care Education Program (FKCE) provides advanced
training for current and prospective foster, relative, and non-related extended
family member caregivers, adoptive parents, and local agency employees; and
support for foster home recruitment activities. This grant funded program is a
joint effort of the California Community College Chancellor’s Office and the
Department of Social and Employment Services (DSES). Assignments
include orientation leaders, trainers, childcare and activity providers, and
program coordination, and run through June 10, 2011:
1. Maria Gonzalez, $35/hr, (as needed), Jr. Roots Trainer, grant funded.
6
AGENDA ITEM FOR BOARD MEETING OF: March 10, 2010
2. Sheila Huff, $50/hr, (as needed), ILP Trainer, grant funded.
3. Sheila Huff, $25/hr, (as needed), DSES Trainer, grant funded.
4. Gloria Stepherns, $13/hr, (as needed), childcare, grant funded.
5. Gloria Stepherns, $16/hr, (as needed), childcare lead, grant funded.
b. Hartnell’s theater arts program/The Western Stage (TWS) provides students
the opportunity to learn their craft within a professional context. TWS’ current
season runs through June 30, 2010:
6. Susanne Burns, $7,500/season, coordination and facilitation of programs
for students and young audiences.
7. Ron Cacas, $15,000/season, facilitation of all marketing and sales
campaigns.
8. Maria Elena Cordero, $3,800/season, casting services.
9. Harvey Landa, $8,250/season, publicity, customer relations, and front
house services.
10. Jeff McGrath, $10,000/season, recruitment and production coordination.
11. James Russell, $2,100/season, coordination, outreach, and assistance for
season productions.
12. Isella Villanueva, $20/hr (not to exceed $5,000), box office services.
c. The College Cost Reduction and Access Act (CCRAA) project will focus on
improving mathematics and science courses and the academic support
structures for STEM students. The project targets identified, key gateways in
the educational process focusing on basic and college-level mathematics,
biology, and chemistry. Methods to achieve project goals include: curriculum
development; new and improved courses; mathematics academy; updated
laboratory equipment; supplemental instruction; expanded tutoring services;
visiting scholars/role models; improved classroom practices; faculty and staff
training; improved assessment; improved data collection; enhanced
articulation; and evaluation from January 14 – June 2, 2010:
13. Daniel Jimmeye, $12.75/hr (not to exceed 28 hrs/week), audio visual
specialist, grant funded.
G. Ratify appointment of student workers for fall semester 2009:
1.
Maricela Aboytes, Human Resources/EEO, Student Worker I
2.
Jessica Acosta, Child Development Center, Student Worker I
3.
Fernando Acosta, Child Development Center, Student Worker III
7
AGENDA ITEM FOR BOARD MEETING OF: March 10, 2010
4.
Virginia Aguillon, Developmental Education, Student Worker IV
5.
Silvia Aguirre, Academic Learning Center, Student Worker I
6.
Ralph Aldanese, MESA, Student Worker IV
7.
Vera Amador Rodriguez, Child Development Center, Student Worker III
8.
Thales Araujo, Advancement & Development Office, Student Worker II
9.
Norma Armenta, Child Development Center, Student Worker I
10.
Heather Aunchman, Math, Science & Engineering, Student Worker III
11.
Tian Bao, Math Academy, Student Worker III
12.
Fabiola Barajas, High School Equivalency Program, Student Worker I
13.
Irma Barajas, Child Development Center, Student Worker II
14.
Diego Barraza Avila, Student Affairs, Student Worker III
15.
Nency Becerra, Child Development Center, Student Worker II
16.
Renie Berry, Academic Learning Center, Student Worker II
17.
Stephanie Blancas, Student Affairs, Student Worker III
18.
Christan Bravo, EOP&S, Student Worker II
19.
Thomas Brown, MESA, Student Worker III
20.
Thomas Brown, Math Academy, Student Worker III
21.
Elida Campos, Child Development Center, Student Worker III
22.
Ila Caughman-Vasquez, Animal Health Technology, Student Worker III
23.
David Chacon, DSP&S, Student Worker III
24.
Joe Chapa, Audio Visual Department, Student Worker III
25.
Marisela Chavez, Student Affairs, Student Worker III
26.
Susana Chavez, Child Development Center, Student Worker III
27.
David Collins, EOP&S, Student Worker II
28.
Karina Colonel, Financial Aid, Student Worker I
29.
Edgar Collazo Reyes, ACCESS Program, Student Worker IV
30.
Grecia Cordova, Child Development Center, Student Worker II
31.
Karla Coronado, Child Development Center, Student Worker III
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AGENDA ITEM FOR BOARD MEETING OF: March 10, 2010
32.
Sonia Corpus, Cafeteria, Student Worker I
33.
Mayra Corral, Advancement & Development Office, Student Worker II
34.
Maria Dagnino, Child Development Center, Student Worker III
35.
Maria Socorro De Leon De Arriola, Child Development Center, Student
Worker II
36.
Timothy Elliot, Information Systems, Student Worker III
37.
Tumamao Pavaiai Enos, Cafeteria, Student Worker I
38.
Yesenia Escamilla Santiago, Child Development Center, Student Worker III
39.
Janette Flores, Child Development Center, Student Worker I
40.
Vincenta Flores, Student Affairs, Student Worker III
41.
Brandon Foster, Information Systems, Student Worker IV
42.
Jacqueline Frias Macias, Financial Aid, Student Worker I
43.
Timothy Fuller, Academic Learning Center, Student Worker II
44.
Chris Fullington, ACCESS Program, Student Worker IV
45.
Nancy Galindo, Academic Learning Center, Student Worker II
46.
Claudia Garcia, East Salinas GEAR Up Grant, Student Worker III
47.
Rudolfo Garcia, East Salinas GEAR Up Grant, Student Worker III
48.
Birdean Gaines, Cafeteria, Student Worker I
49.
Jessica Gavlick, Animal Health Technology, Student Worker III
50.
Katia Gonzalez, Academic Learning Center, Student Worker IV
51.
Maria Gonzalez Lopez, Language Lab, Student Worker I
52.
Sol Izeth Gonzalez, Child Development Center, Student Worker I
53.
Grisel Guerrero, Student Affairs, Student Worker III
54.
Johanna Guijosa, Student Affairs, Student Worker III
55.
Andreina Hernandez, Student Affairs, Student Worker III
56.
Ernest Hernandez, Student Affairs, Student Worker III
57.
Maria Hernandez, Academic Learning Center, Student Worker IV
58.
Victor Manuel Hernandez, Academic Learning Center, Student Worker II
9
AGENDA ITEM FOR BOARD MEETING OF: March 10, 2010
59.
Miriam Juarez, Student Affairs, Student Worker III
60.
Deisy Jacuinde Caballero, Child Development Center, Student Worker III
61.
Omar Jacuinde Caballero, Child Development Center, Student Worker I
62.
Ian Kile, Information Systems, Student Worker III
63.
Pyeongsug Kim, ACCESS Program, Student Worker IV
64.
Pyeongsug Kim, Academic Learning Center, Student Worker IV
65.
Yat-Yee Jacqueline Lam, Math Academy, Student Worker III
66.
Monica Lara, Child Development Center, Student Worker I
67.
Pedro Lara, Cafeteria, Student Worker I
68.
Juan Ledesma, MESA, Student Worker III
69.
Juan Ledesma, Academic Learning Center, Student Worker II
70.
Christopher Lee, Academic Learning Center, Student Worker IV
71.
Randy Leon, Library, Student Worker I
72.
Timothy Lincoln, MESA, Student Worker IV
73.
Ivan Lopez Mendoza, Academic Learning Center, Student Worker II
74.
Maricela Lopez, Child Development Center, Student Worker I
75.
Yesenia Lopez, Math Academy, Student Worker III
76.
Meagan Magallon, Library, Student Worker I
77.
David Magill, Math Academy, Student Worker III
78.
Aurora Maldonado, Child Development Center, Student Worker II
79.
Elizabeth Manzo, Child Development Center, Student Worker III
80.
Ignacio Maravilla, MESA, Student Worker III
81.
Maritza Martin, East Salinas GEAR Up Grant, Student Worker III
82.
Matthew Martin, Academic Learning Center, Student Worker II
83.
Angela Martinez, Human Resources/EEO, Student Worker I
84.
Deleynna Zepeda-Martinez, MESA, Student Worker III
85.
Eugenio Martinez, Child Development Center, Student Worker I
86.
Mayra Martinez, Chemistry, Student Worker III
10
AGENDA ITEM FOR BOARD MEETING OF: March 10, 2010
87.
Rosaura Martinez, Child Development Center, Student Worker I
88.
Julianna Mata, Student Affairs, Student Worker III
89.
Gladys Medrano, Child Development Center, Student Worker I
90.
Yesenia Mendez, Academic Learning Center, Student Worker III
91.
Vanessa Montano, TRIO/SSS Program, Student Worker I
92.
Teresa Mullings, Child Development Center, Student Worker I
93.
Chihana Nagata, Animal Health Technology, Student Worker III
94.
Masaya Nakamura, Academic Learning Center, Student Worker II
95.
Masaya Nakamura, Art, Student Worker I
96.
Laura Navarro, Academic Learning Center, Student Worker IV
97.
Monica Navarro, Cafeteria, Student Worker I
98.
Magdalena Nowosielska, MESA, Student Worker III
99.
Adan Ochoa, MESA, Student Worker II
100. Monica Ochoa, Child Development Center, Student Worker II
101. Diego Ortega, TRIO/SSS Program, Student Worker II
102. Miriam Ortega, Child Development Center, Student Worker I
103. Toribio Fabian Pacheco Camacho, Student Affairs, Student Worker III
104. Diana Palacios, Construction Technology, Student Worker III
105. Monica Palomo, MESA, Student Worker IV
106. Maria Rosario Pedraza de Avalos, Child Development Center, Student
Worker II
107. Olga Pena Fuentes, Child Development Center, Student Worker I
108. Carissa Perez, Math Academy, Student Worker III
109. Carissa Perez, ACCESS Program, Student Worker IV
110. Enrique Preciado, Library, Student Worker I
111. Crispin Puga, Academic Learning Center, Student Worker II
112. Jessenia Ramirez, MESA, Student Worker III
113. Maria Victoria Raya Martinez, Child Development Center, Student Worker
III
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AGENDA ITEM FOR BOARD MEETING OF: March 10, 2010
114. Evan Reeves-Fortney, Child Development Center, Student Worker I
115. Lorenzo Reyna, Academic Learning Center, Student Worker III
116. Adriana Rivera, Child Development Center, Student Worker II
117. Esmerelda Rodriguez, Cafeteria, Student Worker I
118. Joanna Romero, Student Affairs, Student Worker III
119. Marisol Ruiz, Academic Learning Center, Student Worker IV
120. Ramona Salcido, High School Equivalency Program, Student Worker II
121. Adrian Salinas, Cafeteria, Student Worker I
122. Robert Sanchez, Student Affairs, Student Worker III
123. Stacy Sanchez, MESA, Student Worker IV
124. Christine Savala, Math Academy, Student Worker III
125. Christine Savala, Academic Learning Center, Student Worker III
126. Christopher Smith, DSP&S, Student Worker III
127. Leon Sobeslavsky, Cafeteria, Student Worker I
128. Erica Soler, Child Development Center, Student Worker I
129. XuLiang Tan, Art, Student Worker I
130. Ryo Tanaka, Academic Learning Center, Student Worker IV
131. Anabel Trujillo, EOP&S, Student Worker II
132. Blanca Valdez Rodriguez, Child Development Center, Student Worker II
133. Esther Vargas, Preparation for College & Work, Student Worker I
134. Brandon Van Loh, Construction, Student Worker III
135. Chi Hao Wang, Academic Learning Center, Student Worker IV
136. Ernesto Yzquierdo, Biology, Student Worker III
IV. Special projects and stipends
A. Ratify special project agreement payment:
a. Butte-Glenn Community College District is the lead district contracting with
other community college districts in California to provide training for the
project, “PG&E Power Pathway Clean Tech Vehicle Program.” Funding for
this program will be reimbursed by the Butte-Glenn Community College
12
AGENDA ITEM FOR BOARD MEETING OF: March 10, 2010
District, through California Corporate College (CACC) and will cover the
costs of training the trainer, and for the delivery of the training to PG&E
mechanics at their Salinas facility. This project was approved, through a
professional services agreement, by the Board of Trustees at its regular
meeting of January 19, 2010. Training the trainer instruction ran from January
12 – 14, 2010:
1. Val Rodriguez, $2,640, training program participant
13
Supplement HR-1
HARTNELL COMMUNITY COLLEGE DISTRICT
CLASS TITLE: STUDENT LIFE COORDINATOR
BASIC FUNCTION:
Under the direction of the Vice President of Student Affairs & Athletics, the Student Life
Coordinator serves as the primary advisor of student programs, services, and activities organized
through the Associated Students of Hartnell College (ASHC). The Coordinator promotes student
leadership development and accountability, verifies that ASHC programs are in compliance with
institutional and state policies, and coordinates the student grievance and student insurance
processes.
REPRESENTATIVE DUTIES:
Develop procedures and practices that empower ASHC officers in providing targeted
programs, services and activities for all students enrolled at the college; implement
internal systems for student accountability and state and institutional policy compliance.
Coordinate leadership development activities for student government officers and student
ambassadors; review travel arrangements for student conferences; provide guidance and
mentoring for students developing and organizing student-based programs, services, and
activities.
Assist students in following the institutional student grievance process; explain process to
students, including timelines and forms as needed; coordinate student meetings with
faculty and vice presidents as outlined in the policy; monitor student grievances and
maintain documentation.
Perform clerical and tracking work relating to student insurance claims, and answer
student insurance inquiries.
Oversee ASHC budgets, including ASB scholarship and book grants; monitor budgets for
proper approval of program, service, and activity expenditures.
Act as liaison with internal campus organizations and services regarding ASHC programs
and services.
Design and write a variety of publicity brochures and flyers; support the efforts of the
Office of Public Relations in promoting campus activities and services.
Maintain a variety of records regarding club and event budgets, promotional materials
and evaluation of special events; develop student activities policies and procedures.
Assist in interviewing and training student assistants and oversee the performance of
vendors as assigned.
February 2010
Student Life Coordinator - Continued
Page 2
Perform related duties as assigned.
KNOWLEDGE AND ABILITIES:
KNOWLEDGE OF:
Philosophy of community college student government and activities.
Knowledge of student development and leadership theories and practices.
Marketing and promotion of campus programs.
Modern office practices, procedures and equipment.
Oral and written communication skills.
Interpersonal skills using tact, patience and courtesy.
Record-keeping techniques.
Budget monitoring and process.
ABILITY TO:
Oversee and mentor students in their efforts to organize programs and services for the
student body at the college.
Facilitate difficult conversations regarding student grievances with diplomacy and
objectivity.
Collaborate with other campus staff in developing activities and services.
Communicate effectively both orally and in writing.
Establish and maintain cooperative and effective working relationships with others.
Maintain routine records.
Operate a computer and assigned equipment.
Maintain current knowledge of program rules, regulations, requirements and restrictions.
Plan and organize work.
Work independently with little direction.
EDUCATION AND EXPERIENCE:
Any combination equivalent to: an associate’s degree and three years of experience working
with programs focused on student development and/or leadership.
LICENSES AND OTHER REQUIREMENTS:
Valid California driver's license.
February 2010
Student Life Coordinator - Continued
Page 3
WORKING CONDITIONS:
ENVIRONMENT:
Office environment.
Driving a vehicle to conduct work.
Constant interruptions.
Flexible schedule.
PHYSICAL DEMANDS:
Dexterity of hands and fingers to operate a computer keyboard.
Sitting or standing for extended periods of time.
Bending at the waist, kneeling or crouching to retrieve materials.
Lifting, carrying, pushing or pulling light objects.
February 2010
AGENDA ITEM FOR BOARD MEETING OF:
Title:
Ratify Budget Revisions
March 10, 2010
Number:
VI. A.
Area:
Office of Support Operations
Supplement OSO-2
Prepared by: Kent Stephens
Status:
Action (Roll Call Vote)
Recommendation:
That the Board of Trustees ratifies Budget Revisions for FY 09-10 numbered 8587 to 8594.
Summary:
The adopted budget each year represents the best estimate of revenue and expenditures. As the
year progresses and actual amounts are known, budget changes must be made.
Revisions to the adopted budget are subject to approval by the Board of Trustees. Budget
revisions consist of transfers between major object expenditures or from the appropriations for
contingencies, as well as budgetary increases for the use of funds not included in the original
budget.
All budget entry numbers are assigned automatically assuring a complete sequence accounting.
Numeric breaks on the attached report are due to the exclusion of budget transfers, which do
not require Board approval. The accompanying Budget Journal Entry Detail Report was
produced directly from the accounting software.
Budget Implications:
The Unrestricted General Fund budget remains unchanged.
The Restricted General Fund budget remains unchanged.
AGENDA ITEM FOR BOARD MEETING OF:
Title:
March 10, 2010
Number:
Approve Midterm Report – Accrediting
Commission for Community and Junior
Colleges
VI. B.
Area:
Status:
Superintendent/President
Prepared by: Dr. Phoebe Helm
Action
Recommendation:
That the Board of Trustees approves the Midterm Report for submission to the Accrediting
Commission for Community and Junior Colleges, Western Association of Schools and Colleges,
March 15, 2010.
Summary:
The Accrediting Commission requires each college to submit a comprehensive self study every
six years and to submit a midterm report in the middle of that sixth year period. In June, 2007,
following the last comprehensive self study and evaluation visit, Hartnell College was placed
on probation by the Accrediting Commission. Seven Recommendations and two Commission
Concerns had to be fully resolved within two years. The college and the Board made rapid
progress in meeting these requirements and their status was moved from Probation to Warning
in January 2008 and from Warning to Reaffirmed in June 2008, by the Commission. In June,
2009, after the third Progress Report and Visit, the Commission acknowledged that each of the
Recommendations and Concerns cited in June, 2007 had been fully resolved. Thus, this
Midterm Report builds on the progress Hartnell College has made on each Standard from the
point in time in which each of these issues was fully resolved.
In 2007, Hartnell College redesigned its Shared Governance Processes and adopted a Program
Planning and Assessment Model that utilized a Continuous Improvement Process to
systematically examine Institutional Effectiveness and Planning. The Midterm Report provides
a summary of the college’s progress in using these processes to gather and analyze data, make
decisions and allocate resources to improve student learning and identifies as “next steps” the
actions anticipated over the next three years. The report highlights five major accomplishments
over the past 32 months: 1) review, revision, and/or deletion of 800 courses, as well as the
development of new courses and programs; 2) increased efficiency in class size and restoration
of $1.7 million in FTES; 3) adoption of an ethics policy with sanctions for Board members; 4)
reduction in the number of administrators and transformation of the organization; and, 5)
closure of a $4.9 million funding gap due to reduction in state revenues. Major documents used
to guide the development of the Midterm report and future action plans include:
• Salinas Valley 2020 – A District Wide Assessment of Education and Training Needs
• 2016 Financial Plan – A plan to stop deficit spending and restore reserves, increasing
growth and efficiencies.
• Educational and Facility Master Plans – Plans built in response to the data reflected in the
2020 and 2016 findings.
• Shared Governance Process– A process for systematically including the “voices” of the
employee groups in making recommendations.
• Reorganization/Transformation Plan – A plan that includes five major phases of
examination and change to improve the organization.
• Three Progress Reports submitted to the Accrediting Commission, 2007-2009, as
referenced above.
In addition, the Midterm Report summarizes two Substantive Change Proposals submitted
earlier and included in the Information Section of the Board Agenda. One requests the
Commission’s approval of the opening of the Alisal Campus as a new location and the other
proposal request approval of the ability of the college to deliver 50% or more of its
Administration of Justice Programs by Distance Learning as well as in the traditional “face to
face” classroom modality. The next Comprehensive Self Study and Accreditation Team Visit
will be in 2012 – 2013.
Budget Implications:
Annual Fees for 2009-10 = $14,500 and 2010 Substantive Change Report Fees = $1,000
were charged to the General Fund.
HARTNELL COLLEGE
Accreditation Midterm Report
Western Association of Schools and Colleges
Accrediting Commission for Community and Junior Colleges
March 11, 2010
411 Central Avenue
Salinas, CA 93901
831 755-6900
www.hartnell.edu
Draft as of 03/03/2010
HARTNELL COLLEGE
Accreditation Midterm Report
Western Association of Schools and Colleges
Accrediting Commission for Community and Junior Colleges
March 11, 2010
411 Central Avenue
Salinas, CA 93901
(831)755-6900
www.hartnell.edu
Patricia Donohue
President, Governing Board of Trustees
Phoebe K. Helm
Superintendent/President
i
TABLE OF CONTENTS
Cover Page ............................................................................................................................................. i
Table of Contents .................................................................................................................................. ii
Statement on Report Preparation ............................................................................................................ 1
Letter to Accrediting Commission/Dr. Jack Pond .................................................................................. 3
Participants in the Midterm Accreditation Report.................................................................................. 4
Resource Documents .............................................................................................................................. 6
Standard I: Institutional Mission and Effectiveness .............................................................................. 7
A. Mission: ............................................................................................................................... 7
B. Improving Instructional Effectiveness ................................................................................. 9
Standard II: Student Learning Programs and Services ....................................................................... 12
A. Instructional Programs ..................................................................................................... 12
B. Student Support Services .................................................................................................. 17
C. Library and Learning Support Services ............................................................................ 23
Standard III: Resources ....................................................................................................................... 25
A. Human Resources .............................................................................................................. 25
B. Physical Resources ............................................................................................................ 29
C. Technology Resources ....................................................................................................... 31
D. Financial Resources .......................................................................................................... 33
Standard IV: Leadership and Governance .......................................................................................... 37
A. Decision-Making Roles and Processes ............................................................................. 37
B. Board and Administrative Organization ........................................................................... 40
Update on Substantive Change Proposals Pending................................................................................ 44
Appendices
Appendix A, Core Competency Assessment Results – Communication Skills Rubric
Appendix B, Summary Data, Accountability Reporting for Community Colleges
Appendix C, Financial Projections
Appendix D, Academic Cluster Model
Appendix E, Organizational Chart
ii
STATEMENT ON REPORT PREPARATION
In June 2007, as a result of the comprehensive self study and team evaluation visit, Hartnell
College was placed on academic probation by the Accrediting Commission. One year later,
after two Focused Progress Reports and Team Visits, accreditation was fully reaffirmed. In
June 2009, the Commission notified the college that all seven recommendations and two
concerns identified in June 2007 had been fully resolved and that a Midterm Report was due
March 15, 2010.
These accomplishments along with the significant change in faculty, staff and Board
leadership led the college to request that the Midterm Report be built on the significant work
conducted and documented in the Progress Reports submitted in October 2007, March 2008,
and March 2009 rather than the “failed self study” submitted in 2006-07. A letter dated,
September 21, 2009 to Commission Staff is included with this Statement of Preparation as
documentation of this agreement. Thus, the progress reported on each Standard is from the
point and time in which the college was deemed to have fully met that Standard. The Action
Plans are stated as “next steps” at the end of each Standard and/or sub-section of a Standard.
The college views this Midterm Report, along with the three Progress Reports, as a summary
and documentation of the first half of its next comprehensive self study. The action steps
identified are expected to be completed before the next visit in 2013.
Two Substantive Change Proposals have been submitted and are scheduled for review the
Evaluation Teams on March 12, 2010. The proposals are to: 1) open a new location, and 2)
provide 50% 50% or more of its Administration of Justice Programs via Distance Learning as
an optional mode of delivery. These proposals are summarized at the end of this Midterm
Report and are available in full at http://www.hartnell.edu/accreditation/documents/. The college is
committed to improving student learning outcomes and maintaining quality regardless of
location, time of day, or mode of delivery. And it is committed to doing so in a way that is
systematic, ongoing and sustainable.
The intensity of the work required to fully resolve the Commission’s concerns and
recommendations in 18 months, and produce a midterm report 12 months later, has had a very
positive impact on Hartnell College in ways that might be characterized as an immersion
experience. In addition to a deeper understanding of accreditation and shared governance, an
ongoing dialogue and spirit of collaboration has been sparked in ways that we believe will be
sustained.
Hartnell’s culture is shifting toward a solution-focused examination of
performance data and related issues, promoting open discussions, brainstorming activities, and
the evaluation of new models for intervention and improvement. Participatory governance and
shared accountability are taking root, as is shared ownership. A new spirit of involvement is
pervasive and the college community is committed to institutionalizing systems that will
sustain continuous improvement processes regardless of campus leadership. Town Hall
meetings have included all employees – maintenance, management, classified, and faculty –
and student leaders. This level of inclusiveness communicates that we are all responsible for
making Hartnell a better college each and every year. Posting documents on the website and
attaching a blog as well as an email address has encouraged everyone, internally and
1
externally, to have a voice. We have open access to information and communication channels,
which will sustain transparency and inclusiveness.
The preparation of this report involved wide spread campus participation. Writing teams were
developed based on a composition of faculty, staff and management. Teams met throughout
the Fall 2009 semester. The first draft of the report was posted on December 18, 2009 for
review and comments. Subsequent drafts were posted on January 11, February 10, and
February 18. Comments and suggestions were received with each posting of the draft and
those comments were reviewed and incorporated where appropriate. The report was brought
to the Academic Senate on four occasions for discussion and/or review. The Academic Senate
did a final review of the report on February 23 and voted to accept the report. The report is
scheduled for approval by the Board of Trustees at the March 10, 2010 meeting. In addition,
the accreditation process and the Midterm report was discussed during the January 2010 flex
days, with more than 100 faculty and staff participating.
Thus, while this report has been faculty driven and administratively supported, it is evident
that there is a growing understanding, college-wide, that the real purpose of accreditation
reports is to document the ongoing work of the institution in meeting its mission and its
commitment to continually improve student learning, as well as the processes that enable
learning to happen efficiently and effectively for the institution.
Dr. Phoebe K. Helm, Superintendent/President
2
3
Participants in the Midterm Accreditation Report
Steering Committee: This committee served as an overall guide and coordinating body.
They set timelines, provided training, posted drafts to the web, met with various groups,
assisted in writing, editing and finalizing the Midterm Report for Board Approval and
submission to the Accrediting Commission.
Cheryl O’Donnell
Langston Johnson
Gary Hughes
Faculty, CSS/BUS/SLO Coordinator
Research Analyst
Associate Vice President, Educational Tech and Library Services
Writing and Resource Groups by Standard: These groups took a leadership role in
gathering information, creating drafts and providing documentation to meet each Standard.
Standard IA:
Lindsey Bertomen
Dr. Stan Crane
Mary Dominguez
Dr. Phoebe Helm
Dr. Greg Peterson
Nancy Schur
Joe Welch
Dr. Ann Wright
Faculty, Administration of Justice
Title V Director
Dean of Student Affairs
Superintendent/President
Vice President, Student Affairs
Faculty, Nursing/Academic Senate Vice President
Faculty, CSS
Faculty, Biology/Faculty Association President
Standard IIA:
Valerie Berthiaume
Mary Dominguez
LeeAnn Emanuel
Dr. Jennifer Fellguth
Dr. Suzanne Flannigan
Gary Hughes
Langston Johnson
Dr. Kelly Locke
Tessie Lydon
Peggy Mayfield
Kathy Mendelsohn
Rhea Mendoza-Lewis
Cheryl O’Donnell
Dr. Greg Peterson
Joanne Pleak
Bill Rawson
Jim Riley
Melissa Stave
Division Administrative Assistant
Dean, Student Affairs
Counselor, DSPS
Dean, Distance Learning, Evening and Weekend Programs
Vice President, Academic Affairs
Associate Vice President, Educational Tech and Library Services
Research Analyst
Faculty, Math/Academic Senate President
Specialist, Library Services
Librarian
Faculty, Business/Curriculum Chair
Faculty, English
Faculty, CSS/BUS/SLO Coordinator
Vice President, Student Affairs
Administrative Assistant
Librarian
Faculty, Math
Faculty, P.E./Cluster Leader
4
Standard III A:
Paul Chen
Dr. Jennifer Fellguth
Dale Fuge
Dr. Phoebe Helm
Gary Hughes
Neil Ledford
Dr. Kelly Locke
Tammy Moreno
Al Muñoz
Eric Price
Terri Pyer
Kent Stephens
Dr. Lisa Storm
Joe Welch
Computer/Telephone Technician
Dean of Distance Learning, Evening and Weekend Programs
Local 39 Steward
Superintendent/President
Associate Vice President, Educational Tech and Library Services
Interim Dean, Advanced Technology
Faculty, Math/Academic Senate President
Systems Specialist, Human Resources
Controller
Computer/Telephone Technician
Associate Vice President, Human Resources
Vice President, Support Operations
Administration of Justice Faculty
Faculty, CSS
Standard IV:
Patricia Donohue
Dr. Phoebe Helm
Cheryl O’Donnell
Dr. Ann Wright
Margie Wiebusch
Board of Trustees, President
Superintendent/President
Faculty, CSS/BUS/SLO Coordinator
Faculty, Biology/Faculty Association President
CSEA President/Program Assistant
5
RESOURCE DOCUMENTS
HARTNELL DOCUMENTS
1. Hartnell College Mission and Vision Statements: http://www.hartnell.edu/academics/policies/mission.html
2. Educational and Facilities Master Plans:
http://www.hartnell.edu/accreditation/Facilities_Master_Plan/Hartnell_College_EFMP_Final_June_2008.pdf
3. Shared Governance Handbook:
http://www.hartnell.edu/academic_senate/governance/Committee_Handbook_April_2008.pdf
4. The Hartnell College Salinas Valley Vision Project: Ensuring a Valley That Matters Survey:
http://www.hartnell.edu/accreditation/documents/Ensuring_A_Valley_that_Matters.pdf
5. The Hartnell College Salinas Valley Vision 2020 Project: Ensuring a College That Matters:
http://www.hartnell.edu/accreditation/documents/2020_report.pdf
6. Capital Outlay Projects:
http://www.hartnell.edu/accreditation/Facilities_Master_Plan/CAPITAL_OUTLAY_PROJECTS.ppt
7. King City Educational and Facilities Master Plan 2008-2011:
http://www.hartnell.edu/accreditation/Facilities_Master_Plan/King_City_EFMP_Final_April_2008.pdf
8. Screening Data: R:\Academic Affairs\Screening Data
9. Student Learning Outcomes: http://www.hartnell.edu/slo/
10. Hartnell Accreditation Progress Reports:
http://www.hartnell.edu/accreditation/documents/March_Progress_Report_.pdf (October 2007)
http://www.hartnell.edu/accreditation/documents/March_Progress_Report_.pdf (March 2008)
http://www.hartnell.edu/accreditation/documents/Accreditation_Progress_Final_02-19-09.pdf (March 2009)
CHANCELLOR’S OFFICE
11. Accountability Reporting for California Community Colleges: R:\Academic Affairs\ARCC Report
12. Non Credit (Adult and Community Education)
http://www.cccco.edu/SystemOffice/Divisions/AcademicAffairs/InstructionalProgramsandServicesUnit/Noncredit/tabid/531/Default.aspx
13. Basic Skills and English as a Second Language
http://www.cccco.edu/SystemOffice/Divisions/AcademicAffairs/BasicSkillsEnglishasaSecondLanguageESL/tabid/461/Default.aspx
14. Chancellor’s Office Data Mart
http://www.cccco.edu/SystemOffice/Divisions/TechResearchInfo/MIS/DataMartandReports/tabid/282/Default.aspxii
ACCREDITING COMMISSION
15. Accrediting Commission Action Letters:
http://www.hartnell.edu/accreditation/documents/Accreditation_Letter_2-1-08.pdf (January 2008)
http://www.hartnell.edu/accreditation/documents/June_30_Letter_from_ACCJC.pdf (June 2008)
http://www.hartnell.edu/accreditation/documents/June_30_ACCJC_letter.pdf (June 2009)
16. Rubric for Evaluating Institutional Effectiveness Part I: Program Review; Part II Planning;
Part III Student Learning Outcomes: http://www.hartnell.edu/accreditation/documents/Rubric_Table.pdf
6
STANDARD I
Institutional Mission and Effectiveness
The institution demonstrates strong commitment to a mission that emphasizes achievement of
student learning and to communicating the mission internally and externally. The institution
uses analyses of quantitative and qualitative data and analysis in an ongoing and systematic
cycle of evaluation, integrated planning, implementation, and re-evaluation to verify and
improve the effectiveness by which the mission is accomplished.
A. Mission
The institution has a statement of mission that defines the institution’s broad
educational purposes, its intended student population, and its commitment to
achieving student learning.
Hartnell College Mission:
Hartnell College provides the leadership and resources to ensure that all
students shall have equal access to a quality education and the opportunity to
pursue and achieve their goals. We are responsive to the learning needs of our
community and dedicated to a diverse educational and cultural campus
environment that prepares our students for productive participation in a
changing world.
Progress:
Hartnell College is committed to its mission, as published in its catalog, in
course schedules, on its website, and atop each agenda for the monthly
meetings of the Board of Trustees, as well as in numerous other documents
and reports. Since the site visit in 2007, Hartnell has engaged its employees
in a concerted effort to assess its performance with regard to meeting the
promises contained in its mission. We have done so by identifying the
education and training needs of the district, analyzing access and student
success data with particular attention to closing the gaps, and exploring new
programs that would bring us even closer to fully achieving our mission.
•
Salinas Valley Vision 2020 –We undertook this district-wide needs
assessment and shared its findings with the community. Faculty and staff
use these findings to establish priorities for the educational master plans
and other planning processes. Interventions resulting from this study
include expansion of evening, weekend, and on-line offerings to increase
access.
•
Access measures included a comparison of the demographic
characteristics of the students with the demographics of the district. And,
while the findings indicated that the economic and ethnic distributions
were comparable, much needed to be done to increase the college-going
rate of high school graduates. More than 40% of the adult population in
7
Salinas has not attained a high school diploma (the percentage is even
higher in some parts of the district) and even greater numbers lack
proficiency in English. These findings led the college to expand its basic
skills and English as Second Language programs and develop a K-16
Bridge partnership with its high schools to increase both the high school
graduation rate and the college-going rate of graduates.
•
Student success measures include certificate and degree attainment,
transfer rates, and employment, as well as learning outcomes at the
institutional, program, and course levels. These data are analyzed by
demographic characteristics, as well as time, location, and instructional
modality to establish baselines so that we can measure progress in
closing achievement gaps across all groups.
The underlying assumption in these measures is that if the college is
successfully meeting its mission the demographics of its students and its
graduates will mirror the demographics of the district. Consistent with our
mission, we will identify and meet the education and training needs of our
district and remove barriers to access and success. The planning and
improvement processes that we have adopted to achieve this are discussed in
greater depth later in this report.
Next Steps:
1.
2.
3.
4.
Update the district-wide needs assessment every three to five years.
Analyze access annually by comparing student demographics with
demographics of the district.
Nurture and expand the K-16 Bridge partnership with our schools.
Analyze student success by demographic characteristics, and document
improvement plans, interventions, and results.
8
B. Improving Instructional Effectiveness
The institution demonstrates a conscious effort to produce and support student
learning, measures that learning, assesses how well learning is occurring, and makes
changes to improve student learning. The institution also organizes its key processes
and allocates its resources to effectively support student learning. The institution
demonstrates its effectiveness by providing 1) evidence of the achievement of student
learning outcomes and 2) evidence of institution and program performance. The
institution uses ongoing and systematic evaluation and planning to refine its key
processes and improve student learning.
Progress:
Hartnell College is committed to improving student learning and believes that
progress must be documented in a way that answers the questions: 1) are we a
better college than we were a year ago and 2) what is the evidence? Further,
the college is committed to using results of the analysis of data to drive
institutional change and resource allocation.
To that end, in 2007, the college adopted an assessment and planning model
that systematically examines its key processes and the achievement of student
learning outcomes at the course, program, and institutional (core) levels. The
college utilizes data from those assessments to set priorities, direct
interventions, and guide the distribution of resources to ensure continuous
improvement. The assessment and planning model, which is a continuous
improvement model, is depicted below:
ASSESSMENT
IMPLEMENTATION
RESOURCES
ANALYSIS
PLANNING
Assessment, the first of the five phases, consists of a three-tiered system that
supports program review and planning as an ongoing, systematic, and
integrated process. The tiered assessment system starts at the district level and
narrows, providing greater detail at each succeeding level. The three tiers, or
levels, are:
1. District-wide needs assessment: Hartnell College has relied on the findings
from the 2007 district-wide assessment report, Salinas Valley Vision 2020,
to identify educational and workforce needs of the region.
2. College-wide review: the college focuses on external data sources, such as
the annual Accountability: Focus on Results study from the Chancellor’s
Office that provides comparisons to colleges with similar demographics;
and internal data sources, including the Program Review Electronic
Screening Model, which reviews five data elements including enrollments,
course completions, revenue/cost ratios, efficiency/WSCH, and number of
degrees and certificates earned.
9
3. In-depth program review: In-depth program review includes an assessment
of both quantitative and qualitative data on processes and outcomes. Data
from the in-depth program review, including SLOs, are collected on an
ongoing basis. For SLOs, these data are collected in CurricUNET, reviewed
annually, and then analyzed in a fifth year report.
One example of the continuous improvement process being used to improve
student learning can be found in our math and science programs. All faculty
and staff spent time analyzing the findings in the Salinas Valley Vision 2020
project. As a result of the ensuing dialogue, each area of the college included
“improving student success” as a priority in their contributions to the
Educational Master Plan. Since that Plan was completed in 2008, faculty in
math and science have identified “gate keeper” courses that are essential in
successfully moving students through sequences of courses: Passing those
courses predicted success thereafter, while failure prevented students from
finishing the sequence. Teams of faculty then analyzed the content of those
courses and identified concepts that were especially difficult for most
students. Then, working with the digital arts department and others, they
created manipulatives and directed learning activities (DLAs) to break down
those concepts into more understandable components and reinforce the
lessons. These materials are being developed through the support of a Title V
grant and will be implemented by tutors and supplemental instructors.
They will be evaluated as to their effectiveness and the continuous
improvement process will begin anew. The intent of the continuous
improvement model is to create ongoing improvement: Data collected
through the three-tier assessment process are analyzed to identify patterns
and suggest intervention strategies. These data, patterns, and strategies are
discussed by faculty and staff and, when appropriate, forwarded through the
shared governance process to the Board of Trustees to request the resources
necessary to implement the strategies.
Another example emerged as the college, faced with decreased state funding
and burgeoning unfunded student enrollments, determined that it must reduce
the number of courses it could offer. A shared governance committee started
the decision-making process by examining the priorities identified in the
Salinas Valley Vision 2020 report. In one area, faculty conversation focused
on how basic skills offerings could be restructured to improve students’
preparation for work and college. And in ESL, five-year longitudinal data on
successful course completions were the deciding factors in determining
appropriate sequencing of courses and placement of ESL students. The
college looked to its mission in determining other priorities: UC and CSU
general education courses and courses required to complete program majors.
10
The fact that the college has adopted the continuous improvement model to
guide its systematic evaluation and planning should be evident throughout this
Midterm Report as each section highlights additional examples.
Next Steps:
1.
2.
3.
4.
5.
6.
Update the district-wide needs assessment, Salinas Valley Vision 2020,
in 2010 through participation in the Rural Opportunities Study, funded
by the Chancellor’s Office.
Continue to use the needs assessment and the college’s mission as
guides in updating the Educational Master Plans and in responding to the
reduction in state resources.
Continue faculty review and refinement of student learning outcomes at
the course, program, and institutional levels.
Implement Board of Trustees study sessions focusing on achieving
student learning outcomes beginning with the Accountability Report for
the Community Colleges (ARCC) and California Leadership Alliance
for Student Success (CLASS) data findings.
Analyze institutional processes and the use of technology to improve
efficiency.
Systemically develop a culture of evidence-based decision making using
the continuous improvement process.
11
STANDARD II
Student Learning Programs and Services
A: Instructional Programs
The institution offers high-quality instructional programs in recognized and emerging
fields of study that culminate in identified student outcomes leading to degrees,
certificates, employment, or transfer to other higher education institutions or programs
consistent with its mission. Instructional programs are systematically assessed in order
to assure currency, improve teaching and learning strategies, and achieve stated student
learning outcomes. The provisions of this standard are broadly applicable to all
instructional activities offered in the name of the institution.
Progress:
Hartnell College’s commitment to its community is central to its mission.
For that reason, it is committed to providing high-quality programs and
support services that result in students attaining the stated learning outcomes
at the course, program, and institutional levels.
Hartnell College is a single-college district with an Educational Center in
King City and an Advanced Technology Campus, scheduled to open in
August 2010, in the Alisal area of Salinas.
The college delivers instruction in three modalities: classroom-based (face to
face), distance learning, and a hybrid of both. The college is committed to
the same level of rigor and learning outcomes regardless of location, time of
day, or modality. All courses and programs are approved by the curriculum
committee. This process includes approval of the student learning outcome
statements, as well as modes of instructional delivery. All courses and
programs are subjected to the same review processes. Data from assessments
of SLOs are compared across location, time of day, and modality to ensure
that the college is meeting its commitment to quality and that disparities of
achievement do not exist as a result of these three factors. An example of
these results is in Appendix A.
Since the last comprehensive accreditation visit in spring 2007, the faculty
have developed, reviewed, revised, and/or updated 757 courses. Five-hundred
fifty-two courses have been deleted or placed in an inactive status. In
addition, we have paid significant attention to market demand, prompting us
to discontinue three programs: Medical Laboratory Technology, Animal
Health Technology, and Electronics. During this same time, we have vastly
expanded programs in Agriculture, Construction, and Computer Science. Five
major areas of emphasis have been developed in Agriculture and in
Construction. These programs lead directly to jobs and/or to transfer. Both
programs provide career ladders for entry level workers and retraining for
12
incumbent workers. The faculty in both programs work closely with industry
advisory committees in developing curriculum, acquiring equipment, and
identifying student learning outcomes. Articulation with area universities,
especially Cal Poly and UC Davis, is carefully planned and monitored by
faculty. The Computer Science program has a significant partnership with the
Naval Post Graduate School, which has generated numerous internships for
computer science, math, and science students.
Continuing efforts to improve the currency of existing programs are evident.
The Administration of Justice and Nursing programs are fine examples. The
Administration of Justice faculty worked with industry advisory committees
and revised their programs to increase access to likely students and decrease
the time it takes to earn a degree. They also have identified a cluster of
courses that meets California’s requirements for a paralegal license. Nursing
faculty analyzed market needs and, as a result, reduced the size of the LVN
cohort, in order to increase the number of RN students without adding faculty.
Faculty are now planning an LVN to RN Bridge Program. In 2008-2009, both
LVN and RN programs were reviewed and fully accredited by the respective
California Boards of Nursing. During this period, NCLEX pass rates for both
programs exceeded state averages.
Later sections of this report will describe in detail how library holdings and
resources are identified by faculty and how student support services are
integrated with academic affairs in ways that support achievement of student
learning outcomes in curricular as well as extracurricular areas.
While the college has always relied on the professional expertise of its faculty
in curriculum and academic and professional matters, the Board of Trustees,
in fall 2007, made its commitment more overt by revising Policy 2005 to
include the wording from AB 1725 “to rely primarily on the faculty in
academic and professional matters” in the 10+1 areas listed. In addition, the
Board set aside a one-time allocation of funds to support intensive course and
program review including the purchase of CurricUNET to support faculty
efforts to keep courses and programs up-to-date and track the achievement of
student learning outcomes.
And, as described earlier in Standard I.B, the college, in fall 2007,
implemented a continuous improvement model to guide all of its planning and
improvement processes. The assessment phase of this model is described as a
three-tiered system that starts at the district level and narrows, providing
greater detail at each succeeding level. Tiers one and two tend to focus more
on quantitative data reports while tier three focuses more on disaggregated
data and qualitative data. Assessment of SLOs tends to fall in tier three in this
model. The program planning and assessment processes are described in
detail in the progress reports submitted in October 2007, March 2008, and
March 2009 (http://www.hartnell.edu/accreditation/documents/). This Midterm
13
Report builds on, but does not repeat all of the work reflected in those
progress reports.
As part of the systematic and ongoing assessment at the tier two level, the
program review process includes an annual review of 1) all courses and
programs using an electronic program screening model and 2) the ARCC
report provided by the Chancellor’s Office. Both sets of data focus on the
percentage of course, certificate, and degree completers. The program
screening model provides data on each course and discipline each semester
and allows year-to-year comparisons. The ARCC tracks a cohort of entering
students over a six-year period and focuses specifically on basis skills and
ESL. In addition, it provides comparisons with statewide averages and with a
cohort of community colleges identified as having similar “uncontrollable”
demographic characteristics such as income and educational attainment levels.
These data are discussed by faculty and staff in their discipline and division
meetings as well as by the Board of Trustees. Summary data from these two
reports are included in Appendix B.
Findings at tier two tend to highlight the need for tier three-level assessments,
which could be referred to as a “drill down” or deeper analysis in which the
faculty and staff analyze data and determine how those outcomes might be
improved. To facilitate and sustain this deeper work, the college created a
Student Success Center, where small groups of faculty and staff can come
together to examine and discuss data. This effort is led by the Associate Vice
President of Educational Technology & Library Services and supported by
one full-time faculty with 100% reassigned time, one full-time research
technician, and one part-time position supported in part by a Title V grant.
Work at this level, for the past year, has clustered around two areas: 1) gate
keeper courses, and 2) institutional core competencies. In the first area, after
reviewing completion rates for courses, certificates, and degrees, faculty
identified courses in basic skills (English and ESL), math and science that
appeared to be functioning as “gate keepers.” Programmers in the technology
area developed a student tracking tool that allows students to be tracked
through a sequence of courses. (http://www.hartnell.edu/title5/index_files/Page327.htm)
This program is now available on the intranet so that any faculty member can
track his or her students through a sequence of courses and disciplines and
programs can easily track their students’ progress over multiple terms. As
described in Standard I B, math and science faculty identified gate keeper
courses and then identified, within those courses, critical concepts that were
typically difficulty for most students and developed Directed Learning
Activities (DLAs) using multimedia and other supplemental materials. Tutors
and supplemental instructors are trained to assist students with DLAs.
English faculty implemented DLA’s last year and are now using the tracking
tool to re-examine their course sequences and structures as well as the
effectiveness of the placement score cutoffs used. The intent of this tool is to
enable faculty to engage in independent research and analysis of student
14
progress through course sequences. We believe that placing these tools in the
hands of faculty and supporting their opportunities to examine data
contributes to a growing body of evidence emerging from within the college
that supports its commitment to continuous improvement and data-driven
decision-making.
In the second area, core competencies have been identified and mapped to
course requirements and SLOs embedded in each course. Before the first
pilot effort was conducted in spring 2008, all faculty were trained to score
writing samples using agreed upon rubrics they developed and refined. Since
then, we have collected and scored 225 artifacts (writing samples) from those
disciplines. We have assessed two core competencies (communication and
information). In fact, the communication competency has been assessed three
times – spring 2008, and fall and spring 2009. Significant and cumulative
learning and refinements have occurred at each cycle, but most importantly,
each cycle prompts more and better questions. For example, one of the
analyses was designed to test the assumption that the more college units or
credits a student had earned, the higher the student’s communication (writing)
competency score would be. After studying the results disaggregated into
units completed groupings of under 15, 15 to 30, and 31 to 60, and finding
little support for the anticipated growth over time, faculty began to ask more
questions: “When do students take English?” and “How is writing being
reinforced?” As a result, they are now questioning prerequisites and course
sequences and have planned a Writing Across the Curriculum workshop for
February 27, 2010.
As a result of the focus on measuring institutional core competencies over the
past three years, faculty and staff have made a dramatic shift in how they
think about and document student achievement. This shift resulted directly
from their analytical work on each attempt to measure the institutional core
competency in communication. Faculty discovered problems in both how the
SLO was written and how the samples were gathered. As a result, faculty are
systematically examining the assessment assumptions and processes. While a
summary of the results of the core competency assessments over the past 18
months is included in Appendix A we believe that the most significant
outcome is a cultural shift toward curiosity and questioning, and a genuine
excitement about learning as the norm.
In the most recent activity on flex day, it was clear that faculty were no longer
examining core competencies just to meet an accreditation requirement. Now,
they want to know how students throughout the college are performing, and
how accurately this performance is being measured and documented.
Furthermore, this shift supports the faculty assessment philosophy that general
education is the responsibility of the collective faculty and not individual
departments. We will continue to examine how written communication is
15
incorporated into our general education courses and how it is reinforced. In
addition to the February 27th Writing Across the Curriculum workshop, we
will continue to analyze the Fall 2009 data during the Spring 2010 semester as
a combined effort among the SLOA Committee, the faculty, and the Student
Success Center staff.
While the focus of this section of the Midterm Report is on ensuring that
programs at Hartnell College are current and meet the needs of the district as
described in our mission statement, that those programs are systematically
examined in an ongoing manner that supports institutional integrity, and that
we document the quality at the course, program, certificate, and degree levels,
we note that the requirements in Standard IIA 3-7 have been met, and the
processes to stay in compliance will be described in more depth in the
upcoming self study. Standard II A 8 does not apply to us in that the college
has no offerings in foreign locations.
Next Steps:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Expand SLO course-level assessment calendar to carry through 2012.
Research assessment software for use in storing, tracking, and analyzing
data for student learning outcomes.
Schedule and conduct training workshops for electronic Programming
Planning and Assessment module (PlanNet).
Continue analysis of data gathered from the Fall 2009 Written
Communication Core Competency assessment.
Review and possibly revise the language of the Institutional Core
Competencies
Schedule disciplines for the 4th and 5th year comprehensive reviews.
Re-evaluate certificate programs to include math class that meets the
needs of those students.
Redesign SLO form for use in CurricUNET
Review and update courses scheduled for curriculum review.
16
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
access, progress, learning, and success. The institution systematically assesses student
support services using student learning outcomes, faculty and staff input, and other
appropriate measures in order to improve the effectiveness of these services.
Progress:
Hartnell College is committed to achieving a diverse student body that
represents its district. It measures its achievement of this goal by comparing
the demographics of the college to the demographics of the district. To
increase access, especially for first generation college students, the college
made two significant changes: a guaranteed course schedule and registration
rallies. As a result of these two activities, the college, in 2008-2009, generated
7,669 FTES, exceeding any prior year in the history of the college. During
this same year, 57% of the student body identified themselves as Hispanic,
20% as white non-Hispanic, 7% as Asian/Pacific Islander, 3% as Black nonHispanic, 1% as American Indian/Alaskan Native, and 12% as unknown.
These demographic percentages are comparable to the Salinas Valley
population as described in the Salinas Valley Vision 2020 Report.
Compliance Requirements: Hartnell College has made great efforts to verify
the accuracy of all information provided to students and the community. In
2008-2009, a committee of faculty and staff reviewed the College Catalog to
ensure that it is fully compliant with requirements stated in Standard II B, as
well as other applicable laws, rules, and regulations affecting students.
Student records are maintained permanently, securely, and confidentially. The
files are backed up daily in a digital format and stored in a fire-proof safe in a
separate location. In addition, the Office of Civil Rights (OCR) conducted a
compliance audit of Hartnell College publications in spring 2009, including
class schedules, marketing materials, and the Catalog. The OCR review found
that the publications met requirements, but recommended that the college’s
non-discrimination statement be more consistently posted in college
documents. It gave us until April 2010 to comply. In compliance with
accreditation standards, the College Catalog, beginning in 2009-2010,
contained the expected Student Learning Outcomes (SLOs) at the institutional
and program levels. These publications are published on the college website
(http://www.hartnell.edu/academics/catalog.pdf) along with Board Policies
(http://www.hartnell.edu/board/board_policies/). The college recognizes that the
Catalog is the institution’s contract with the student and makes every effort to
insure the accuracy and integrity of the information included.
17
Organization and Services: Results in the Salinas Valley Vision 2020 report
showed that community respondents rated the quality of student services at
Hartnell College significantly lower than the institution’s instructional
services. This prompted the Student Affairs Division to engage in deep
reflection and ongoing improvement efforts over the past two years. Findings
from the Salinas Valley Vision 2020 study drove the development of the
college’s Educational Master Plans and Facility Master Plans, including the
Student Services division. Deeper discussion of these findings with faculty
and staff led to a redistribution of resources, including the reorganization of
Student Services and the decision to pull the services together as a “one-stop”
shop. This model now integrates counseling services (EOPS, DSPS, transfer
and career services, and general counseling), and enrollment and retention
services (Admissions and Records, Financial Aid, Assessment, and
International Students). Staff across the division spent a year in training
sessions and retreats to develop sustainable systems and processes, including
clearly defined career ladders for staff in the offices of Admissions and
Records, Financial Aid, and Student Affairs. The Student Services Redesign
Plan was vetted through the shared governance committee structure, and
space was allocated in a new building on campus for the “one-stop” Student
Services Center, which will open in late spring of 2010. We are developing
processes to measure the impact of this redesign, and we have created a Core
Redesign Team composed of staff from each service area to oversee
implementation and review.
In order to enhance the quality of services provided to students and in
following our three-tiered assessment approach, the Student Affairs Division
“drilled down” in key areas for even more focused reviews. For example,
student survey results showed that student satisfaction was lowest with
services provided by the Financial Aid Office. Office staff evaluated internal
systems and created measures to track productivity. In analyzing the results,
they realized that they were much slower processing financial aid applications
when they were also clocking significant customer service hours, some of
which were students coming back to check on the status of their applications.
They developed a plan to give staff more uninterrupted time to process files
by closing the office to the public one day a week. Although the customer
service hours were reduced, these changes were made without interrupting
services for evening and weekend students, who generally have less flexibility
in their schedules. As a result of the Friday closure, the Financial Aid Office
processed more student applications in one semester than they had processed
in the whole 12 months of the prior year. In addition, monthly surveys of
financial aid students indicated that the number of complaints decreased and
the level of customer satisfaction increased significantly. Based on these
outcomes, the Financial Aid Office will maintain its modified schedule.
Using similar assessment and planning processes, Student Activities and
Student Government significantly redesigned their areas to improve program
18
visibility and student involvement. Student representatives identified and
made site visits to colleges in the region with successful student government
models. As a result, the senators rewrote the Student Government constitution
and bylaws to emphasize student advocacy and accountability. They created
stipends for student leadership positions, implemented weekly leadership
trainings, and revamped the Student Activities Coordinator job description.
Student Government (ASHC) expanded its focus on student programs and
services, strengthening its support for the InterClub Council which represents
16 active student clubs, including Hartnell Pride (GLBTQ), 12 academic
clubs from fine arts and sciences, Movimiento Estudiatil Chicona de Atzlán
(MECHA), Women in Science Exploration, and Hartnell Students for Peace.
With the support of the ASHC, these clubs hold quarterly activities, such as
Hartnell Students for Peace’s day-long “Nuestra Familia” families and gang
activity dialogue event in the fall of 2009, and supports student competitions,
including the Physics Day event on campus and the Students in Free
Enterprise’s (SIFE) third regional championship and national placement
among the top 20 colleges. Student Government is sponsoring a new “collegebound ambassador” program that places eight Hartnell students in local high
schools and community service organizations to promote college preparation.
These ambassadors are supported by the College Foundation through a private
donation. It is in these extracurricular activities that students learn leadership,
team building, organization, project management, budget management, and in
general how to be productive members of their community.
Integration of Academic and Student Affairs: In addition to citing the need
for improvement in the quality of Student Services, the Salinas Valley Vision
2020 report also identified the desire for more evening, weekend, and distance
learning classes. The college drafted a four-semester plan of course offerings
that would enable evening, weekend, and distance learning students to
complete general education transfer and degree requirements within two
years. A dean’s position was allocated to support faculty and students in these
programs. In addition, admissions, records, financial aid, counseling, as well
as business services shifted their resources to provide services for evening and
weekend students. We also are enhancing online counseling and advising,
especially for distance learning students. The ability to register and pay online
has been improved and is available to all students including evening,
weekend, and distance learning students. Since these changes were
implemented, the college has grown significantly. The majority of this growth
is in evening, weekend, and distance learning. This benefits the college in a
different way in that it reduces room scheduling conflicts and improves access
for students. The college’s assessment plan for student learning outcomes
includes an analysis of the data to determine if any achievement disparities
exist across these delivery modes and schedules. As stated earlier, the college
is committed to delivering quality programs and services without regard to
location, time of day, or mode of delivery.
19
After studying its annual program review documents--ARCC and the
Electronic Program Screening data--the college prioritized increasing
completion rates focusing on high-risk students, as well as gate-keeper
courses and processes. We have developed and implemented several
initiatives, including the Digital Bridge Academy and the Math Academy, and
have revamped the Academic Learning Center to include Directed Learning
Activities, a more structured lab course format, and an expanded number of
areas in which tutorial services would be provided.
Hartnell College implemented the Digital Bridge Academy (DBA) in the
spring of 2009 in collaboration with Cabrillo College and the Gates
Foundation. This program, geared towards at-risk students, applies a cohort
approach to first semester students. Encouraged by high persistence and
retention rates, the college has expanded the DBA from two cohorts in Spring
2009 to four cohorts in Fall 2009 and seven cohorts in Spring 2010. As of the
spring of 2010, 253 students have participated in a DBA cohort and 62 faculty
and staff have completed the associated Faculty Experiential Learning
Institute, a weeklong training in self-awareness, team-management, and
effective communication.
Another initiative we implemented to increase student success is the twoweek, 70-hour, Math Academy for entering students who score one or more
levels below college math. The initial results of these efforts appear quite
promising. For example, 57% of the students who completed the summer
Math Academy moved up one or more levels in the placement cut-off scores.
This two-week effort appears to have accelerated these students one or more
semesters in their pursuit of a certificate or degree. These results have
stimulated faculty conversations about other ways to improve student success.
For example, faculty and staff are focusing on improving the placement
testing system. The college has adopted online placement testing which has
significantly shortened the time between testing and registration. Concerns
about the calibration of the cut scores have resulted in efforts to collect data
and track students. These data will be used to improve the accuracy of student
placement.
Hartnell College has a long history of identifying and developing talented
math and science students. Recent activities directed at expanding those
successes include the development of a Science and Math Institute,
conducting a math and science summit with area university professors and
high school faculty, expanding partnerships with NASA, NSF, the Naval Post
Graduate School, UC and CSU research programs, and expanded
opportunities through a CCRA, Title V grant. MESA continues to be a strong
source of support for math and science students. One of the reasons that our
students are sought out to serve as interns at research institutes is because
MESA staff and faculty have trained these students in project management
and team work. Another important element in this area is that math and
science faculty tend to take a very active role in assisting their students with
transfer opportunities and job placement.
20
As demonstrated above, Hartnell College exhibits a great level of concern for
student progress, learning, and success at all levels. And over the past few
years, the college has reached out in numerous ways to bring community
groups onto the campus to enhance their sense that Hartnell College belongs
to them. In addition to registration rallies that created a festival like family
atmosphere for registration of students (and resulted in increased
enrollments), as well as a one-stop admissions service, the College has held
Family Science Days, industry events and training, career days for area youth,
sports, theatre and art camps, and a community barbecue. Efforts to increase
the college-going rate of area youth are the primary focus of our Gear-Up
program and the newly launched K-16 Bridge Program. These efforts are
designed to make the community more overtly aware of the College’s
commitment to access for all students.
The college has made a concerted effort to build trust with its community.
One of the ways that it has done this is to provide a guaranteed class schedule
in which all classes included in the published schedule are guaranteed to be
offered; they will not be canceled for any reason including low enrollment.
This has enabled students and faculty to select their schedules early and be
confident that they can count on not having to make changes. This also has
resulted in greater classroom efficiency, improved class size, and flexibility to
respond to student needs. Not only are faculty and staff happier with this
process, students are registering earlier, which improves the timeliness of
financial aid applications, book acquisitions, and other services correlated
with student success.
Perhaps the most unusual and visible aspect of the ongoing effort to integrate
academics and student affairs is the fact that the Vice President of Student
Affairs is serving as the team leader in providing training for division faculty
serving in newly created lead roles. These sessions have included training on
student conduct and complaint processes including sexual harassment, student
discipline and rights to a hearing, prerequisite waivers and course challenge
procedures, class scheduling procedures including room and faculty
assignments, finance and the relationship between FTES and revenue, budget
development and management, and adjunct faculty hiring requirements.
Future trainings will include curriculum and program planning and
assessment processes, as well as project management and leadership
development. The fact that one academic department—P.E., Health, and
Athletics--reports to Student Affairs seems to have enhanced the college’s
ability to integrate academic and student affairs effectively. It appears to be
breaking down silos and helping everyone focus on student progress.
21
Next Steps:
1. Post the colleges non-discrimination statement in college documents in
alignment with the Office of Civil Rights (OCR) Review findings by April
2010.
2. Review the College Catalog annually to ensure it is accurate and
compliant.
3. Complete implementation of the new “one-stop” Student Services Center
by the summer of 2010.
4. Schedule student support services for 4th and 5th year comprehensive
reviews.
5. Continue to collect and analyze data on new initiatives, such as the Math
Academy, the Digital Bridge Academy, and flexible scheduling, and will
further expand student capacity in these activities starting in the fall of
2010.
6. Implement an “early alert” student support system and a student-driven
degree audit program.
7. Expand the K-16 Bridge program to include high school juniors in 201011. Currently only high school seniors are participating however, the
program will be expanded downward to fourth grade over the next 5-7
years.
22
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.
Progress:
The Hartnell College Library and Learning Resource Center provides a rich
array of services, collections, media, and facilities to meet the diverse needs of
the students, faculty and community. This state of the art library provides
student, faculty, and community access to cutting edge technologies,
collaborative study spaces, community meeting areas, and faculty development
resources in a warm environment.
The library continues to rely on librarians and discipline faculty to select new
materials for the collection (65,000 print volumes) as well as to deselect
outdated items. Librarians are assigned to each academic area and track
purchases by discipline to assure a balanced collection that meets the needs of
our students and faculty.
The library faculty teach information competency skills and strategies through
class orientations, drop-in workshops, and individual instruction sessions in our
Reference Services area. Instructors from various disciplines request library
orientations for their classes, and over the previous three academic years,
librarians have conducted 341 formal orientations with a total of 8,108
participants.
Responding to the community needs identified in the Salinas Valley Vision
2020 report, the library has restored Saturday service hours and is currently
open 64 hours per week. Our online reference materials and databases are
available all the time. Students now have access to more than 200 computer
workstations, wireless Internet access, laptop computers, and 22 study rooms,
half of which have advanced technology capabilities. The library features a
large distance learning lab with multiple screens where classes are taught in
real-time via video conferencing to our satellite campuses. In addition, the
library provides continued remote access to databases and electronic books for
off-campus users and to support online students.
Adequate security in the library continues to be provided by alarmed gates and
doors, RFID chips in books, an alarmed building, security cameras, and
campus safety personnel.
23
Library services student learning outcomes were assessed in the spring and fall
semesters, 2009. The results are currently being analyzed and discussed by the
librarians with the intent of improving library instructional services.
Next Steps:
1. Implement information competency as a graduation requirement.
2. Fill the vacant Systems/Technology Librarian position and create a new
position of Information Competency Librarian, as budget allows.
3. Provide library services at the Alisal campus.
4. Install RFID chips into all items in the library’s media collection.
5. Develop a memorandum of understanding with California State
University, Monterey Bay Library.
6. Implement a continuous improvement model for library services.
7. Redesign services offered by the Academic Learning Center.
24
STANDARD III
Resources
The institution effectively uses its human, physical, technology, and financial resources to achieve its
broad educational purposes, including stated student learning outcomes, and to improve institutional
effectiveness.
A. Human Resources
The institution employs qualified personnel to support student learning programs
and services wherever offered and by whatever means delivered, and to improve
institutional effectiveness. Personnel are treated equitably, are evaluated regularly
and systematically, and are provided opportunities for professional development.
Consistent with its mission, the institution demonstrates its commitment to the
significant educational role played by persons of diverse backgrounds by making
positive efforts to encourage such diversity. Human resource planning is integrated
with institutional planning.
Progress:
The institutional assessment processes described earlier in Standard I B of this
report apply to each area of the college including Human Resources,
Facilities, Technology, and Finance. The continuous improvement processes
adopted by the college utilize data in determining priorities through its shared
governance processes. The Technology, Human Resources, and Facilities
Planning Committee is one of the standing committees in shared governance,
as is the Financial Information Subcommittee. Recommendations from these
committees are considered by the Resource Allocation Committee in setting
priorities and making recommendations to the Superintendent/ President, who
reports to the Board of Trustees.
Hartnell College recognizes that its primary asset is its human capital. Thus,
the selection and development of its employees are critical to building and
maintaining the capacity of the college to deliver its mission. The institutional
assessment and planning processes include priorities for Human Resources
and many of the development and training activities provided since summer
2007 grew directly out of the Commission’s Recommendations and Concerns
and the subsequent district-wide needs assessment: The Salinas Valley Vision
2020 report.
1. Quality: College employees are appropriately educated, trained, and
experienced for the jobs they hold, regardless of location.
Faculty
qualifications are the same regardless of location and mode of instruction,
with one exception, and that is that, prior to teaching in the Distance Learning
Program, faculty members must be trained in that mode of delivery. A masters
degree from an accredited university (or established equivalence for a nonUS. university) is the minimum requirement in most teaching fields. And,
25
where appropriate, equivalencies are established and determined by the
Academic Senate. Full-time faculty play a significant role in the selection of
new faculty. Job descriptions are posted on websites and searches are
conducted in accordance with Title V and standard human resource practices.
Job descriptions and recruitment flyers include required and preferred
qualifications, job duties, responsibilities, and authority.
Employees are evaluated regularly, using pre-established processes designed
to document performance, identify strengths and weaknesses, and encourage
growth and development. When employment actions are taken, they are
compliant with negotiated agreements and state and federal laws, which
include timelines and documentation requirements. Evaluation procedures for
our classified staff represented by the CSEA were recently revised to
encourage early intervention of performance issues, and include a written 90day improvement plan prior to issuing an unsatisfactory rating. The Academic
Senate is currently working on recommendations for revising the evaluation
process for faculty. The Human Resources staff provide guidance and support
in all of these processes.
Hartnell College has adopted a code of ethics for all employees. Employees
and the Board have committed to completing the training and ethics
certification under state AB 1234 every two years, a commitment they made
even before the law required this certification of community college
employees and officials. Both groups have now completed that training and
certification twice since 2007.
2. Staffing levels: Hartnell maintains sufficient staffing levels to sustain the
institution. The Chancellor’s Office sets each college’s full-time faculty
obligation number, and Hartnell is in compliance with that requirement.
Because of state budget reductions, this number has been frozen for two years.
Since 2007, the college has applied a standard square footage formula to
determine work load ratios and staffing needs for custodial and maintenance
staff. The 2016 Financial Plan included an increase of $100k for staffing in
this area. Two new custodial positions were added this year. Frozen and
reduced positions, in addition to furloughs, are especially challenging in the
classified and administrative areas. These reductions are forcing attention to
priorities and the need for better, more efficient systems and processes.
3. Personnel policies: The college has written personnel polices available to
employees and the public on its website (www.hartnell.edu/hr) and vigorously
supports the rights of its employees. The college maintains the security and
confidentiality of personnel records in compliance with applicable laws. Each
employee can review his or her personnel records within 24 hours after
requesting to do so.
4. Diversity: College policy prohibits discrimination and embraces diversity
and equity. The college responds vigorously to any disparity of treatment of
its employees or students. The head of the Human Resources Office, a trained
26
mediator, meets regularly with the leaders of the three union groups to ensure
fair, healthy, employee relationships. Although some progress has been made
in diversity hiring in faculty and administrative staff, the college is not
satisfied with the level of diversity there and is seeking to improve its
recruitment strategies.
5. Professional Development: Ongoing and new activities provide professional
development for all employee groups. Methodologies for delivering these
learning opportunities include: webinars, retreats, town halls, flex days,
online orientations, classes, conferences, workshops, and mandated training
provided by attorneys under contract to the Human Resources Consortium.
Some of the activities include all employees while others are designed for
specific groups. For example, all employees are included in town hall
meetings regarding accreditation and budgets, as well as “state of the college”
presentations. All employees participate in their unit meetings. In fall 2008,
all employees were invited to participate in a two-and-a-half day college-wide
retreat, and about half participated for the full period.
Full-time faculty have five flex days and use this time to meet college goals
for continuous improvement as well as individual goals related to their
profession and discipline. Part-time faculty are provided online and face to
face orientations and their development is coordinated by the Dean of
Evening, Weekend and Distance Learning and Adjunct Faculty. Classified
staff are trained on DataTel and other skill areas appropriate to their job
duties. Facilities staff are trained in OSHA and other safety matters, as well as
job-related skills. They have just completed their first round of online safety
trainings through the Keenan SafeColleges program, and have enthusiastically
embraced this training program. Supervisors and administrators are provided
mandated training through the community college consortia mentioned earlier.
Also, they participate in meetings with peers at the state and regional levels.
Since 2007, faculty have learned to write SLO’s, learned and applied rubrics to
the scoring of institutional SLO’s, learned new systems and software, such as
CurricUNET, which houses courses and programs and is central to program
planning and assessment. Faculty leadership training includes participation in
training provided by the Statewide Academic Senate (the same is true for the
student and classified senates and union groups). The SLO Coordinator and
others participated in accreditation related training. This year, discipline
cluster leaders have spent at least four hours per month learning systems and
policies that support student learning and focus on the integration of academic
and student affairs.
Most significantly, after identifying increasing student success as a goal in the
Educational Master Plan for all areas, more than 70 faculty, administrators, and
staff have completed a full week of training through the Faculty Experiential
Learning Institute at Cabrillo College. This program is required for all Digital
Bridge faculty and staff, but has been embraced by Hartnell as providing lifechanging insights, understandings, and self-management tools.
27
Student Services staff spent the past year analyzing their processes, learning
leadership skills, and cross training to improve their service to students. The
Dean of Student Services has been trained in financial aid. In addition to the
Student Services area and other leadership groups, the administration has
participated in leadership training with the Monterey Institute for Social
Architecture (MISA). The purpose of these trainings is to identify our
collective values, professional responsibilities, and vision for the community
and the college, and build and sustain the capacity of the college to deliver its
mission.
6. Planning: Institutional assessment and planning processes include Human
Resources. Significant effort over the past two years has focused on aligning
resources with priorities. The redesign of the administrative structure, the
clustering of academic programs, and the creation of new career ladders in
Business Services and Student Services are examples focused on this goal.
Work-load ratios, e.g., the full-time faculty obligation number and the area
calculations for facilities staff, provide a basis for identifying full-time faculty
and facilities employees needs in a more quantifiable manner. Leadership
development and cross training at all levels are critical to building and
sustaining the capacity and stability of the organization. Human Resources is
part of a standing committee in the shared governance process and serves as a
resource to many of the planning processes, especially the Resource Allocation
Committee. Importantly, there has been a growing awareness that Human
Resources is not just a regulatory arm of the college but a vital support service.
The leadership position of the Human Resources Office has been elevated from
Director to Associate Vice President and reports to the Vice President of
Support Operations.
Next Steps:
1. Evaluate and improve recruitment practices.
2. Complete and implement the redesign of the adjunct faculty hiring
processes.
3. Reduce redundant processes and develop more efficient systems with better
use of technology.
4. Cross train staff to increase service and flexibility.
5. Continue developing positive relations with employee groups.
6. Continue working with the Resource Allocation Committee to implement
hiring priorities.
7. Continue supporting training and development for all employee groups.
28
B. Physical Resources
Physical resources, which include facilities, equipment, land, and other assets,
support student learning programs and services and improve institutional
effectiveness. Physical resource planning is integrated with institutional planning.
Progress:
In 2002, the District passed a $131 million capital bond fund. Since then,
significant buildings have been added, classrooms modified - including 13
smart classrooms, and external lighting and other safety measures completed.
New construction and remodeling include Group 2 bond funds for new
furniture and equipment as well as technology infrastructure. The first two
buildings, a parking structure and state-of-the-art library, were opened in 2006.
The CALL building and the Alisal campus Center for Advanced Technology
open in 2010, and an FPP for a new sciences building will be submitted to the
state in June. The athletic fields are currently being renovated, as is the College
Center. A new energy efficient roof has been installed on the King City Center.
The Technology, Human Resources and Facilities Planning Committee of
shared governance has been actively involved in setting priorities and making
recommendations to the Resource Allocation Committee.
When the college center renovation is completed in fall 2010, students will
experience a cohesive set of services conveniently located around a very
inviting plaza, which connects the one stop student services center located in
the CALL building, with the library, college center and parking structure. This
change, in addition to the opening of the new Alisal campus, and the new
athletic facilities, will significantly improve services for students both in and
out of the classroom.
Physical resource planning is integrated with institutional planning for all
locations and modes of instruction through its institutional planning and
assessment processes and shared governance processes, as described earlier in
Standard IB. Recommendations regarding allocation of space, equipment, and
other resources impacting facilities are vetted through the Technology, Human
Resources, and Facilities Planning Committee. This committee then makes
recommendations to the Resource Allocation Committee. Resource allocations
are based on the documented needs and priorities of the district and its
programs and are consistent with and in response to the 2016 Financial Plan
and the 2020 district-wide needs assessment, which drove the development of
the Educational Master Plans and, in turn, the Facility Master Plans for both
the main campus and the King City Education Center. Alisal Campus is
included in the Master Plans for the main campus, but a separate Facility
Master Plan will be developed for this site in 2010 –11. And, as was stated
earlier in Standard I, the college recognizes and accepts its responsibility for
quality achievement of student learning outcomes regardless of location, time
29
of day, or mode of instruction. Therefore, each facility must provide for the
appropriate learning environment, safety, and accessibility for all students. The
assessment and planning model includes analysis of data to identify disparities
in achievement across these three factors.
Next Steps:
1. Update the Facility Master Plans to include a separate plan for the Alisal
Campus.
2. Monitor needs and utilization of the Alisal Campus.
3. Finalize the Final Project Plans (FPP) for the Science Building and monitor
its progress through the approval and appropriations process.
4. Analyze classroom size in relation to program needs.
5. Enhance student engagement by better utilization of common space.
6. Tear down the old technology building and return the leased trailers after
the programs are moved to the Alisal campus.
7. Improve safety by selecting and implementing a keyless entry system, and
adding more external lighting and security cameras at all sites.
8. Review and update the college emergency preparedness plan in accordance
with Incident Command System/State Emergency Management
System/National Incident Management System (ICS/SEM/NIMS)
protocols. The college will be ICS/SEMS/NIMS compliant as mandated by
Government Code 8607, and Homeland Security Presidential Directive 5
(HSPD 5).
30
C. Technology Resources
Technology resources are used to support student learning programs and services
and to improve institutional effectiveness. Technology planning is integrated with
institutional planning.
Progress:
Since the 2007 self-study report, the college has formed the Technology,
Human Resources, and Facilities Planning shared governance committee. This
committee works with other college shared governance committees, such as the
Resource Allocation Committee (RAC), and the Distance Education
Committee, in the development of plans, and the evaluations and
implementation of technologies.
The linkage between student success and access and technology support is the
2007-2009 Technology Plan, which the college uses to systematically plan,
acquire, and upgrade needed infrastructure and desktop computers. The
effectiveness of the Technology Plan facilitated prioritization and acquisition
of wireless technologies, backbone switches, and other network infrastructure
to support both existing and new buildings on all campuses. To effectuate this
plan and to avoid infrastructure obsolesce, the college has set aside funds in a
capital reserve account.
To increase student success and access, the college conducted a refresh effort
for six classrooms and two computer labs in the Classroom Administration
Building (CAB). These improvements enabled incorporation of rich and
engaging multimedia into instruction, which, in turn, addresses different
student learning needs. There were several notable and effective instructional
capabilities that were made available for class presentation and lesson
incorporation as a result of the CAB lab upgrades. First, Google Earth software
was installed at all student workstations, providing compelling visual
presentations that augmented and reinforced the study of geography and
topographical features as primary influences in human migration behavior and
cultural interaction. Also, the incorporation of the iTunes media player and the
associated video aggregation provided access to captivating presentations from
MIT, Harvard, TED, and Stanford, which considerably enhanced coverage of
contemporary IT/CS topics, such as robotic prosthetics and bioengineering.
Finally, the additional computational power offered by upgrading the processor
and RAM for each station supported use of sound and image editing software,
enabling student teams to compile and edit podcast episodes.
Development of podcast media by students and faculty encourages high
standards in teamwork, project management, time discipline, and artistic
appreciation. Through recently received Title V and CCRAA grants, the
college is now developing podcast learning modules for students in the science
and math areas on topics that students have traditionally had difficulty
understanding.
31
Responding to needs identified in the Salinas Valley Vision 2020 report for
evening and weekend instruction, the college has enhanced its distance learning
course management system (e-College) by increasing it course offerings in
depth and breadth. An example of this is the now fully online Associate's
Degree and Certificate programs in Administration of Justice. We also have
developed a fully online boot camp to support faculty in their online teaching.
Responding to employment forecasts and community needs identified in the
Salinas Valley Vision 2020 report, the college applied for and was awarded an
$800,000 NSF ATE grant. This collaborative grant includes nearby two and
four-year colleges and creates a regional community focused on increasing
access for women and underserved populations in networking and computer
science education.
Next Steps:
1. Hire a senior programmer analyst and a network supervisor contingent on
funding availability.
2. Leverage the initial NSF networking ATE grant to sustain a pipeline of
students from high school through four-year degree completion. Write
additional S-STEM (Scholarships for Science Technology Engineering
and Math) and BPC (Broadening Participation in Computing) grants to
help achieve this goal.
3. Establish additional linkages with college robotics advocates from the
computer science, math, and engineering disciplines and area high school
enrichment activities, such as the Alisal Engineering Academy, to extend
the effectiveness of these programs.
4. Continue to develop podcast learning modules for students in science and
math to increase student learning for topics which have traditionally been
difficult to grasp.
5. Continue to upgrade classroom technology as part of the classroom
modernization project using Measure H Bond Funds. In addition, faculty
and staff continue to seek grant funds to upgrade other technologies and
equipment.
32
D. Financial Resources
Financial resources are sufficient to support student learning programs and services
and to improve institutional effectiveness. The distribution of resources supports the
development, maintenance, and enhancement of programs and services. The
institution plans and manages its financial affairs with integrity and in a manner that
ensures financial stability. The level of financial resources provides a reasonable
expectation of both short-term and long-term financial solvency. Financial resource
planning is integrated with institutional planning.
Progress:
Since 2007, the business services department has worked very closely with
shared governance committees, particularly the Resource Allocation
Committee (RAC) and its finance subcommittee. The budget setting process is
designed to achieve a budget that reflects the mission and supports the
priorities established as a result of the institutional planning and assessment
processes described earlier in Standard I B. A concerted effort has been made
to develop a clearer system-wide understanding of the college’s finances and
budget processes, with significant attention given to understanding the
correlation between revenue generation and FTES.
As a result, the
transparency of decision-making processes has improved and trust levels have
risen.
In addition to the standard monthly review and approval of bills, invoices, and
budget transfers, the Board of Trustees has formed an ad-hoc sub-committee
that meets with auditors twice each year and reviews state quarterly finance
reports in detail. This has broadened the understanding of the governing body.
The 2016 Financial Plan (Appendix C) outlines the college’s fiscal strategy for
the future. It projects a three percent FTES growth rate in each of the next four
years and defines a model to effectively accommodate that growth. While the
opening of new buildings will provide greater student access and increase
learning opportunities, additional operating costs are minimal. Outdated,
inefficient buildings are being torn down, and operational costs are being
shifted to new improved learning spaces. Other spaces are being consolidated
to improve efficiency and reduce costs. The nursing program was relocated to a
new facility at the main campus, eliminating an annual $250,000 lease
obligation. The Plan also calls for targeted investments in small capital
improvements and the implementation of preventative maintenance programs
to better preserve tax payer assets. The Plan designates adequate funding for
equipment and technology infrastructure to further improve efficiencies and
enhance student learning. It also calls for a minimum five percent General
Fund reserve to provide stability during times of fiscal uncertainty.
33
As General Fund resources have declined, the college has become more
dependent on alternative funding from private and public sources. Government
sponsored grants and private contributions have been increasingly instrumental
in providing fiscal stability during the past three years. The Hartnell College
Foundation, in support of the college, continues to provide a channel for cash
and other contributions that directly enhance instructional programs and
increase student and community access. State and federal grant funds have
increased by $3 million to nearly $16 million just since 2008. An indirect cost
rate of 35% was established in spring 2008 and generated $365,000.00 in 200809. Indirect cost allocations charged to these grants help support additional
coordination, management, and reporting requirements.
In 2007 the college adopted an aggressive strategy to reclaim all FTES
restoration funding. Through thoughtful planning, course review, and
scheduling design, the college now offers a guaranteed student schedule. This
pledge allows students the flexibility to meet their own scheduling needs and
more quickly reach their educational goals. This, in combination with its
responsiveness to the findings in the district-wide needs assessment, is the
primary reason the college was able to complete its FTES restoration.
At the beginning of the 2009-10 fiscal year, the college was facing a $4.9
million budget shortfall. This challenge became a serious test for the shared
governance process. The Resource Allocation Committee (RAC) serves as the
conduit for financial information provided throughout the institution. Through
its sub-committee, the Financial Information Subcommittee (FIS), the RAC
gathered necessary financial data and led the collaborative process to analyze
the college’s budget gap and identify cost-saving solutions. Through careful
course planning, the college improved class size efficiency from 23 to 31 over
a three-year period. Other operating efficiencies and cost savings were
targeted by streamlining functions. In all, $1.6 million in permanent reductions
were identified. Another $1.7 million in reductions was drafted with the help
of the RAC, and bargained with employee groups as temporary compensation
concessions. The remaining $1.6 million deficit gap was filled by appropriating
one-time reserves. The goal is to establish a sustainable budget target with
allocation levels that support the college’s core mission.
The reduction of General Fund reserves meets the legal requirement level, but
causes cash flow issues. Consequently, the college found it necessary to
borrow $2.7 million to meet cash needs early in the fiscal year and may borrow
an additional $3 million in the spring due to the state’s inability to meet
apportionment obligations.
The college uses low-cost Tax Revenue
Anticipation Notes (TRANs) to finance these short term (not to exceed 12
months) loans.
Using the continuous improvement model, the Business Office was
reorganized during fiscal year 2009 to raise the professional level of the staff
34
and to better provide career advancement opportunities. A senior accountant
was hired to provide more thorough internal oversight. A full-time grants
manager was hired to consistently coordinate and administer all grant
accounting. Grant requests are carefully reviewed and filtered through college
priorities and sustainability standards. As a result, grant reporting practices
have improved and District auditors have noted better compliance with state
and federal guidelines.
The college continues to contribute to a retiree health-benefit reserve fund as
recommended by GASB 43 and 45. An actuarial study of future benefit
liabilities was prepared and presented June 30, 2009. The study calculates the
future unfunded liability associated with these benefits and the annual required
contribution to fully fund this liability over time. This information is included
in the District’s annual Report on Audit of Financial Statements.
The District’s annual audit, which includes audits of the Foundation and capital
bond (Measure H) funds, was completed November 20, 2009 and presented to
the Board of Trustees on December 1. The audit opinion affirmed that
financial statements were presented fairly in all material respects and in
conformity with generally accepted accounting principles. There were no
adjusting journal entries to the financial statements. In the auditor’s opinion,
the District also complied, in all material respects, with requirements that are
applicable to each of its major state and federal programs. There were a few
instances of noncompliance in some federal programs, which are required to be
reported in accordance with OMB Circular A-133. The auditors addressed
these findings and the District has implemented necessary changes and is
establishing internal audit procedures to review federal and state grants
throughout the year.
The District has reviewed contractual agreements to assess vendor compliance
with federal and state requirements and made adjustments when necessary. The
District now monitors vendor qualification through a federal database to
determine if vendors and their partners are qualified to conduct business with
the District.
Given current state funding levels, the District continues to evaluate course
offerings and class size. Periodic, collaborative reviews of courses have
assisted the District to strategically consolidate offerings to meet the needs of
students and the community, and to improve cost efficiency. The most recent
review of state funds and work load reductions resulted in RAC recommending
to the Superintendent/President that the Board not offer Summer School in
2010. As explained in Standard IV, all groups, including the Trustees,
expressed their deep regret that this decision had to be made. But, when
compared with other options, not having Summer School was seen as having
the least negative impact on the largest number of students. Thus, it has
become increasingly evident over the past 12-18 months that the collective
achievements, understanding, and involvement with District finances have
35
catapulted the college to a much higher sense of transparency and trust with
regard to the college’s finances and allocations of resources.
The institutional planning and assessment processes are better understood and
embraced as the college strives for continuous improvement. Business Office
staff are committed to their own growth and development and to accelerating
student learning outcomes and services at Hartnell College.
Next Steps:
1.
2.
3.
4.
5.
Develop new budget modeling tools which will allow more accurate
tracking throughout the year. General Fund resources and requirements
will soon be projected on a month-to-month basis, essentially establishing
monthly budgets. Actual activity will be compared to these projections
and reported to the Board of Trustees and Financial Information
Subcommittee. Budget trends and variances will be more quickly
identified and corrected to ensure integrity and stability.
Review and modify the 2016 Financial Plan’s FTES projections as actual
FTES and the state’s budget become known. This information will be
distributed to shared governance committees and the Board as it becomes
available.
Redesign the budget document to provide more clear information and
easier online access.
Continue to comply with all applicable accounting standards and
guidelines. This includes the development of stronger internal control
procedures and an update to the health benefit actuarial report every two
years as required by GASB. The college will also consider the advantages
of establishing a dedicated trust fund to more clearly protect resources set
aside for retiree benefits.
Continue to participate and work within the shared governance process to
effectively support students and staff, and to properly align resources with
the institutional mission and priorities.
36
STANDARD IV
Leadership and Governance
The institution recognizes and utilizes the contributions of leadership throughout the organization for
continuous improvement of the institution. Governance roles are designed to facilitate decisions that
support student learning programs and services and improve institutional effectiveness, while
acknowledging the designated responsibilities of the governing board and the chief administrator.
Since July 2007, Hartnell College has focused on developing the climate, leadership skills,
and processes that foster and sustain continuous improvement and institutional effectiveness.
The Commission’s Recommendations and Concerns and the district- wide needs assessment:
The Salinas Valley Vision 2020 report became drivers in many significant and positive
changes at the college as described throughout this Midterm Report.
A. Decision-Making Roles and Processes
The institution recognizes that ethical and effective leadership throughout the
organization enables the institution to identify institutional values, set and achieve
goals, learn, and improve.
Progress:
The faculty and staff redesigned their shared governance processes and
adopted a continuous improvement model that supports data-driven decisionmaking as well as broad participation in the processes. In addition to
developing these processes and providing training, the college developed tools
to support its ability to gather and distribute information and ensure
opportunities for participation and transparency. For example, draft policies
and documents are placed on the website and input is sought through blogs,
email, and town hall type forums. The high participation rates provide
evidence of significant involvement across all groups in the college in these
decision-making roles.
The shared governance process, as adopted by the college and presented to the
Board, defines the membership, roles, and responsibilities of each committee.
The
document
describing
this
process
is
available
at
(http://www.hartnell.edu/shared_governance/). Prior to the redesign of the shared
governance processes, the Academic Senate evaluated the existing process
and workshops were provided by Dr. Leon Baradat, retired professor from
Mira Costa College, for the faculty, staff, students, and Board. Dr. Baradat
was one of the architects of AB 1725 and had served as a trustee of Palomar
College as well as Faculty Senate President locally and statewide. His work
helped to develop a common understanding of the purpose, history, and legal
and pragmatic functions of shared governance. Subsequently, the Board of
Trustees, at the recommendation of the Academic Senate, revised its Policy
2005 from “mutual consent” to “rely primarily” on the faculty for
recommendations regarding academic and professional matters spelled out as
the “10 plus 1” items in Title V.
37
To launch the newly revised shared governance structure, the faculty and staff
conducted a three-hour workshop in spring 2008 on the roles and
responsibilities of each committee. Following the workshop, 60 employees
volunteered to participate in one or more committees. Recommendations flow
from the various committees to the Resource Allocation Committee which, in
turn, makes recommendations to the Superintendent/President, who reports to
the Board of Trustees and recommends action items as appropriate. The RAC
has, at times, asked other committees such as the Financial Information
Subcommittee to study a specific matter and make a report. In addition,
representatives
of
various
committees
have
assisted
the
Superintendent/President in developing and presenting workshops for the
Board of Trustees and the college community. For example, the president of
the Academic Senate, members of the Financial Information Subcommittee,
and the chair of the Resource Allocation Committee conducted workshops for
the Board on the budget and the role of each group in developing the budget
recommendations. The Tenure Review Committee assisted in providing a
workshop on the tenure and evaluation process. These joint workshops have
assisted in developing a broader understanding of the various roles and
processes at work as well as legal and other relevant information involved in
shared governance.
Evidence that the governance structures have worked in the best interest of the
college are numerous and include, most notably, the ability of all employees
to work together to have the college’s accreditation fully reaffirmed in June
2009 and then to close a $4.9 million budget gap in fall 2009. Faced with this
gap, members of the Resource Allocation Committee, senators, and
administrators conducted a far-reaching analysis of college processes and
costs, including facilities management, hiring plans, course schedules, the
Academic Learning Center and related lab classes, categorical programs,
health insurance, contracts, and operating expenses, as well as salary and
benefits. After identifying $1.6 million in “cuts” and $1.6 million in reserves,
the group determined that there was no choice but to ask employees to accept
reductions totaling $1.7 million. The RAC then adopted a guiding principle
that each group would share equally in personal financial sacrifices and
worked with Human Resources to develop a spreadsheet of the distribution
before the request to the various employee groups. Importantly, union
representatives serve on the RAC. In committing to and carrying this
extensive analysis, the group was able to explain it to the various employee
groups and obtain their consent. Also, it was important that, earlier, the Board
of Trustees led by example and suspended their rights to stipends, mileage
reimbursement, and health benefits.
A more recent example of the effectiveness of this process is that in February
2010, the Resource Allocation Committee recommended that the college not
hold summer school in 2010 as one method of dealing with California’s
budget problems. The decision was extremely difficult, and was made only
38
after significant examination of data and involvement of students, faculty, and
staff. Because of the quality of their work, the Board, after significant
deliberation, voted to support their recommendation. The Board has
demonstrated trust in the shared governance process throughout its efforts to
deal with these tough fiscal issues. It is becoming more and more evident that
the Board believes it can rely on the recommendations of the Resource
Allocation Committee as being data-driven and well vetted within the college
community. Clearly these processes, which enable everyone to have a voice,
are developing a clear sense of transparency and trust within the institution
and the greater community.
Hartnell is committed to honesty and integrity in its relationships with
external agencies and agrees to comply with the Accrediting Commission
standards, policies, and requirements. The timely, accurate and evidencebased reports submitted in October 2007, March 2008, and March 2009,
provide evidence that Hartnell College has moved expeditiously to respond to
recommendations made by the Commission.
And, while much progress has been made, the college is cognizant of and
committed to continuous improvement, including improvement of its
governance and decision-making structures and processes. The shared
governance processes will be reviewed this year to determine how they are
working and identify areas for improvement. The goal is to have well
informed processes that are both efficient and effective. We realize that the
goals of sustainable shared governance and continuous improvement can be
achieved only through broad participation, clear communication, and common
understanding of principles. We worked very hard during this past year to
apply shared governance to analysis, decision making, and allocation of
resources during a very difficult budget year. We will evaluate what worked
well, where problems arose, and apply those principles to identifying and
implementing improvements.
39
B. Board and Administrative Organization
In addition to the leadership of individuals and constituencies, institutions recognize
the designated responsibilities of the governing board for setting policies and of the
chief administrator for the effective operation of the institution. Multi-college
districts/systems clearly define the organizational roles of the district/system and the
colleges.
Progress:
Hartnell College is a single-college district with seven trustees, each elected
for four-year terms from one of the seven sub-districts, and one student trustee
elected by the students. Elections are held in odd numbered years. Four
trustees were elected in 2007 and three in 2009. Six of the seven members
have joined the Board since July of 2007. The Superintendent/President has
served two and a half years, including one year as interim.
Board Policies enumerating the operating procedures of the Board, as well as
the college, are available at www.hartnell.edu/board/board_policies. These policies
are designed to ensure financial integrity and quality of the college’s
programs, consistent with its mission. In July 2007, the Board engaged in two
half-day workshops, one on accreditation and goal setting and the other on its
ethics policy. As a result of the first, the Board adopted four goals:
accreditation, finances (including enrollment), communication, and selection
of a superintendent/president. At the second workshop, the Board developed
a new ethics policy for itself, including a progressive discipline and sanction
process for dealing with behavior that violates its code of ethics. In addition,
all board members and employees completed the ethics certification under the
government code and committed to doing so every two years, even though
this certification was not then required for community colleges in California.
The Board is committed to its own growth and development. Its Development
Plan includes reading and discussing significant articles available through
state and national organizations (CCLC and ACCT), programs of orientation
for new members, and training opportunities such as “Effective Trusteeship”
provided by CCLC as well as those provided by the Monterey County School
Boards Association. Staff assigned to support the Board orient new members
to resources on the college website, and the CCLC and ACCT websites. The
Board Development Plan is available at the college and each member of the
Board has a hard copy.
Since July 2007, the Board has participated in customized workshops on
shared governance, budget and finance including the 2016 Financial Plan,
district-wide assessment of education and training needs (Salinas Valley
Vision 2020) and the resulting Educational Master Plans and Facility Master
Plans (main campus and King City), tenure processes and requirements, and
numerous workshops designed to improve board communications. In
addition, the Board agreed to a process whereby it would review and discuss a
40
segment of its policies at each monthly meeting. The intent was to better
acquaint the public, as well as themselves, with the policies. In June, the
process was temporarily suspended to allow staff to complete a side-by-side
comparison with the recommended policies provided by CCLC. CCLC
provides this service to districts to help them keep their policies current and
consistent with changes in the Education Code and Title V regulations.
Hartnell subscribed to this service for the first time this year. And thus, the
Board will resume the public review of its policies when the side-by-side
comparison is completed. Changes in Board Policy require two readings, and
drafts are posted on the website for review and input from the college as well
as the public.
In spring 2008, the Board hired a new auditing firm, and since that time, an
ad hoc audit committee of the Board has met with the auditors before and
after each audit, and reviewed the audits and the quarterly financial reports in
depth. These documents are presented and discussed with the Board in public
at the appropriate monthly meetings and are posted on the college website:
Bond Audit:
www.hartnell.edu/h/oversight/
Independent Financial Audit of the College:
www.hartnell.edu/documents/CCD_auditors_june_2009.pdf
Quarterly Report:
www.hartnell.edu/board/packets/February_2010_Board_Packet.pdf
These processes are designed to help the Board carry out its fiscal and legal
responsibilities.
In June 2008, the Board hired its current superintendent/president as a result
of a national search. It has delegated to her full responsibility and authority to
implement and administer board policies and holds her accountable for the
operation of the district. The Board has a process for evaluating its
performance as well. The Board engages in discussions of student learning
outcomes by annually reviewing the Chancellor’s Office’s Accountability
Report (ARCC), wherein student achievement at Hartnell is compared to the
statewide average and to a cohort of colleges who are identified as similar.
Also, Hartnell College is one of 12 community colleges in California chosen
to participate in CLASS, an effort supported by the Hewlett and Irvine
foundations to focus on student achievement with the guidance of the
Community College Leadership Program at the University of Texas. The
specific focus of this effort is to improve student success, relying on the
ability to track cohorts of students, for example all first time college students
in fall 2000, for a six-year period. Of specific concern is the success rate of
students entering basic skills. Participation in CLASS requires both the
41
President of the Board and the Superintendent/President of the college to be
involved in multiple off-site trainings. In addition, study sessions will be
designed for board members to enable them to focus on these student learning
outcomes and support their commitment to continuous improvement. These
study sessions are expected to begin in April 2010.
In spring 2008, at the request of the superintendent/president and direction of
the Board of Trustees, the college engaged in a reorganization of the
administrative structure of the college and a reduction in the administration.
This was accomplished through a broad-based task force of faculty, staff, and
students. The reorganization focused on the outcomes of the district-wide
needs assessment, Salinas Valley Vision 2020, and came to be seen as a
transformation, rather than merely a reorganization of the college. The
document
resulting
from
this
work
is
available
at
www.hartnell.edu/accreditation/documents/dreams_022008.pdf and begins with a kind
of “dream” developed by the students. It contains an organizational chart
(drawn upside down, to emphasize servant leadership) and lays out the
transformation in phases over multiple years.
Since its initial implementation in summer 2008, the organization has
continued to be refined. Support Operations (business, human resources, and
facilities) refined its organization and created new career ladders. Student
Services then spent all of 2008-09 redesigning its organization and processes,
with specific attention to the findings in the Salinas Valley Vision 2020
Study. In summer 2009, a shared governance group further refined the
academic structure by organizing the academic programs into five clusters
(Appendix D).
Periodically, members of the original taskforce and
representatives of the shared governance groups review the organization
(Appendix E) and its progress. And in December 2009, after comparing the
changes as reflected in the current organizational chart with the initial chart,
this group concluded that, while the budget had prevented full implementation
of the positions as initially envisioned, significant progress had been made
toward the transformation as described in the phases. At this time, the group
reviewed and assigned “grades” to achievement of various areas of the
transformation and teased out embedded values that they will vet with the
larger college community. The intent of this activity is to identify a limited
number of values that will serve as anchors for our actions as the college
moves forward. Thus, it is clear that, while the superintendent/president has
primary responsibility for the quality of the institution, quality can be attained
and sustained only if she has significant involvement of the college
community. The Salinas Valley Vision 2020 study has become the unifying
document for the college internally, as well as the communities it serves. The
business and industry advisory committees as well as the newly launched K16 Bridge Program are focused on partnerships that promote student success.
The community is actively engaged in providing assistance with curriculum,
internships for students, and fundraising for academic programs and student
42
scholarships. Relationships and partnerships with UC and CSU as well as the
Naval Post Graduate School, NASA, and NSF are expanding learning
opportunities for students and faculty. Hartnell College is committed to
sustaining and improving its institutional effectiveness and its shared
leadership and governance processes.
Next Steps:
1. Review shared governance process to determine areas for improvement
and identify opportunities to expand understanding and participation in the
processes.
2. Continue the review of the transformation and identify embedded values
to be vetted across the institution.
3. Design a method for holding each other accountable for upholding those
identified values in all that we do.
4. Include the Board members in training sessions provided to staff on such
areas as sexual harassment, ethics, building community, etc.
5. Continue to support the Board’s participation in workshops and
associations to further their common understanding of their role and
improve communication.
6. Provide a workshop for the Board and the college that provides evidence
of how well the college is meeting its mission using the methodology
described earlier in Standard I A.
7. Design and implement the study sessions for the Board that focus on
student learning outcomes including current work at the college, as well as
the cohort tracking information provided by CLASS and ARCC.
8. Design and pilot community Town Hall-style meetings in each of the
seven sub-districts that make up the Hartnell College District to obtain
citizen input and expand awareness and access to the college.
43
Substantive Change Proposals Pending Approval
Hartnell College has submitted two Substantive Change Proposals for Approval by the
Commission. They are scheduled for review by the Evaluation Teams on March 12, 2010.
They are available online at (http://www.hartnell.edu/accreditation/documents/) and summarized below:
New Location:
The college has requested approval to relocate its existing advanced technology programs to
a new location four miles east of the main campus. This move is necessary because the
temporary buildings and trailers currently housing these programs are inadequate and do not
meet building codes. The agriculture, construction, computer science, drafting, diesel, and
mechanics programs will be offered exclusively at the Alisal Campus. Full and part time
faculty, a Dean, instructional and student services support staff, and custodial and security
staff will be transferred there to operate these programs. The facility, equipment, and
furnishings are provided for by a combination of capital bond funds, private donations, and
grants. The ongoing costs are, for the most part, not new but simply being transferred from
the main campus. The square footage available on the Alisal Campus is virtually the same as
the square footage being removed (closed and torn down) on the main campus. While it is
anticipated that the majority of students will be enrolled in courses at both the main campus
and the Alisal Campus, the learning resources, food service, and support services provided at
the Alisal Campus will be appropriate to support the students and programs housed there.
The Dean of Advanced Technologies will be the administrator in charge of the Alisal
Campus, and the programs and policies will remain under the direction and control of the
Superintendent/President and Board of Trustees of the Hartnell Community College District.
The awarding of credit, approval of programs, and quality of student learning outcomes will
continue to meet the Standards and Requirements set forth by the Accrediting Commission
for the California Community and Junior Colleges.
Distance Learning as an Optional Mode of Instructional Delivery:
The college is requesting approval to offer 50% or more of its two Administration of Justice
Degree and Certificate Programs via distance learning. Students will continue to have the
option of taking these courses on line or in the traditional “face to face” classroom mode.
The full and part time faculty teaching in the program tend to teach in both modalities, and
those who teach online are required to have completed training in this delivery mode prior to
doing so. The courses and programs have the same identified and published student learning
outcomes and have been approved by the Curriculum Committee, the Board of Trustees and
the Chancellors Office for instruction in both modalities. All students participating in online
course work, are assigned passwords that enable them to be identified each time that they
sign on to participate in the program. The Dean of Evening, Weekend, and Distance
Learning provides supervision and support to these programs. They remain under the
direction and control of the Superintendent/President and Board of Trustees of the Hartnell
Community College District. The awarding of credit, approval of courses and programs, and
quality of student learning outcomes will continue to meet the Standards and Requirements
of the Accrediting Commission for California Community and Junior Colleges.
44
AGENDA ITEM FOR BOARD MEETING OF:
Title:
March 10, 2010
Number:
Receive Report on Construction Projects
VII. A
Area:
Status:
Facilities and Development
Prepared by: Gary Hughes
Information
Recommendation:
That the Board of Trustees receives the report on construction projects dated
February 25, 2010.
Summary:
Each month, the Board of Trustees receives a verbal and written report on current design,
planning, and construction projects as funded by Measure H.
CONSTRUCTION UPDATE
AS OF 02/25/2010
CURRENT DESIGN, PLANNING AND CONSTRUCTION PROJECTS
PLANNING PROJECTS

Alisal Campus Master Plan
⇒ The District has begun the planning process for the 142 acres of the Alisal Campus
⇒ The process will include two master plans, (1) for the +/- 42 acre campus and (1) for the
remaining +/- 100 acres
⇒ Once a master plan is complete the EIR process will begin with the City of Salinas
⇒ The land swap with the City of Salinas is currently underway. It is anticipated that this will take
between 18 and 24 month
⇒ The FDA has approached the College about having a permeant facility on the Alisal Campus for
their emergency response trailers. The District is currently working with them to bring a
recommendation forward.

Main Campus Facilities Master Planning Process
⇒ The 5-year Capital Outlay Plan was completed and submitted to the CCCCO on June 29, 2009.
⇒ The 2009-10 IPP for a new Health Sciences & Nursing Building was completed and submitted to
the CCCCO on June 29, 2009.

Science Building FPP
⇒ Lionakis, out of Sacramento, is the Architect of Record for this project, which includes the
preparation of the FPP.
⇒ The kick-off meeting for the FPP took place on 02/19-20
⇒ The stakeholders took a trip to Cal Poly on 03/09 to look at their facilities
⇒ At our second meeting a few general layouts were established and we are working from those
layouts
⇒ The group took its second field trip to look at both San Mateo and San Jose City College’s new
science building
⇒ The last programming meeting was May 8 and all the user groups concerns were addressed
⇒ Lionakis completed the FPP and the Board Approved the document on June 8, 2009 and the FPP
was submitted to the CCCCO on June 29, 2009.
⇒
DESIGN PROJECTS

CAB Building Renovation
⇒ The programming for this project has started
⇒ The pre-qualification package for a Design/Build entity was out to prospective teams in
December and was due on January 7, 2010. A total of 25 teams submitted.
⇒ The next step is to issue an RFQ, short-list off of those who submit and then issue an RFP prior
to a D/B Entity selection

City Sidewalk Replacement
⇒ As part of the main campus EIR mitigation Hartnell was to replace the city sidewalk, as needed,
around the entire campus. Because of the favorable bid climate the District is working on getting
the project design and approved by the CIty and completed in the next 4 - 6 month.
Hartnell College ● Facilities Development Office ● 411 Central Ave., Salinas, CA 93901
Phone (831)770-7041 ● Fax (831)770-7040
1
CONSTRUCTION PROJECTS

PE Renovation Project
⇒ Sugimura Finney (SFA) is the Architect of Record for this project
⇒ The plans were submitted to DSA on February 26, 2009
⇒ The project was out to bid on May 19th and the bid opening was on June 23, 2009.
⇒ There was a total of 5 bidders on the project with Perma-Green Hydroseeding (PGH) being the
responsive low bidder at $4,114,400.
⇒ Work started on July 8 and phase I, the new soccer field is scheduled to be completed on August
5, 2009.
⇒ The remainder of the work is scheduled to be completed by February 1, 2010.
⇒ The soccer field has been completed and the first game is scheduled for 09/29/09
⇒ The baseball field turf has been placed and they are currently working on the softball field. there
will be an exhibition game on 2/23 and final completion is scheduled for mid March.

Northeast Landscaping Project
⇒ Bellinger Foster Steinmetz (BFS), out of Monterey, is the Architect of Record for this project
⇒ Monterey Peninsula Engineering is the contractor for the project ($1,223,000)
⇒ They were given notice to proceed on April 20, 2009
⇒ The demo and site balance work has been completed.
⇒ All hardscape has been poured but a conflict has come up with four areas within the project
which we are trying to mitigate.

CALL Building
⇒ Minor programming changes are taking place and the first equipment and furniture order was
place in mid-September
⇒ Nursing is currently occupying about a portion of the building.
⇒ The area designated for Student Services has been built out with furniture and people are moving
in in phases.

Alisal Campus Center for Applied Technology
⇒ Kasavan Architects is the AOR for the project
⇒ Dilbeck construction is the GC for this project ($19,340,000)
⇒ Construction began on July 14, 2008
⇒ The project will be completed in 2010
⇒ All structural steel has been erected
⇒ Interior metal studs and drywall is currently going up
⇒ The roofing and exterior siding is currently going up
⇒ Check out the webcam on the Measure H website, http://webcam.hartnell.edu/popup.html

Student Center Renovation/Remodel Project
⇒ BFGC is the Architect of Record for this project
⇒ DMC Construction was the low bidder and will be the GC for the project
⇒ Construction started on November 17th and is scheduled to be completed by September 3, 2010
⇒ The new bookstore in Steinbeck Hall is the first scope of work
⇒ DMC finish the heavy demo work over the break and they are now finishing up the Steinbeck
side of the building.
⇒ It is anticipated that the Steinbeck side and new bookstore will be open after spring break and
the west side of the building will be shut down for construction until the remainder of the work
is completed.
Hartnell College ● Facilities Development Office ● 411 Central Ave., Salinas, CA 93901
Phone (831)770-7041 ● Fax (831)770-7040
2

Pool Renovation
⇒ The Hartnell pool, which is a PE classroom, will be remodeled and is anticipated to start on June
5, 2010 and be completed around August 1, 2010.
⇒ A Myrtha Pool which is a PVC lined pool system and has a fifteen year guarantee on leaks is one
of the options the District is looking at.

King City Center Energy Efficiency Roof Project
⇒ As part of the energy efficiency projects throughout the District, the roof on the King City
Center will be upgraded to a new efficient roof.
⇒ The project is currently out to bid and will be completed over the Winter Break.
⇒ The project was completed over the winter break as planned

FDA Site Preparation Project
⇒ As part of the FDAs new home on the Alisal Campus, a 30,000 sq. ft. area will be prepped for
their future use.
⇒ The project was bid and Granite Construction was the low bidder on the project
⇒ Construction is scheduled to start mid-february pending rain
Hartnell College ● Facilities Development Office ● 411 Central Ave., Salinas, CA 93901
Phone (831)770-7041 ● Fax (831)770-7040
3
AGENDA ITEM FOR BOARD MEETING OF:
Title:
March 10, 2010
Number:
Receive and Accept Financial Statements for
Period Ending January 31, 2010
VII. B.
Area:
Status:
Office of Support Operations
Supplement OSO-1
Prepared by: Kent Stephens
Information
Recommended Action:
That the Board of Trustees receives and accepts the Financial Statements for the period ending
January 31, 2010.
Summary:
Financial Statements of District funds for the period ending January 31, 2010 are attached for
information.
Budget Implications:
None
AGENDA ITEM FOR BOARD MEETING OF:
Title:
March 10, 2010
Number:
Accept Substantive Change Proposals
VII. C.
Area:
Status:
Superintendent/President
Prepared by: Dr. Phoebe Helm
Information
Recommendation:
That the Board accepts the Substantive Change Proposals as attached and included by summary
and reference in the Midterm Report to the Accrediting Commission.
Summary:
The Accrediting Commission for Junior and Community Colleges, the Western Association of
Schools and Colleges, requires that a Substantive Change Proposal be submitted when a college
district adds a new location (center, campus, or college) and/or when the college provides 50%
or more of a program via Distance Learning.
Hartnell College has submitted the following proposals for approval by the Commission:
1. Approval of a new location – Alisal Campus
2. Approval of Distance Learning as an optional modality for delivering 50% or more of
the Administration of Justice Degree and Certificate Programs.
Copies of the proposals follow this item description and are included by reference and
summary in the Midterm Report under Action Item VII. B. in this agenda.
Budget Implications:
Substantive Change Fees: $1,000 ($500 per proposal) as costs to the General Fund.
Position Subcommittee Academic Cluster Model (RAC Adopted ‐07‐17‐09) Basic Skills HEP Workplace Readiness Business Office Tech ESL Project Management Tutorial Center Preparation for College & Work Special Assignmt Dean of Developmental Education Information and Web Sciences Associate Vice President of Administrative Information Systems and Library Services Gary Hughes REV: 03‐03‐10 Allied Health/Nursing
Health Sciences Medical Lab Technician Assistant Dean Director of Nursing & Health Sciences Mary Young Agriculture
Auto Repair Technology Computer Science Construction Diesel Drafting Welding Advanced Technology Neil Ledford Interim Dean Vice President ‐ Advancement, Public Information & Marketing Beverly Grova Administration of Justice Alcohol & Other Drugs Business Child Development Center Early Childhood Ed Economics Education History Philosophy Political Science Psychology Real Estate Sociology Social and Behavioral Sciences Lindsey Bertomen
Anthropology
Art Dance English Ethnic Studies Languages Music Photography Speech Theater
Art, Humanities, & Communication Heidi Ramirez Astronomy
Biology Chemistry Engineering Geography Geology Mathematics Meteorology Oceanography Physics Math, Science, & Engineering Leticia Contreras Vice President Academic Affairs & Accreditation Dr. Suzanne Flannigan Athletics
Danny Teresa* Health Education
Physical Education (Includes Fitness Center) Nutrition Counseling Health, PE/HED, and Counseling Melissa Stave Vice President for Student Affairs & Athletics Dr. Greg Peterson Hartnell College Organizational Chart Dean, Distance Learning, Evening and Weekend Programs and Adjunct Faculty Support Dr. Jennifer Fellguth POD Leader Math, Science, & Engineering Leticia Contreras Interim Director Community Collaboratives and Articulation Molly Lewis POD Leader Art, Humanities, & Communication Heidi Ramirez Grants Manager Sharon Alheit Assistant Dean/Director Nursing & Health Sciences Mary Young‐Breuleux POD Leader Social and Behavioral Sciences Lindsey Bertomen Food Services Manager Mike Cunnane Interim Dean Advanced Technology Neil Ledford Director Child Development Center Linda Taylor Facilities Director Vacant Education and Artistic Program Administrator Melissa Chin Parker Associate Vice President Human Resources & Equal Employment Opportunity Terri Pyer Director The Western Stage Jon Selover Controller Alfred Munoz POD Leader – Health, PE/HED Melissa Stave Interim Director of Athletics Daniel Teresa Interim Grant Project Director East Salinas GEAR Up Augustine Nevarez Director Extended Opportunity Programs & Services (EOPS) Paul Casey Grant Project Director Student Support Services Grant Manuel Bersamin Interim Grant Project Director High School Equivalency Program (HEP) Carla Juarez Dean Student Affairs Mary Dominguez Vice President Student Affairs & Athletics Dr. Greg Peterson Development Officer for Hartnell College Foundation Jaqueline Cruz‐Ortega Dean, Economic Development and South County Education Services Paulette Bumbalough Associate Vice President Educational Technology & Library Services Gary Hughes Vice President Advancement, Public Information & Marketing Beverly Grova Dean Developmental Education Vacant Executive Vice President Vacant Superintendent/President Dr. Phoebe Helm 3/3/10 Governing Board
Vice President Academic Affairs & Accreditation Dr. Suzanne Flannigan Vice President Support Operations Kent Stephens