Program Planning and Assessment (PPA)
for Services, Offices & Non-Instructional Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2015
The purpose of Program Planning and Assessment at Hartnell College is to obtain an honest and authentic view of a service/office/program and
to assess its strengths, opportunities, needs, and connection to the mission and goals of the college. The process is based on the premise that each
area reviews assessment data and uses these data to plan for improvement. The results of these annual cycles provide data for a periodic
comprehensive review that shows evidence of improvement and outlines long-range goals.
The Program Planning and Assessment process improves and increases the flow of information and data at Hartnell College. The result of the
process also improves institutional effectiveness.
Service/Office/
Non-Instructional Program
Date Completed (must be in final
form by 3/27/15)*
Transfer and Career Center
February 25, 2015
Date Submitted
to VP
2/25, 3/31
*Please note that you should work with your colleagues and supervisor/director/dean to ensure that this report is completed, revised as needed, in
its final form and submitted no later than the end of March.
List of Contributors, including Title/Position
Name
Mercedes Quintero
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Title/Position
Counselor/ Transfer and Career Center Coordinator
VP/Division Head’s Comments (required):
I have read and concur with the findings of this comprehensive review of the Hartnell College Transfer and Career Center. I agree with
the finding that argues if the College wishes to expand its career services offering, a new full-time counselor will need to be hired to assist
with required activities. Likewise, I agree with the desire to hire a new Service Learning/Internship Coordinator if the function will be
housed within the Career/Transfer Center. At a minimum, the new Service Learning Coordinator should be hired on a half-time basis
initially with an option to expand the assignment to full-time when deemed necessary.
Romero Jalomo
_______________________
Typed Name of VP/Division Head
August 7, 2015
______________
Date
This PPA report is organized in 3 sections and 9 subsections as follows:
I.
II.
III.
Comprehensive Review – a. Overall Service/Office/Program Effectiveness,
b. Staffing Profile, and c. Service/Office/Program Goals.
Annual Review – a. Data & Trends, b. Service/Program Modality, c. Outcomes,
and d. Previously Scheduled Activities.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
 For services/offices/non-instructional programs scheduled for comprehensive review in spring 2015, please
complete Sections I, II, and III.
 For services/offices/non-instructional programs scheduled for annual review, please complete Sections II and
III.
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I.
COMPREHENSIVE REVIEW
Please complete this section for services/offices/non-instructional programs scheduled for comprehensive review
in spring 2015. Go to Section II for services/offices/non-instructional programs scheduled for annual review in
spring 2015.
A. OVERALL SERVICE/OFFICE/PROGRAM EFFECTIVENESS
1. Describe your service/office/non-instructional program in terms of its overall effectiveness over the past several
years.
Please consider the questions below in describing your area.
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What are your area’s primary functions?
How are students/employees served by the service/office/program?
What are the unique aspects of the service/office/program?
How does the service/office/program relate to the needs of the community?
How does the service/office/program interface/collaborate with other areas on campus?
What is working well in service/program provision?
Have state and/or federal mandates/rules/certifications particular to the service/program been met?
What policies and/or practices, both institutionally and departmentally, have been implemented to improve functions over the past
few years?
What professional activities have staff recently (last three years) participated in?
The Transfer and Career Center provides guidance in career exploration, job preparation, as well as university transfer information. Students
will identify and use career resources and labor market information to recognize interests, values, skills, and abilities associated with career
information and formulate a career goal. Students will also be able to navigate through the ASSIST program to identify and utilize transfer
patterns from the University of California (UC) and California State Universities (CSU) to transfer successfully. The Center provides services
to students and individuals in the community seeking career development opportunities and/ or educational advancement for those who are
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planning to transfer to a four-year college or university. The Center schedules on-campus visits by representatives from various colleges and
universities, and sponsors an annual Transfer Day/ College Night event attended by over 40 colleges and universities. Workshops are held to
assist students on various career and transfer needs including transfer admission application sessions, resume and job/internship
preparation sessions. The Center provides reference materials, college catalogs, and other services necessary for planning and achieving a
smooth transition between institutions.
Workshops on transfer admission requirements, completing university admission applications, and special transfer pathways such as the
Associate Degree for Transfer (ADT) for California State University and the Transfer Admission Guarantee for the University of California
are offered in the day and evening hours. As of academic year 2014-2015, Hartnell College has successfully articulated 15 degrees to achieve
100% of our targeted ADT programs to meet Senate Bill 1440 (SB1440) regulations.
Students with a clear transfer objective are more likely to meet transfer requirements in a timely manner. They can make the best use of their
time and course work by deciding on a transfer institution and major as soon as possible. Students unable to make these decisions when they
enter Hartnell College may follow a general transfer pattern of courses while availing themselves of Transfer and Career Center resources in
making transfer plans. In order to comply with Senate Bill 1456 Student Success Act of 2012 (SB1456), the Center extends its services to the
classroom and works collaboratively with faculty from various disciplines to coordinate in-class presentations related to transfer and career
information. The intent is to remind students that informed preparation is the key to achieving their educational goals and highlight the
services available to support them through their individual journey. Once they have chosen a major and the institution to which they plan to
transfer, students should consult a Hartnell College counselor to discuss Major Preparation using ASSIST.org as the main articulation tool,
as long as the university chosen belongs to the CSU or UC system. Transfer and Career Center staff and Hartnell College Counselors can
assist students in planning for transfer to a California public/private university, and/or out-of-state university.
Pursuant to Title V, Section 66722 of the California Code of Regulations, the Transfer and Career Center was established to support the
intent of this legislature to embrace the transfer function of our higher education system as a central priority and maintain an effective
transfer system. The Center staff has consistently attended Ensuring Transfer Success/UC, and CSU Counselor conferences to remain
informed of the latest transfer preparation information and best practices throughout the state.
In addition to the annual Transfer Day/ College Night event, the Transfer and Career Center coordinates various public, private, and out-ofstate university representative visits throughout the year at Hartnell so that students can connect and meet with these advisors if they are
interested in transferring to their institutions. It is wise for the student to consult the catalog of the institution to which they plan to transfer
to become familiar with specific transfer and admission requirements. The Center has two (2) student computer stations where students can
research university websites for transfer eligibility criteria, including the latest catalog information, and possibly connect with university
representatives via email and live chat. Many college and university catalogs are also available for reference in the Transfer and Career
Center.
The Transfer and Career Center also offers comprehensive career advising, information and individualized assessment. Available services
include individual and group career planning and assistance with career exploration, college and training information, labor market
information, and vocational assessment. Students may choose to pursue career planning by taking a career development class, attending a
workshop, or completing a self-guided career planning packet in-person or by downloading the guide online.
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Assessments that measure an individual’s interest, aptitudes, personality traits, and work values are available on a drop-in basis. Staff are
available to assist students with a variety of career related services and activities. When a student’s assessment result yields personality types
that are related to Science, Technology, Engineering, and Mathematics (STEM) careers we refer them to activities and programs that can
assist them with further STEM career exploration and preparation such as the STEM Internship Program.
TRANSFER SERVICES:
CAREER SERVICES:
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Academic preparation of an educational plan that leads to
successful transfer.
Advising sessions with UC, CSU, private and out-of-state
university representatives.
Transfer workshops—Transfer Admission Guarantees
(TAGs), Online Applications, UC & CSU Transfer
Information, Personal Statement, and What’s Next?—post
admission letters.
Transfer Day/ College Night— during the fall semester,
the Center invites and coordinates the participation of
over 40 universities from the UC/CSU/Private and Outof-State university systems. In this annual college fair at
the Hartnell College Main Campus, Transfer Day is
geared toward our Transfer student body, while College
Night seeks to serve the local high school senior and their
family in connecting with the various university
representatives as they prepare to transition into higher
education.
Assistance with transfer admission procedures and
academic planning.
Campus tours and field trips to universities.
Transfer Student Recognition Ceremony—better known
as Transfer Mixer, in collaboration with the Student Life
Office, this event allows for students to celebrate their
transfer achievement while receiving advice from a panel
of former Hartnell transfer students. Students are also
encouraged to network with each other and find potential
roommates during this end-of-the-year event.
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Assistance in choosing a career by providing Career
Exploration Assessments including but not limited to MBTI
and Strong Interest Profile.
Career Exploration workshops for the High School
Equivalency Program to enable students to develop a career
goal after successful completion of their GED.
Individualized career counseling to assist students in career
development and educational program planning.
Online and paper library resources on writing resumes and
cover letters.
Online and paper Job Bank promoting on-campus and offcampus employment, internship, and volunteer opportunities.
Eureka Searches (computerized career information).
Career Development workshops to assist students with
resume-writing, cover letter-writing, interviewing skills, and
overall employment-seeking preparation.
Referrals to community organizations who have expressed
interest in Hartnell Students for internship or volunteer work
opportunities.
In collaboration with America’s Job Center, Employment
Development Department of the State of California, and the
Vocational Rehabilitation Specialists, Inc., the Center
coordinates an annual Veterans’ Appreciation (theme) Job
Fair during the fall semester.
Coordinate Career Development workshops leading to the Ag
Careers and Internship Fair every spring semester at Alisal
Campus.
Annual Spring Job/ Career Fair to assist graduating students
in their next career step, community members seeking
employment, and current students who may need to work
part-time.
Resources Available in the Center:
College/ University catalogs, Hartnell College schedules and catalogs, Transfer information forms/brochures, Scholarship
information, 2 student computer stations with relevant software programs, and access to ASSIST.org (computerized studenttransfer information system).
B. STAFFING PROFILE
1. In the table indicate the number in terms of FTE. For instance, 1 full-time staff person is 1.0, and a half-time person is .5.
Positions
2012-13
2013-14
2014-2015
Management, Supervisors
0.1
0.4
0.4
Classified Staff
1.0
0.5
1.0
0.6
0.6
Classified Staff- Part-time
Faculty Staff
0.12
Faculty – Part-time
Student Workers
0.75
Professional Experts
0.08
Total Full Time equivalent Staff
1.1
2.33
0.50
2.62
2. What staffing factors/challenges have influenced the effectiveness of the service/office/program?
The Transfer Center Coordinator position remained unfilled (only partially covered, 0.1 FTE) during 201-13. In fall of 2013, with the
recruitment and hiring of a full-time faculty member who serves in the capacity of Counselor (0.6 FTE) and Coordinator (0.4 FTE) for the
Transfer and Career Center, we have been able to re-establish the Transfer Advisory Committee and the physical space for the center to serve
its designated purpose in assisting students with transfer and career services, pursuant to Title V regulations. The addition of a full-time
program assistant in spring 2014 has enabled the Center to remain open for service 40 hours/ week throughout year-round. Although this 26|Page
person team has been successful in offering current and efficient transfer services, career services remain limited to exploration and
guidance. The Transfer and Career Center requires the addition of a full-time Career Counselor who can assist in the successful development
and coordination of a comprehensive internship program that can thrive in assisting our student body of approximately 12,000 by providing
meaningful career development support. The current staff in this center is just enough to successfully coordinate the four major transfer and
career annual events (Transfer Day/ College Night, Veterans’ Appreciation Fall Job Fair, Spring Job/Career Fair, and Transfer
Achievement/Transfer Mixer) while remaining open year-round to effectively serve students via counseling, advising, and additional student
success workshops. Having a full-time faculty member that can serve in a 0.4 FTE Counselor capacity and 0.6 FTE Career
Services/Internship Coordinator capacities would allow the Transfer and Career Center to successfully meet the needs of our growing
student population. The Cooperative Work Experience (Co-Op) program will be difficult to re-activate with success if we do not receive this
additional staff support.
C. SERVICE/OFFICE/PROGRAM GOALS
1. List and describe service/office/program goals for the next comprehensive review cycle. Be sure to highlight
innovative, unique, or other especially noteworthy aspects.
In considering your service’s/office’s/program’s future goals, please review Hartnell’s vision and mission statements.
VISION STATEMENT
Hartnell College will be nationally recognized for the success of our students by developing leaders who will contribute to the
social, cultural, and economic vitality of our region and the global community.
MISSION STATEMENT
Focusing on the needs of the Salinas Valley, Hartnell College provides educational opportunities for students to reach academic
goals in an environment committed to student learning, achievement and success.
[List and describe service/office/program goals here]
1) (Information Competency) Students will have the knowledge and ability to choose and apply to a four year college or university.
#measured by number of students who apply for transfer
2) (Critical Thinking and Problem Solving) Students will list at least two components necessary for meaningful selection of career and
educational goal. #measured by students’ assessment of their personality, interests and skills via career assessments as they relate to
career and educational goals
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II. ANNUAL REVIEW
This section must be completed for ALL services/offices/non-instructional programs, including those scheduled for
a comprehensive review in spring 2015.
A. DATA & TRENDS
1. Provide available data and information that define target recipients of the service/office/non-instructional program,
including numbers/size, types and characteristics/needs of current and potential users, students, clients, and/or
other relevant populations. List the sources of this data and information.
In academic year 2013-2014, 816 students were served in the Transfer and Career Center via appointments, and an additional 2,920
were served via transfer and career workshops, the Transfer Day/ College Night, and job fairs--yielding a total of 3,736 recipients. These
numbers include students that were first-time freshmen (high school seniors), returning students, transfer students, and Veteran’s. The
Transfer and Career Center held its 28th Annual Transfer Day/ College Night serving over 2,400 students and community members. Of
these students 522 students were freshmen and sophomores from our local high schools. Many of the 3, 736 students served by the
Transfer and Career Center are first-generation, low-income students. We are working with these students to prepare them with the skills
necessary to plan and achieve a college educational goal. By providing comprehensive academic counseling and advising we are working
to ensure students understand the steps they need to take to accomplish their personal and educational goals. Furthermore, we equip our
students with the skills and information necessary for preparing to transfer to a university and ultimately a career.
In academic year 2014-15, 977 students have been served in the Transfer and Career Center via counseling appointments (up to the
time that this report is being drafted February 2015), an additional 345 students have participated in Transfer and Career Center
workshops, an additional 2, 125 have participated in our 29th Annual Transfer Day/ College Night, and near 200 attended our 2nd Annual
Veterans Appreciation Job Fair. This yields to 3, 647 students served-to-date with still 2 major events pending (Spring Job/Career Fair to
be held on April 28, 2015, and Transfer Mixer to be held on May 13, 2015).
2. Analyze and report on salient patterns and trends in this data. Given these patterns and trends in users, needs, usage
and/or other key factors, identify particularly challenging issues in service/program provision, office functioning,
and the evaluation of the service/office/non-instructional program.
It is evident that the number of students served in 2014-15 will exceed the number of those served in 2013-14, which also increased
significantly from 2012-13. Each year, the student population being served has been increasing steadily, and trend will most likely
continue in the upcoming years. This means that our efforts to match the needs of our diverse student population must be mirrored in
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our effective recruitment and hiring and training of additional staff members. Title 5, Education Section 51027, highlights Transfer
Center Minimum Program Standards that include continued support of transfer as one of its primary missions, and place priority on the
preparation of students for transfer to the university, especially those from under represented backgrounds. Hartnell College is a
Hispanic Serving Institution with over 60% of students on some type of financial aid, and located in a city with one of the highest poverty
rates in the County. We know that our student population requires more supporting staff be added to the Transfer and Career Center in
order to truly maximize our service efforts. Additionally, with the implementation of the Student Success Act, SB 1456, we are expected to
increase the numbers of students we serve each year with three major core services: 1) Orientation; 2) Assessment; 3)
Counseling/Educational Planning. In order to maximize the amount of funding the College may receive the Hartnell College Counseling
Department and its Transfer and Career Center will need to ensure we are serving the maximum number of students possible on campus.
Our goal has shifted from increasing enrollment to increasing degree completion Hartnell College currently maintains a headcount of
slightly over 12, 000. The Counseling Department and Transfer and Career Center’s goal is to find creative ways to serve as many of
these 12, 000 students as possible. In order to achieve this we will need to bring on additional counselors to serve our students. Many
campuses in California began this strategy of hiring more counselors once they were aware of the change in legislation. The deliverables
for this goal is to ensure we’ll be providing more career development/choosing a major workshops, abbreviated (1 to 2 semester)
educational plans, comprehensive (2 + semester) educational plans, and the provision of follow up services to students (up to 4 times per
semester). Follow up services is a service which allows the student and academic Counselor the opportunity to follow up on the student’s
academic progress, including removing barriers to their academic success. The most immediate staffing need of the Transfer and Career
Center is the hiring of a full-time Counselor that can spearhead the development and coordination of a more robust Career/ Internship
service component under the Transfer and Career Center.
3. Provide any other relevant data and describe any other relevant qualitative factors that affect service/program
provision, office functioning, and the evaluation of the service/office/non-instructional program. List the sources of
this data and information.
The Transfer and Career Center has been able to address the Transfer service delivery needs appropriately with the current staff set in
place, but in terms of Career services, there is an urgent need for supporting staff in order to increase the career service delivery. Ideally,
part of the career service goals would be to bring back the Cooperative Work Experience curriculum to provide an enhanced career
exploration and preparation experience for our students. This project would require hiring a full-time Career Counselor. This would
maximize the College’s opportunity to provide a comprehensive service delivery to students who plan on enrolling at the college, or are
currently enrolled. This would also allow the college to maximize its pre-enrollment services to students, which in turn would maximize
the college’s opportunity for Student Success Program and Support (SSSP) state funding. Once a student has successfully chosen a major,
education planning becomes more precise and subsequently successful. When we analyze the demographics of our students (firstgeneration and low-income) preparing them for the expectations of college early is critical to ensure their educational success. This data
was collected through the Hartnell College Admissions and Records office trend data for new applicants over the last five academic years.
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B. SERVICE/PROGRAM MODALITY
1. Describe the different physical locations (campuses, sites, etc.) at which, the various delivery vehicles (phone, online,
face-to-face, etc.) through which, and the times (of day, evening, week, etc.) at which the service/program is provided to
intended recipients. Consider staffing and other resources available to serve user needs for each location, vehicle, and
time specified.
Transfer and Career Center services are provided at all campus locations including (Main Campus, Alisal Campus, King City
Educational Center). In academic year 2014-2015, counseling hours remain increased since fall 2013 at all sites. This includes Transfer
101 workshops, Transfer Application workshops, Resume Writing workshops, and Mock Interviews, being offered to students. The
Transfer and Career Center’s largest annual event is its Transfer Day (9 am to 12pm) / College Night (6 pm to 8 pm), which is housed in
the Student Center and hosts over 45 university representatives who offer information regarding transfer, housing, financial aid,
scholarships, and admissions requirements. Students are also able to send emails to the Transfer and Career Center Counselor/
Coordinator with questions and receive a response (typically within 24 hours). Counseling services are offered in mornings, afternoons,
evenings, and some weekends to meet the needs of students. One of the challenges is funding to continue to increase Transfer and Career
Center services at the different sites (travel expenses), and supporting staff to ensure coverage at the center at all times, and that could
allow for converting the workshop materials into online presentations (Prezi/ PowerPoints, etc.) to increase accessibility district-wide.
We have seen an increase of students requesting services at all three locations; however, delivering additional services requires balancing
funding to be able to do so. Workshops and presentations have been offered in the mornings and evenings at all campus locations
throughout 2014-2015, and classroom presentations for summer 2015 will be coordinated soon. In 2015-2016, we expect to increase the
number of classroom presentations, particularly to the English 101 and Math 123 sections, to ensure early transfer planning.
2. Compare service/program quality provided across locations, vehicles, and times. Are there differences? To what do you
ascribe the differences in your service/ program? Discuss any other relevant factors regarding diverse service/program
modalities and environments.
In academic year 2014-2015, the Hartnell College Transfer and Career Center worked diligently to increase the number of counseling
hours available at all sites, including Transfer and Career Center services via workshops and classroom presentations. This strategy has
worked as funding for Matriculation was increased in academic year 2014-15. However, if funding is ever minimized, we will have
challenges ensuring equal delivery of services across the District unless the funding model changes and the Student Services/Counseling
Department/ Transfer and Career Center is provided with additional resources. In order to increase the effectiveness of our delivery of
services across the District, we will also need additional Information Technology support from the District. Expanding our technology
infrastructure will increase the College’s ability to more effectively serve students via online modalities.
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3. Describe the process to change and improve service/program quality for the more challenging locations, vehicles, and/or
times.
The process typically begins with some data analysis, usually through student surveys on their needs at the College. In academic year
2014-2015, through the delivery of Transfer and Career workshops, the Transfer and Career Center, and the Transfer Center Advisory
Committee, we were able to identify areas of need for resources. As we survey students, staff, and faculty on the services we are
delivering, we begin to identify areas of need for resources. The data typically suggests areas we are doing well in our service delivery and
provides information on areas for improvement. This data is also collected through the Counseling Department Service Area Outcomes
(SAO) data each semester. Through the surveying of students, we collect both quantitative and qualitative data on services that are
effective in assisting students and areas we can improve in the delivery of services to students. The faculty, staff, and administration
review SAO data every semester to ensure we are staying current on the effectiveness of our service delivery model to students.
C. OUTCOMES
SERVICE AREA OUTCOMES
Each service unit/office/non-instructional program develops its own Service Area Outcomes (SAOs). The outcomes should be directly related
to the work of the service unit/office/non-instructional program, challenging but attainable, and measureable. SAOs should articulate what
specifically is to be achieved; their measurement should assess how well the service unit/office/non-instructional program is performing.
1. Please complete the following tables.
List Service Area Outcome(s) scheduled for
assessment as previously specified
1. Students will have the knowledge and
ability to choose and apply to a four year
college or university.
2. Students will demonstrate increased
knowledge on selecting a major.
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What changes have occurred in the
service/office/ program as a result of
dialogue?
Was a Service Area Outcome
Assessment Summary completed
(if expected)?
Content covered in a counseling
appointment has been modified to cover
potential educational goals.
If student is unsure of a college major, they
are referred to Transfer/Career Center
workshops to assist them with career
exploration.
Yes
Yes
List Service Area Outcome(s) scheduled for assessment in
AY 15-16
How will the Outcome(s) be assessed?
1. Students will have the knowledge and ability to choose and apply to
a four year college or university.
2. Student will demonstrate a higher level of major selection, and
transfer, preparation through academic counseling and workshops.
Student Surveys
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Student Surveys
2. Describe how service area outcomes were specifically addressed by the service/office/program during the past year.
Was there review and analysis of the data? How did the staff engage in discussion? Were any interventions conducted? Are there any
plans to make changes/improvements in the service/office/program?
During spring 2015 semester, faculty and staff gathered to analyze the findings of SAO data. Discussion occurred on what the data
meant and how services could be modified and improved to better serve our students. As a result of internal discussion, and a review of our
student survey results, the Transfer Center initiated a closer working relationship with the Associated Student Body and planned for summer
Transfer workshops to increase transfer information awareness. These changes would ensure students learned critical information regarding
time-sensitive transfer requirements, and also increase support of the Transfer and Career Center services from internal administration,
UC/CSU/Private universities, and local high schools. The goal is to work to ensure early transfer preparation for students enrolling/ enrolled
at Hartnell.
3. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving these
improvements?
Our ability to collect data will need to occur electronically in the future. If we can develop mechanisms to electronically track students
that participate in Transfer and Career Center activities, this will make it much easier to track longitudinal student success in the future. In
order to do this we will need assistance for the College’s Informational Technology Department as well as the Office of Institutional
Effectiveness. Conducting analyses on student success factors becomes much easier when we have a readily available source of electronic
student data.
D. PREVIOUSLY SCHEDULED ACTIVITIES
This subsection focuses on activities that were previously scheduled. An activity can address many different aspects of your service/office/program,
and ultimately is undertaken to improve or enhance your service/office/program, and keep it current.
Activity scheduled
1. 29th Annual
Transfer Day/
College Night
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What success has been
achieved to date on this
activity?
What challenges existed
or continue to exist?
Will activity
continue into AY
15-16?
Will activity continue
into AY 16-17?*
2, 125 students and
Salinas Valley community
members attended TDCN
Minimal number of
Counselors affects our
ability to be highly
Yes
Yes
in fall 2014, and we expect
an increased turnout in
fall 2015. Many students
book follow-up counseling
appointments after the
event, to ensure they are
on track with their
transfer goal.
2. 2nd Annual
Veterans
Appreciation Job
Fair
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206 students and Salinas
Valley community
members attended the fair
in fall 2014, and we expect
a similar turnout in fall
2015.
efficient in developing
comprehensive student
educational plans,
and/or review of them.
In order to accommodate
to our local high school
testing schedule to allow
for more high school
students to visit Transfer
Day, we moved the
TDCN date one week
further and in the
process lost about 10
previously scheduled
university
representatives who
were no longer able to
participate. Next year we
will return to our pre-set
schedule of the first
Wednesday in November
to ensure a more robust
college fair.
Technical: Facilities
Reservation requires we
obtain proof of liability
insurance from each
university
representatives, or
collect a hold-harmless
waiver prior to the event.
Timely collaboration
Yes
between the
Employment
Development
Department, and
Veteran’s Services was a
challenge because of
their part-time staff
Yes
representatives.
Technical: Facilities
Request Process requires
we obtain proof of
liability insurance from
each employer
representatives, or
collect a hold-harmless
waiver prior to the event.
Facilities have been
Technical: Facilities
Yes
Yes
3. Annual Spring
secured for April 28, 2015 Request Process requires
Job Fair
(Steinbeck Hall).
we obtain proof of
Preliminary PSA has been liability insurance from
sent out to the
each employer, or collect
community.
a hold-harmless waiver
prior to the event.
4. 2nd Annual
Facilities have been
IT—Datatel information
Yes
Yes
Transfer Mixer
tentatively secured for
regarding degree
(Transfer
May 13, 2015 (Steinbeck
completion. Promoting
Achievement
Hall).
the event efficiently may
Celebration)
be difficult since we do
not want to send out an
email to all student body,
only students who are
completing transfer
requirements (CSU GE
certificates/ IGETC
certificates/ AA-Ts and
AS-Ts) by the end of
spring 2015. If we had
the ability to somehow
access emails of only
those graduating transfer
students, we could
contact them directly
and ensure a higher
participation rate.
* For each activity that will continue into AY 2016-17 and that requires resources, submit a separate resource request in Section III.
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1. Evaluate the success of each activity scheduled, including activities completed and those in progress. What measurable
outcomes were achieved? Did the activities and subsequent dialogue lead to significant change in service or program
success?
1.
2.
3.
4.
The 29th Annual Transfer Day/ College Night were postponed from November 5, 2014 to November 13, 2014 in response to a request by
our local high schools that had a time conflict due to standardized testing. This change led to less university representation during the
college fair and a slightly smaller audience than last year. This year we welcomed a little over 2, 100 students between the Transfer Day
and College Nigh events, while last year we tracked 2, 400. There was an increase in demand for counseling appointments after the
event, since students were interested in making sure they had an appropriate education plan for successful transfer. In addition, we
debriefed the outcome of changing the date of the event with our local high school partners and decided we would return to our pre-set
scheduled November 4, 2015 next coming fall in order to ensure a more robust college fair. Continual dialogue, surveying, and
modifications will occur to our programs and services to ensure we are serving our students and community effectively and efficiently.
2nd Annual Veterans’ Appreciation Job Fair served approximately 200 students and community members. CTE from Alisal Campus
made a strong presence and overall, it was a warmly supported event by the campus and campus partners in the community. This event
led to some community members deciding to enroll at Hartnell last year and this second year, we included a Hartnell Student Services
table in to ensure access to enrollment/ steps to success information.
Our Annual Spring Job Fair is currently in development as it’s scheduled to happen on Thursday, April 28 th. Facilities have been
secured and a preliminary PSA has been distributed. Flyers and posters will be going out within the next couple of weeks. We have ongoing Career Development workshops for resume and cover letter preparation as well as interviewing skills in order to coach our
students and community members in preparation for the job fair.
Our 2nd Annual Transfer Mixer is being planned for Wednesday, May 13, 2015 and we’re in the process of recruiting the Hartnell Alumni
panelists and university representatives to participate in our end-of-the-year transfer achievement celebration. This year we are also
planning to include faculty members, encouraging them to wear their Alma Matter gear and to share their college experience with our
transfer students. We anticipate a successful turnout from our graduating students this spring.
III. ANNUAL ACTION PLAN
This section must be completed for ALL services/offices/non-instructional programs, whether scheduled for
annual or comprehensive review in spring 2015.
A. NEW ACTIVITIES
This subsection addresses new activities for, and continuing new activities into, AY 2016-17. An activity can address many different aspects of your
service/office/program, and ultimately is undertaken to improve, enhance, and or keep your service/office/program current. A new activity may or
16 | P a g e
may not require additional resources. The first activity listed should be the most important; the second activity listed the second most important, etc. Activities
can include but are not limited to:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
NEW CURRICULUM
FURTHER DEVELOPMENT OF THE PROGRAM OR SERVICE
GRANT DEVELOPMENT AND PROPOSALS
FACULTY AND STAFF TRAINING
MARKETING/OUTREACH
ENROLLMENT MANAGEMENT
STUDENT SERVICES
ADMINISTRATIVE SERVICES
SUPPORT OPERATIONS
FACILITIES
1. List information concerning new projects or activities planned. The first activity listed should be the most important; the second
activity listed the second most important, etc. Please keep in mind that resources needed, if funded, would not be approved
until spring 2016 and provided until FY 2016-17. Ongoing activities involving resources that will no longer be available
from grant funds starting FY 2016-17 must be planned for appropriately.
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Activity
1. Annual Transfer
Day/College Night
(TDCN)
2. 3rd Annual Veterans
Appreciation Job Fair
and Annual Spring
Job/Career Fair
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Strategic Plan
Goal(s)
No. & Letter
(e.g., 5A)*
1, 1A
1, 2, 3, 4, 5, 6
Related SAOs, SLOs,
PLOs, or goals
Desired
Outcome(s)
Students will have a
college orientation,
educational plan, and
registered for first
semester courses.
Increase
transfer
preparation
among
students and
prospective
students.
Students will be
connected to local
employment
opportunities/
community members will
obtain information on
college programs that can
better prepare them to
join the workforce.
Increase career
awareness and
information
regarding
college
preparation for
students/
prospective
students.
Resources Needed
Person
Responsible
Estimated Date of
Completion (can be
more than one year
in length)
Comments
Facilities: Student
Center. New ―Drape
and Pipe‖ equipment
is needed in order to
provide a formal and
organized college
fair. Folders,
Outreach materials,
Transfer and Career
Center Coordinator &
Program Assistant,
Laptop for Transfer
& Career Center
tabling (to get
students to complete
online Transfer
Questionnaire at
TDCN for data
collection), TDCN
committee,
Staff/Faculty
Overtime/overload
Costs (for evening
hours). Food/
refreshment for
university reps.
Facilities: Student
Center (Steinbeck
Hall).
Food/refreshments
for employers.
Transfer and Career
Center Coordinator,
Program Assistant,
and prospective
Career
Counselor/Internshi
p Coordinator.
Mercedes
Quintero,
Counselor/
Transfer
and Career
Center
Coordinator
, Program
Assistant
November 2, 2016
We have very old
name plates for
the universities,
and require
investing in
Drape and Pipe
equipment to
host an
honorable
college fair. This
coming fall 2015
will be the 30th
celebration of
our Transfer
Day/ College
Night events. In
addition, it
would be great to
provide partial if
not full
transportation
access for South
County students
and families to
attend.
Mercedes
Quintero,
Counselor/
Transfer
and Career
Center
Coordinator
, Program
Assistant,
Service
Learning/In
ternship
Coordinator
October 2016 and
April 2017
(respectively)
Hiring a Career
Counselor/
Internship
Coordinator
would allow us to
improve and
increase the
success of these
annual
career/job fairs
and help expand
our services to
our graduating
and enrolled
students. It
would be great to
expand our
spring career/job
fair to highlight
non-traditional
careers.
3. 3rd Annual Transfer
Mixer
1, 2, 4, 5
Students will develop an
educational goal by the
start of their second
semester of enrollment.
Students successfully
complete their
educational goal.
Increase
transfer
preparation for
Hartnell
students.
4. 1st Annual Majors Fair
1, 2, 4, 5
Students will develop an
educational goal by the
start of their second
semester of enrollment.
Increase
degree
completion and
preparation for
transfer.
5.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
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Facilities: Student
Center (Steinbeck
Hall) Food/
refreshments for
panelists and
participants. Folders,
certificate paper,
Transfer and Career
Center Coordinator,
Program Assistant,
Student Life Office
and faculty.
Facilities: Student
Center (including
Steinbeck Hall)
Food/ refreshments
for participants.
Folders, Totes, Pens,
Transfer and Career
Center Coordinator,
Program Assistant,
and faculty.
Mercedes
Quintero,
Counselor/
Transfer
and Career
Center
Coordinator
, Program
Assistant
May 2017
Mercedes
Quintero,
Counselor/
Transfer
and Career
Center
Coordinator
, Program
Assistant
April 2017
This is a new
event that we
plan to continue
annually.
*** Please complete items 2a-e immediately below for EACH new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will support the service/office/program.
Consider:
 Faculty
 Other staffing
 Facilities
 Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000),
 Software
 Hardware
 Outside services
 Training
 Travel
 Library materials
 Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
The Transfer Day/ College Night event will continue to be our largest and most important Transfer activity where we will be able to connect
current and prospective students to a multitude of public and private 4-year universities.
The Majors Fair will provide an invaluable opportunity for current students (possibly prospective students as well) to explore their major
options at Hartnell College. Students will be able to visit booths representing our majors and be able to obtain information about GPA
requirements, additional academic requirements, what courses are can be double counted as general education requirements, special
sequences of courses, internship opportunities, introduction classes, student organizations related to the majors, career strategies for the
majors, etc. Once a student has selected a major, developing a comprehensive education plan becomes an easier task to complete and
students will be on track to a successful degree completion.
b) Describe how this activity supports all of the following that apply:
1) Service Area Outcome (list applicable service area outcome)
2) Program level Outcome (list applicable program level outcome)
3) Course level Outcome (list applicable course level outcome)
4) Service/Program Goal (list applicable service /program goal outcome)
5) Strategic Plan Goal (list applicable strategic plan outcome)
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These activities support Strategic Priority Goal 1: Student Access, by providing critical transfer and major information to our students and
community members (prospective students), as well as our feeder high schools to ensure students are prepared early for the process of college
enrollment and transfer. This activity also supports Strategic Priority Goal 2: Student Success, by providing critical advising and guidance to
students on the process for completing a degree and preparing and enrolling/transferring to a postsecondary institution. Finally, this activity
support Strategic Priority Goal 5: Innovation and Relevance for Programs and Services, by developing a new way to work with our feeder high
schools and migrant student serving organizations to engage prospective Hartnell College students and their families to begin the process for
preparing for postsecondary enrollment, degree completion and transfer. This activity also leads to students following up with counseling
appointments to create, and/or, review their education plan with the Counseling Department—supporting completion of a Counseling
Department SAO that states ―Students will demonstrate a higher level of transfer preparation by meeting and planning with an academic
Counselor.‖
c) Does this activity span multiple years?
☐ YES
☒ NO
If yes, describe the action plan for completion of this activity.
Not applicable
d) What measureable outcomes are expected from this activity? List indicators of success.
As a result of students participating in this activity the following outcomes are expected to be achieved:
1. Students will receive valuable major, transfer process, housing, scholarship, and financial aid information.
2. Students will be able to meet with a university Admissions Counselor
3. Students will learn where resources are on campus for additional support (Hartnell Booth)
e) What are the barriers to achieving success in this activity?
The barriers to achieving this activity are as follows:
1. Ensuring we have maximum buy in from students and our high school partners on the effectiveness of this activity
2. Ensuring we have access to all of the required campus facilities on the day/times of the event
3. Receiving maximum participation from all programs and services on campus on the day/times of the event including
Faculty from our Academic Affairs team.
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f) Describe the new activity or follow-on activity that this resource will support.
The fall Veterans Appreciation Job Fair and Spring Job/Career Fair event will continue to be our 2 largest and most important Transfer and
Career Center activities where we will be able to connect current and prospective students to a multitude of local employers.
The Majors Fair is a new activity we hope to host every year to help our students choose a major/career and successfully plan for degree
completion and transfer.
g) Describe how this activity supports all of the following that apply:
6) Service Area Outcome (list applicable service area outcome)
7) Program level Outcome (list applicable program level outcome)
8) Course level Outcome (list applicable course level outcome)
9) Service/Program Goal (list applicable service /program goal outcome)
10)
Strategic Plan Goal (list applicable strategic plan outcome)
This activity supports Strategic Priority Goal 1: Student Access, by providing a workforce network opportunity to our students and
community members (prospective students). This activity also supports Strategic Priority Goal 2: Student Success, by providing critical
advising and guidance to students on the process for preparing for job search and interviews. Finally, this activity supports Strategic Priority
Goal 6: Partnership with Industry, Business Agencies and Education by developing relationships with local employers to engage prospective
Hartnell College students and their families to begin the process for preparing for postsecondary enrollment and transfer into the workforce.
Creating a part-time (20 hours) classified position for a Service Learning/ Internship Coordinator that would assume responsibility for the
administrative aspects of building an internship network for our students would support and help maintain this activity annually. This activity
also leads to students following up with counseling appointments to create, and/or, review their education plan with the Counseling
Department—supporting completion of a Counseling Department SAO that states ―Students will demonstrate a higher level of transfer
preparation by meeting and planning with an academic Counselor.‖
h) Does this activity span multiple years?
☐ YES
☒ NO
If yes, describe the action plan for completion of this activity.
Not applicable
i) What measureable outcomes are expected from this activity? List indicators of success.
As a result of students participating in this activity the following outcomes are expected to be achieved:
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1.
2.
3.
Students will receive valuable job market information, housing, scholarship, and financial aid information.
Students will be able to meet with an employer/ recruiter
Students will learn where resources are on campus for additional support (Hartnell Booth)
j) What are the barriers to achieving success in this activity?
The barriers to achieving this activity are as follows:
4. Ensuring we have maximum buy in from students and our business partners on the effectiveness of this activity—detailed
coordination required
5. Ensuring we have access to all of the required campus facilities on the day/times of the event
6. Receiving maximum participation from all students on campus on the day/times of the event
B. RESOURCE REQUESTS
If new/additional resources are needed for your service/office/program, it is important that you identify them and project their cost, and that these
resources and costs be considered through the College’s integrated planning (budget development, funding decision making, and resource
allocation) processes. A resource is likely to be something needed to support an activity that you have identified in IIIA above, in which case you
must link the resource with a specific activity number (first column below). The first activity listed should be the most important; the second activity listed
the second most important, etc. A resource could also be something necessary for your service/program to function properly to improve student
learning, such as updated equipment in a room/facility; in such case be sure to note that the resource is NOT tied to a specific activity.
Activity
No.
1.
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Personnel
Classified
Staff/
Faculty
(C/F/M)*
Supplies/Equipment
(S/E)**
2 Laptop Computers
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Library Facilities/Spa
ce
Materials
e.g. Science
Labs
Projected
Costs
$1, 500
2.
1 F/T Career
Counselor
3.
0.5 FT Service 1 works station/ desk, 1 computer/
Learning/
chair
laptop
Internship
Coordinator
Poster signage for
Majors booths, food,
name tags, copy
printing
4.
Computer/Laptop.
Full-timer
hours for
training of
new
Counselor
5.
* Personnel: Include a C or F after the amount to indicate Classified Staff or Faculty.
** S for Supplies, E for Equipment.
*** H for Hardware, S for Software.
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Student
Success
Conference,
CSU/UC
Conference,
Career
Development
Conferences
Mileage for
in-town
meetings w/
employers
Private Office $150, 000
Space is
required to
serve students
in counseling
sessions where
sensitive
information is
discussed.
Education Code
Section
17747(a)
Office space
$90, 000
w/in Transfer C, E, S, H
and Career
Center
Student Center, $1, 500.00
Building C—
including
Steinbeck Hall
APPENDIX A. Strategic Priorities & Goals
(from Hartnell College Strategic Plan 2013-2018)
Priority 1: Student
Access
Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong
learning opportunities—with seamless pathways—to all of the college’s present and prospective
constituent individuals and groups.
Priority 2: Student
Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning
environment to help students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning
environment that addresses and meets the diverse learning needs of students.
Priority 3: Employee
Diversity and Development
Goal 3A: Hartnell College is committed to 1) increasing diversity among its employees; 2)
providing an environment that is safe for and inviting to diverse persons, groups, and
communities; and 3) becoming a model institution of higher education whose respect for
diversity is easily seen and is fully integrated throughout its policies, practices, facilities, signage,
curricula, and other reflections of life at the college.
Goal 3B: To attract and retain highly qualified employees, Hartnell College is committed to
providing and supporting relevant, substantial professional development opportunities.
Priority 4:
Effective Utilization of Resources
Goal 4A: To support its mission, Hartnell College is committed to the effective utilization of
its human resources.
Goal 4B: Hartnell College is committed to having its physical plant, furnishings, and grounds
maintained and replaced in a planned and scheduled way to support learning, safety, security,
and access.
Goal 4C: Hartnell College will maintain a current, user-friendly technological infrastructure
that serves the needs of students and employees.
Goal 4D: Hartnell College is committed to maximizing the use and value of capital assets,
managing financial resources, minimizing costs, and engaging in fiscally sound planning for
future maintenance, space, and technology needs.
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Priority 5:
Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the realworld needs of its diverse student population, while also developing and employing a culture of
innovation that will lead to improved institutional effectiveness and student learning.
Priority 6: Partnership
with Industry, Business Agencies and Education
Goal 6A: Hartnell College is committed to strengthening and furthering its current
partnerships, in order to secure lasting, mutually beneficial relationships between the college
and the community that the college serves.
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