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)*
Date Submitted
to VP
Veterans Program
March 30, 2015
March 30, 2015
*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
Mary Dominguez
Gemma Uribe-Cruz
Maria Schlouthauer
Title/Position
Dean, Student Affairs-Enrollment
Services
Counselor
Program Assistant II-Veterans Program
VP/Division Head’s Comments (required):
I have read and agree with the findings and requests from this annual Veteran’s program review.
Romero Jalomo
_______________________
Typed Name of VP/Division Head
9/11/15
______________
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.

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.
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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.
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Hartnell Student Veteran Population
(Unduplicated)
200
180
160
140
120
100
80
60
40
20
0
Series1
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Year
2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015
66
92
105
155
170
176
142
Hartnell Student Veterans by Ethnicity
Asian (5)
African American (19)
Filipino (11)
Hispanic (92)
Native American (3)
Pacific Islander (1)
White (Non Hispanic)(39)
Declined to State (6)
3%
3%
11%
6%
22%
1%
2%
52%
2. Analyze and report on salient patterns and trends in this data. Given these patterns and trends in users, needs, usage
and/or other key factors, identify particularly challenging issues in service/program provision, office functioning,
and the evaluation of the service/office/non-instructional program.
The number of students served by the Hartnell Veterans Department has grown increasingly from the last 6 years. In 2014-2015 we experience a decline
due to the loss of the Veterans Retraining Assistance Program (VRAP) program. The Veterans Retraining Assistance Program (VRAP) GI Bill offered up
to 12 months of Montgomery GI Bill benefits for older unemployed veterans between the ages of 35 and 60. All VRAP students failed to return for the
new academic year once funding was discontinued. There was a loss of 29 VRAP students.
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 most challenging aspect that the department faces is the lack of full time staff in its organizational structure. The Certifying Official is the main
person who works directly with the Veterans Affairs Department to ensure that the educational requirements are met and that educational benefits are
accurately awarded based on the data that we certify. This position is only 25 hours a week, so students only have access to limited hours. While the
department has added an adjunct Veterans Counselor for 20 hours, there is a need for full time access for students.
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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.
Veterans Certifying Official is located at the Veterans Center on the Main Campus 25 afternoon hours a week. Veterans Counselor is located on the
Main Campus 19 hours a week for a total of 3 full days. Additional counseling support was provided by the Counseling Department for an additional 16
hours on the Main Campus. Currently, there is insufficient counseling space in the center. In addition, the Program Assistant has no privacy to meet
with students on sometimes sensitive issues. The Center hours currently does not cover regular office hours that students are on campus due to limited
staffing.
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.
Hartnell College houses a Veterans Center on the Main Campus. The location of the Center is in the Student Center (C-Building). The Veterans Center
houses a staff which is composed of a part-time Certifying Official, two part-time Veterans Counselors and 5 Veterans Affairs funded work study students
(funded 100% by VA). The Office is open Monday and Tuesday from 11:30 to 5 p.m. and Wednesday through Friday 9 a.m. to 5 p.m. The Center
welcomes all veteran students and veteran dependents.
3. Describe the process to change and improve service/program quality for the more challenging locations, vehicles, and/or
times.
Currently a full time counselor, who also served as a Veterans adjunct counselor on campus, works at the King City Center 16 hours a week. We are
currently exploring options of offering Veteran adjunct Counseling services at the Alisal Campus at least once a week if spacing allows.
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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
What changes have occurred in the
service/office/ program as a result of
dialogue?
Was a Service Area Outcome
Assessment Summary completed
(if expected)?
Intended Outcomes:
Student Veterans will be able to report their level of
satisfaction with the services they receive from the
staff of the newly established Veterans Resource
Center.
Next Steps:
No Additional Steps need to be taken
Assessment Results:
Student Survey Results showed of
the 49 students who responded to
the survey and answered the
question, “How would you rate your
satisfaction with the overall quality
of the services you receive from the
Veterans Staff?” Of the participants
who responded to the survey, 100%
indicated that they would rate their
satisfaction as Excellent, Satisfied,
and Somewhat Satisfied.
Intended Outcomes:
Student Veterans will be able to report their level of
satisfaction with the services they receive from the
staff of the newly established Veterans Resource
Center.
Next Steps:
Veteran students have reported for three
consecutive semesters a high level of
satisfaction with the services they receive
from the Veterans Resource Staff. We will
continue to assess our level of service to
students every two years since we continually
enroll new student Veterans to Hartnell every
Assessment Results:
Student Survey Results showed of
the 49 students who responded to
the survey and answered the
question, “How would you rate your
satisfaction with the overall quality
of the services you receive from the
Veterans Staff?” Of the participants
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year.
The next assessment period will be in Fall
2016.
who responded to the survey, 100%
indicated that they would rate their
satisfaction as Excellent, Satisfied,
and Somewhat Satisfied.
List Service Area Outcome(s) scheduled for assessment in
AY 15-16
How will the Outcome(s) be assessed?
Intended Outcomes:
All student Veterans will participate in training on how to use the new
“Student Self-Service” module for educational planning. Students will
illustrate their understanding of the process in which electronic educational
plans are approved.
Assessment Tool:
A mixed model of quantitative/qualitative survey. This
survey is a yes/no component with students self-reporting
their responses.
Criteria for Assessment:
All certified veterans currently enrolled, at least 80% will
satisfactorily show their understanding and ability of utilizing
the tool.
Target Semester for Assessment:
Fall 2015
Procedure:
For Fall 2015, the survey will be administered by the
counselor at the time of completion of the training.
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2. Describe how service area outcomes were specifically addressed by the service/office/program during the past year.
Was there review and analysis of the data? How did the staff engage in discussion? Were any interventions conducted? Are there any
plans to make changes/improvements in the service/office/program?
For the first student learning outcome we used a mixed model of quantitative/qualitative survey. The survey was partially open ended leaving students
to self-report their level of understanding of following their educational plan. Student Veterans were provided a survey for a period of time when they
would come into the Center or meet with the Program Assistant.
For the second student learning outcome, we used a mixed model of quantitative/qualitative survey. This survey has a four point Likert scale rating with
students self-reporting their level of satisfaction. Student Veterans were provided a survey at the end of their counseling appointment.
3. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving these
improvements?
At the time there is no immediate need to improve the two areas that were assessed.
D. PREVIOUSLY SCHEDULED ACTIVITIES
This subsection focuses on activities that were previously scheduled. An activity can address many different aspects of your service/office/program,
and ultimately is undertaken to improve or enhance your service/office/program, and keep it current.
Activity scheduled
What success has been
achieved to date on this
activity?
What challenges
existed or continue to
exist?
Will activity continue
into AY 15-16?
Will activity continue
into AY 16-17?*
1. Increase adjunct
counselor position
from 23 hours a week
to 35 hours a week
(full time) to ensure
that the number of
hours continues to
support the number of
student veterans each
year.
None
Competing for college
resources in fund 11
Yes
Yes
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2. Increase the hours of
the Program
Assistant’s position
from 25-40 hours to
ensure that the
number of hours
continues to support
the number of student
veterans each year.
No progress
Competing for Fund 11
resources.
yes
Yes
3. Need budgetary
resources for
professional
development for HC
campus community on
psychological issue
that student veterans
may experience while
being a student.
We have offered three
seminars in this area; we
were successful in obtaining
outside funding during the
2014-2015 year. We
partnered with MPC for
their veterans grant.
Competing for Fund 11
resources.
Yes
Yes
4. Work with the HC
Foundation to identify
scholarship
opportunities for
student Veterans
5. Implement the
Ellucian Veteran
Screens that are in the
new release
6.
None to date
There are no challenges
at this time as we have
not had a meeting.
Yes
Yes
This activity has not started.
Time constraints
Yes
Yes
7. Increase the
conference and
training budget to
support specialized
veterans program
This was completed in the
2014-2015 year.
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training. ($3,500 total)
8. Update Student
Veteran’s HC Website
This was completed in the
2014-2015 year.
9. Apply and request a
minimum of two
student workers
through the Veterans
Workstudy Program
We were successful in
obtaining 2-5 work study
students since 2013-2014.
* For each activity that will continue into AY 2016-17 and that requires resources, submit a separate resource request in Section III
1. Evaluate the success of each activity scheduled, including activities completed and those in progress. What measurable
outcomes were achieved? Did the activities and subsequent dialogue lead to significant change in service or program
success?
For the three items that were completed, we have been able to provide a more comprehensive service to our students. With the additional adjunct
counseling hours, we are providing more accessibility services for our student Veterans. With the addition of the Travel & Conference budget, staff has
been able to attend the annual Certifying Officials conference, the Chancellor’s Offices Veterans Summit, as well as region 3 and 4 meetings. The training
the staff has received serves as a great resource in providing services to our student Veterans. We have been resourceful in seeking to work with the
professional development committee and with the staff at MPC for a joint venture for student Veterans. We have been successful in obtaining funding
with anywhere from three to five student veteran work study positions per year. These positions have been instrumental in providing services to other
student veterans. Often times, they are able to assist the student veteran in using the center and seeing it as their safe place on campus. They have
been able to create a student Veterans club which is very active on campus.
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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
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
Strategic Plan
Goal(s)
No. & Letter
(e.g., 5A)*
Related SAOs, SLOs,
PLOs, or goals
6a. Veteran Speaker
Series for Student
Veterans
1A
2B
5A
Department Goal
6b.Veteran Speaker
Series for Staff and
Faculty
3A
6A
Department Goal
Desired
Outcome(s)
Student
Veterans
would learn
about the
resources
that are
available to
them as a
Veteran.
Staff and
faculty would
have a
greater
awareness of
the needs of
student
veterans.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
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Resources Needed
Person
Responsible
Estimated Date of
Completion (can be
more than one year
in length)
$1000
Maria
Schlotthau
er
Fall 2016
$1000
Maria
Schlottahu
er
Fall 2016
Comments
Such Resources
could be:
Operation
Freedom Paws,
Compensation,
Housing
*** 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.
New Activities
Activity 1: Veteran Speaker Series for Student: This activity will provide information and knowledge to the Student Veterans
regarding the resources that are available to them as a Veteran.
Activity 2: Veteran Speaker Series for Staff: This activity will assist in educating and empowering the faculty and staff. It will
also allow participants to obtain a greater awareness of the needs of student veterans.
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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By offering a Student speaker series to both our student Veterans and to our faculty and staff, we learn about how we can best meet their personal
and educational needs. For the student speaker series, we would be coordinating local and federal resources that could assist our Veteran students
in making a successful transition into the educational setting.
(Student Success, 1A)
(Student Access, 2B)
(Innovation and Relevance for Programs and Services, 5A)
Barrier: Funding and time constraints from students
Staff and faculty speaker series will allow for professional development for staff and faculty. Staff will gain a better understanding of the issues
that veteran students are faced with on a daily basis in an educational setting.
(Employee Diversity and Development, 3A)
(Partnership with Industry, Business Agencies and Education, 6A)
Barrier: Funding, time constraints from staff and faculty
c) Does this activity span multiple years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
This is an activity that will be ongoing
d) What measureable outcomes are expected from this activity? List indicators of success.
The measurable outcome will be more knowledgeable and efficient students who will be able to identify service requirements. The faculty and staff will
become more knowledgeable on how to approach various issues and situations when working with veteran students.
e) What are the barriers to achieving success in this activity?
Funding and time limitations by all parties involved.
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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.
Personnel
Classified
Staff/
Faculty
(C/F/M)*
Supplies/Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Library
Materials
Facilities/Space
e.g. Science
Labs
Projected
Costs
1.
Faculty
$ 72,987.42
2.
Classified
$35,000
3.&6A/B
$3,000
4.
5.
n/a
n/a
n/a
n/a
n/a
6.
* 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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n/a
n/a
n/a
n/a
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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