President’s Forum
Willard Lewallen,
Superintendent/President
November 30, 2015
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VISION AND MISSION STATEMENTS
Vision
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
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.
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VALUES STATEMENTS
Students First
We believe the first question that should be asked when making decisions is “What impact will
the decision have on student access, learning, development, achievement, and success?”
Academic and Service Excellence
We commit to excellence in teaching and student services that develop the intellectual, personal,
and social competence of every student.
Diversity and Equity
We embrace and celebrate differences and uniqueness among all students and employees. We
welcome students and employees of all backgrounds.
Ethics and Integrity
We commit to respect, civility, honesty, responsibility, and transparency in all actions and
communications.
Partnerships
We develop relationships within the college and community, locally and globally, that allow us to
grow our knowledge, expand our reach, and strengthen our impact on those we serve.
Leadership and Empowerment
We commit to growing leaders through opportunity, engagement, and achievement.
Innovation
Through collaboration, we seek and create new tools, techniques, programs, and processes that
contribute to continuous quality improvement.
Stewardship of Resources
We commit to effective utilization of human, physical, financial, and technological resources.
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New Employees
Edgar Collazo Reyes, Science Lab Technician
Babak Ghavamian, Instructional Technology Technician
Ana Gonzalez, Program Assistant I
Ariana Hernandez, Program Assistant I
Tony Chhom, Science Lab Technician
Maggie Melone-Echiburu, Director of K-12 STEM Programs
Francisco Ledesma, Custodian
Marty Parsons, Vice President of Administrative Services
Pauline Braginton, Temporary Math Instructor
Susannah Carney-Waddy, Temporary English Instructor
Tracy Carpenter, Adaptive PE Instructor/Coach
Jose Coria, Computer Science Instructor
Mark DeHart, Diesel Technology Instructor
Diane Harley, ESL/English Instructor
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New Employees
Michael Hooper, English Instructor
Lana McDonnell, Communication Studies Instructor
Sam Pacheco, History Instructor
Nicholas Pasquale, Math Instructor
Jamie Pedroza, PE Instructor/Coach
Mary Rayappan, Math Instructor
Alicia Samis, Psychology Instructor
Mary Trafton, Administrative Assistant I
Shaune Burke, Custodial Supervisor
Susan Ratliff, Director of ECE/CDC
Ernesto Rodriguez, Program Assistant II
Wendy Sosa, Program Assistant II
Gina Reynoso, Administrative Assistant II
Gabriela Lopez, Counselor
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New Employees
Kristen Arps, Interim Director of Salinas Valley Adult
Education Consortium
Antonio Alarcon, Director of Student Academic Support
Melanie Deiss, Science Lab Technician
Jennifer Santana, Accounting Assistant
Dina Uribe, Administrative Assistant II
Michelle Ramos, Program Assistant II
Selso Ruiz, Program Assistant I
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ACCREDITATION PROGRESS AND UPDATE
• June 2013 – Placed on Probation
• April 2014 - Accreditation follow-up visit
• June 2014 - Removed from Probation and
issued Warning
• April 2015 - Accreditation follow-up visit
• June 2015 - Commission
removed Warning and
reaffirmed Hartnell
accreditation
• Next steps – Midterm report due March 2016
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UNDUPLICATED HEADCOUNT
14,000
13,401
16,000
13,074
18,000
2012-13
2013-14
16,092
UNDUPLICATED STUDENT HEADCOUNT
12,000
10,000
8,000
6,000
4,000
2,000
0
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2014-15
INCREASE IN NUMBER OF DREAMER
STUDENTS
DREAMER STUDENTS (AB 540)
800
717
700
593
600
483
500
353
400
300
291
200
100
0
2010-11
2011-12
2012-13
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2013-14
2014-15
FTES HISTORY AND 2015-16 TARGET
HCCD FTES HISTORY
7,450
7,359
UNFUNDED FTES
7,194
7,100
6,854
6,721
6,749
6,750
7,000
6,526
8,000
ACTUAL FTES
7,052
TARGET FTES
6,833
FUNDED FTES
6,000
5,000
4,000
3,000
91
133
223
1,000
142
2,000
0
2012-13
2013-14
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2014-15
2015-16 projected
EXTERNAL FACTORS POTENTIALLY IMPACTING
ENROLLMENT FOR THE NEXT FEW YEARS
Monterey County High School Graduates
5,500
5,068 5,125
5,000
4,500
4,029
4,229 4,181 4,168 4,244 4,296
4,443
4,720 4,817
4,659
4,588
4,000
3,500
3,000
2,500
2,000
1,500
1,000
500
0
2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21 2021-22 2022-23 2023-24
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EXTERNAL FACTORS POTENTIALLY IMPACTING
ENROLLMENT FOR THE NEXT FEW YEARS
CALIFORNIA
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NEW POSITIONS 2015-16
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NEW POSITIONS 2015-16
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NEW POSITIONS 2015-16
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STEM CENTER BUILDING UPDATE
• 69% Complete
• Substantial completion May
2016
• Occupancy Fall 2016
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BUDGET
IN MILLIONS
35.0
41.8
39.9
36.4
36.6
33.9
40.0
35.4
45.0
EXPENSES
40.1
REVENUE
42.7
HCCD BUDGET (GENERAL FUND)
30.0
25.0
20.0
15.0
10.0
5.0
0.0
2012-13
2013-14
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2014-15
2015-16
TENTATIVE
BUDGET
Proposition 30 passed in 2012
• .25 % temporary increase in sales tax –
sunsets December 2016
• Temporary increase in personal
income tax for incomes over $250,000
– sunsets December 2018
• District currently receives about $6.3
million in revenue from Proposition 30
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BUDGET
*Reference: PARS - Pension Rate Stabilization Program
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BUDGET
*Reference: PARS - Pension Rate Stabilization Program
GROWING LEADERS Opportunity. Engagement. Achievement. www.hartnell.edu
BUDGET
*Reference: PARS - Pension Rate Stabilization Program
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INSTITUTIONAL PLANNING & EFFECTIVENESS
New Initiatives
All Major Projects can now be found on IPE webpages / Left Side Panel
http://www.hartnell.edu/institutional-planning-and-effectiveness-0
Strategic Goal Progress Reports & KPI Scorecards on Web Pages
http://www.hartnell.edu/strategic-planning
Publications on External Resources Web Pages
http://www.hartnell.edu/external-resources-0
Institution-Set Standards for Job Placement & Student Transfers
Required by ACCJC
http://www.hartnell.edu/sites/default/files/u285/job_placement_rates_table_201213_with_survey_info.pdf
Development of Data Warehouse (with IT)
Initial PRT Visit/Chancellor’s Office Initiative (IEPI)
eLumen for Program Review
Small Pilot in Spring 2016 / Rollout in Spring 2017
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INSTITUTIONAL PLANNING & EFFECTIVENESS
New Council
Institutional Effectiveness Council
Purposes:
Recommend goals, standards, and benchmarks for institutional
effectiveness in alignment with the college’s strategic goals.
Promote best practices for the conduct of research and utilization
of data at the college.
Propose sustainable approaches aimed at the continuous
improvement of integrated planning and institutional effectiveness.
New Staff Starting mid-December
Director of Institutional Research
Administrative Assistant
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FACILITIES: REPURPOSING, RELOCATIONS,
ETC.
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HOLIDAY FEAST
*Reference: PARS - Pension Rate Stabilization Program
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LIGHTS OF LOVE
*Reference: PARS - Pension Rate Stabilization Program
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Moving forward on a 16-week
semester: feasibility
Do we have room? (a very
specific question)
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Do we have room?
• Task force met in early September
• One graphic, showing that existing
classes fit into the room, was
unconvincing
• Look at heavily-used rooms in
classroom buildings: can existing
classes fit?
• Exercise was limited to fitting
currently-scheduled classes into the
same rooms- best schedules should be
determined elsewhere
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How did we proceed?
• Work group volunteers gathered on
October 23
• Used Astra to view current (fall 2015)
schedulesWe were given read-only
access to these files
• Took existing schedules and
transcribed them to 16-week schedule
(just moved classes to fit the time slots
in the same room)
• Excel templates were provided (handdrawn schedules)
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An Astra file (fall 2015, D261)
(most classrooms are not in continuous use like this one!)
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Schedule slots based on common start times
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Hand-drawn template, based on common start times
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Side-by-side analysis I: D261
All math, all the time (most heavily-used room on
campus?)
Objective: fit all of the existing classes into the room
(by any means
necessary, but we16-week
did veto 5-hour
current
blocks!)
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Side-by-side analysis II: D267
Room is shared by many disciplines
Not as fully booked; effects less drastic
Best times and sequences?
current
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16-week
Side-by-side analysis III: N8 (labs)
Labs already scheduled in large time
blocks
Effects minimal
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This type of conversion can be done for all
classrooms. But….
• As performed, it’s arbitrary
• It assumes room use will not change
• It is a snapshot, based on room
usage during fall 2015 only
• Who should decide what classes
should be offered when?
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Nonetheless…
• These preliminary results suggest that
we do have the room capacity to effect
a 16-week schedule
• We have the tools to do the conversion
analysis
• This is an opportunity to discuss our
schedules collectively and suggest
changes.
• We should do this at the discipline/area
level (with counselors!)
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