STRATEGIC PLAN PROGRESS REPORT
Strategic 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.
Plan
1. Create opportunities for orientation, assessment, and
counseling/educational plan development for incoming high
school students.
2. Create opportunities for orientation, assessment,
counseling/educational plan development for returning
underemployed/unemployed student populations in
conjunction with the local Monterey County Workforce
Investment Board.
3. Work in conjunction with feeder high school English and
Math faculty and administrators to embed the Hartnell College
online orientation and Accuplacer assessment test content into
the College Readiness component of the common core
curriculum.
4. Collaborate with Community Based Organizations e.g.
Turning Point, Peacock Acres, Girls Inc., etc. to embed the
Hartnell College Orientation and Student Educational Planner
on desktop computers to provide post-secondary information
to students interested in enrolling at Hartnell College.
5. Implement a web based advising model for transfer
preparation utilizing SKYPE or other online virtual tool for
students who want to meet with a university transfer advisor.
6. Program and implement ESARS for students to be able to
access Counseling Appointments online.
7. Develop and implement Student Success Planning/Career
Exploration workshops for students. These workshops will
assist students in identifying an educational goal and major.
8. Develop and implement a live chat software system for
students to engage in online counseling with an academic
counselor.
9. Develop a transfer orientation activity to ensure students
Progress
1. The first activity to address this goal was completed during Panther Prep Days 2014.
Panther Prep Day on the Main Campus was held on Saturday, May 10th. A total of 686
students participated in matriculation activities and registered for Fall 2014 courses.
2. Multiple meetings are in progress to develop service delivery between Hartnell College
and the Monterey County One Stop Career Center.
3. In September 2014 we convened a meeting that included English, ESL, and Math faculty
from our feeder high schools and Hartnell College to discuss common core curriculum,
Accuplacer assessment test preparation, and college readiness.
4. Preliminary work has begun to install Hartnell College information on desktops at
community based organization facilities. Estimated completion date is Spring 2015.
5. Preliminary exploration on this technology has begun. A new computer with webcam was
purchased in Fall 2014. A tentative timeline for implementation is Summer 2015.
6. Final programming of SARS reason codes has been completed in Fall 2014. Implementation
of student online appointments for counseling is expected in Spring 2015.
7. Curriculum for workshops has been developed and workshops were offered beginning in
August and throughout Fall 2014.
8. A Faculty Inquiry Group (FIG) was developed in March 2014. FIG is targeted with identifying
software that is effective, and will begin working with the Hartnell College Information
Technology Department to test the software in Spring 2015. A group of counselors and the
Dean of Student Success visited Fresno City College in Fall 2014 to demonstrate live chat
software to use in online counseling services.
9. The first Transfer Orientation occurred in May 2014. This will become a biannual event to
assist in the development of a university transfer culture at Hartnell College. Hartnell College
also hosted the 29th annual Transfer Day/College Night on November 13, 2014. Day
3. Work in conjunction with feeder high school English and
from our feeder high schools and Hartnell College to discuss common core curriculum,
Math faculty and administrators to embed the Hartnell College Accuplacer assessment test preparation, and college readiness.
online orientation and Accuplacer assessment test content into
the College Readiness component of the common core
4. Preliminary work has begun to install Hartnell College information on desktops at
curriculum.
community based organization facilities. Estimated completion date is Spring 2015.
4. Collaborate with Community Based Organizations e.g.
Strategic Priority 1 - Student Access
Turning Point, Peacock Acres, Girls Inc., etc. to embed the
5. Preliminary exploration on this technology has begun. A new computer with webcam was
Goal 1A: Hartnell College will provide higher education workforce development, and lifelong learning opportunities - with seamless pathways - to all of the
Hartnell College Orientation and Student Educational Planner purchased in Fall 2014. A tentative timeline for implementation is Summer 2015.
college's present and prospective constituent individuals and groups.
on desktop computers to provide post-secondary information
to students interested in enrolling
6. Final programming of SARS reason codesProgress
has been completed in Fall 2014. Implementation
Plan at Hartnell College.
5. Implement a web based advising model for transfer
of student online appointments for counseling is expected in Spring 2015.
preparation utilizing SKYPE or other online virtual tool for
students who want to meet with a university transfer advisor. 7. Curriculum for workshops has been developed and workshops were offered beginning in
6. Program and implement ESARS for students to be able to
August and throughout Fall 2014.
access Counseling Appointments online.
8. A Faculty Inquiry Group (FIG) was developed in March 2014. FIG is targeted with identifying
7. Develop and implement Student Success Planning/Career
software that is effective, and will begin working with the Hartnell College Information
Exploration workshops for students. These workshops will
Technology Department to test the software in Spring 2015. A group of counselors and the
assist students in identifying an educational goal and major.
Dean of Student Success visited Fresno City College in Fall 2014 to demonstrate live chat
8. Develop and implement a live chat software system for
software to use in online counseling services.
students to engage in online counseling with an academic
9. The first Transfer Orientation occurred in May 2014. This will become a biannual event to
counselor.
assist in the development of a university transfer culture at Hartnell College. Hartnell College
9. Develop a transfer orientation activity to ensure students
also hosted the 29th annual Transfer Day/College Night on November 13, 2014. Day
who are preparing to transfer to a university meet with their
attendees totaled 1,386. Night attendees totaled 740.
peers to identify strategies for successful integration at their
respective university.
Strategic 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.
Plan
Progress
Outcome 1A.1 - Increase the first time student, recent high
school graduate enrollment rate from service area high schools
and maintain the rates at or above the California Community
College statewide average.
The participation rate of recent high school graduates for fall 2014 (38.5%) is above the statewide
average (32.0%). The only high school with a participation rate below the statewide average is
North Montery County (8.2%). Additional analysis and inquiry will be needed to fully understand
this low participation rate and to implement strategies that will improve the participation rate.
Early in 2013-2014, the College staff worked with each area high school to refine the steps to
success process. Through various meetings, Panther Prep Days was created and implemented
May 9 – 10, 2014. Hartnell admitted and assessed 1,617 students as part of this new initiative.
During the two Panther Prep day events, 567 recent high school graduates enrolled for the fall
2014 semester. A total of 1,067 recent high school graduates enrolled for the fall 2014.
At the August 5, 2014 board meeting, the HC Board approved two grant collaborations with GEAR
UP initiatives. These involved South County with CSUMB, and North County with UCSC, increasing
the outreach and recruitment to high school students concurrently enrolled at Hartnell. Financial
Aid advising and parent workshops all the way to San Lucas and San Ardo are part of the
activities.
South County Education has entered into a partnership with Migrant Ed. to house the King City
office for out-of-school youth, thus increasing the outreach to this vulnerable population.
Through the Student Success and Support Program Plan , the position of College Pathways
Coordinator has been created. This position will focus on strengthening K-12 and college
relationships to ensure that the participation rates of graduating high school seniors continues to
be at or above the statewide participation rate. This is particularly important over the next 5
years because the numbers of graduating seniors for high schools in the Hartnell CCD will not be
increasing based on projections.
Strategic 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.
Baseline (Fall 2014)
KPI 1A.1a - Enrollment rates ofPlan
high school graduates from
38.5%
service area high schools.
Greenfield
52.6%
Everett Alvarez
48.1%
North Salinas
41.3%
Gonzales
41.1%
Soledad
40.1%
Alisal
39.2%
OVERALL DISTRICT RATE
38.5%
King City
33.0%
STATEWIDE RATE
32.0%
Salinas
31.5%
N. Monterey Co.
8.2%
Mt. Toro Cont. (17)
N/A
Actual (Fall 2014) Progress
38.5%
52.6%
48.1%
41.3%
41.1%
40.1%
39.2%
38.5%
33.0%
32.0%
31.5%
8.2%
N/A
Target (State Average)
32.0%
Strategic 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.
Plan
Progress
Outcome 1A.2 - Increase the enrollment rate for adults 18 years Efforts to enroll students graduationg high school students has been successful as demonstrated in
and older for all communities within the District and maintain Outcome 1A.1. However, overall participation rates for adults 18 and older in the Hartnell CCD remains a
challenge.
the rates at or above the California Community College
A recent regulatory change has impacted participation rates for all adults in the Hartnell CCD. There were
statewide rate.
revisions made in the Title 5 Regulations on Repeats and Withdrawals that went into effect October 12,
2011 that placed repeat limits placed on physical education, visual arts, and performing courses. Many of
these courses are taken by older adults.
There are many efforts throughout the Hartnell District in which the College commits to working on
enrolling adults outside of high school graduates.
EOPS reports that 33% of their student population served is in the 25 years and older category.
The Veterans program also reports an average age of their Veteran student population is in the 25-29
year old category.
Our Western Stage's mission is to serve the Community at Large, so this includes many participants who
are over the age of 25. Starting with the adult at age 55 and older they have their Legacy Players
Program. Their annual Spring FEST has an average of 8-10 projects that include adults 25 and older.
The College is currently involved in the planning phase of AB86 funding which is dedicated to improving
and expanding adult education services throughout the District. Steering Committees were meeting
during this spring 2014 semester to develop elements for the plan.
Our South County Educational Services is preparing to increase their outreach efforts to re-entry ECE
students from out South County cities by providing presentations through Mexican American Opportunity
Foundation (MAOF) in Salinas and in South County Health Fairs.
South County Education Services applied for a grant with the Community Foundation of Monterey County
that would help non-college-ready adults increase their literacy skills. The Promoting Access to Literacy
("PAL") grant will make Reading Plus software and tutoring available at the King City and Greenfield
libraries (Monterey County Free Library System), along with information on Hartnell College.
Through the Student Equity Plan , we are planning to create an additional College Pathways Coordinator
position that is parallel to the position for working with K-12. This additional position will focus on
strengthening participation rates of adults who are not recent high school graduates.
Strategic 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.
Plan
Progress
KPI 1A.2a Enrollment rates of adults (18-65) from communities
served by the District (rate per 1,000 adults)
Chualar
STATEWIDE RATE
Gonzales
Salinas
King City
Greenfield
San Lucas
Spreckels
DISTRICT OVERALL RATE
Castroville
San Ardo
Soledad
Prunedale
Hollister
Baseline (2012)
107.1
82.0
72.3
70.1
64.5
63.9
54.5
54.2
52.6
42.6
32.3
31.0
14.4
3.9
Actual (2012)
107.1
82.0
72.3
70.1
64.5
63.9
54.5
54.2
52.6
42.6
32.3
31.0
14.4
3.9
Target
82.0
Strategic 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.
Plan rates for historically
Outcome 1A.3 - Increase enrollment
underrepresented students.
The student population of Hartnell should beProgress
representative of the communities served by the
District. Based on the most recent census information for the District (2010) and recent
enrollment data (2013), historically underrepresented groups are not underrepresented at
Hartnell. It is believed that the population demographics for the District are not accurate.
Although data is not available, it is believed the Hispanic representation is much higher for the
District, but is not reflected because many individuals are undocumented and are not counted in
the census figures. There is a large percentage for "unknown" at Hartnell. We are investigating
why there are so many students that fail to provide this information. It is speculated that some of
this is due to the number of undocumented students attending and their reluctance to provide
this information. Additional inquiry and analysis is needed.
Baseline (2013)
Actual (2013)
Target (District 2010))
African-American
1.8%
1.8%
2.0%
American Indian/Alaskan Native
0.3%
0.3%
1.0%
Asian
1.8%
1.8%
1.0%
Filipino
2.5%
2.5%
2.0%
Hispanic
64.0%
64.0%
56.0%
Multi-Ethnicity
1.7%
1.7%
n/a
Pacific Islander
0.4%
0.4%
1.0%
Unknown
15.0%
15.0%
n/a
White Non-Hispanic
12.6%
12.6%
37%
Outcome 1A.4 - Provide an inviting, welcoming, and supportive Strategies for addressing this outcome are currently being discussed. It is likely that we will
campus atmosphere for all student groups.
conduct a student satisfaction survey and/or campus climate survey to assess this outcome.
KPI 1A.3a Enrollment rates by race/ethnicity
Strategic 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.
Plan
Progress
1. Develop Student Success and Support Program Plan, Student
Equity Plan and BSI Action Plan to provide goals, activities, and
outcomes to improve student success.
2. Discuss and analyze results from the SENSE and CCSSE surveys
to assess student engagement and to determine factors that
affect why some entering students persist and succeed and
others do not.
3. Hartnell College will fully implement its new "Steps to
Success" student enrollment process in fall 2014. As a result of
modifying the process and implementing services focused on
increasing student readiness, including Accuplacer Test
preparation workshops, students will demonstrate increased
success in math and English.
4. Faculty, staff and management will engage in continuous,
broad-based dialog to assess outcomes at the course, program,
institutional, and service area levels.
1. Final drafts of the Student Success and Support Program Plan, Student Equity Plan, and BSI
Action Plan have been presented to College committees and councils beginning August 18.
2. SENSE survey results were administered in fall 2013 and results were received in spring
2014. The CCSSE was administered in the spring of 2014 and received in the summer of 2014.
Success and equity planning work groups used survey data in developing the 2014-15 Student
Success and Support Program Plan, Student Equity Plan, and BSI Action Plan.
3. Hartnell College has developed a more structured process to provide incoming students
with the tools to achieve educational success, such as:
- Implemented degree audit and student planning modules
- Held First Annual Panther Prep day (686 students registered at Main Campus and King City
Center)
- Increased pilot group participation (faculty) in ESP (Early Support Program)
- Launched online orientation (Fall, 2014)
- Provided ESL instructions for assessment in Spanish
- Rolled out ed plan software for counselor use (Fall 2014)
- Hosted high school/Hartnell counselor breakfast
- Improved assessment offering to area high schools.
4. Service area staff and faculty have continued to meet and discuss outcomes, assessment,
and interventions to improve student learning.
Strategic 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.
Plan
Outcome 2A.1 Hartnell College will improve its level of student engagement.
Progress
See Outcome 2B.2. Outcome 2A.1 turns out to be redundant with
2B.2 and will be removed from subsequent versions of the strategic
plan.
Plan
Outcome 2A.2 Systematically assess and, when necessary, revise Student
Learning Outcomes (SLOs) and Service Area Outcomes (SAOs).
KPI 2A.2a Completion of SLO assessments and revisions
KPI 2A.2b Completion of SAO assessments and revisions
Progress
100% of SLOs and/or SAOs have been developed. The number of
assessments has increased, but the college needs to improve
assessment rates, enact modifications, and reassess. Planning and
implementation of eLumen software is ongoing.
Baseline
71% of offered
courses assessed
75% of academic
programs
assessed;
100% of core
competencies
assessed;
Calendars
developed for
course-level
outcome
assessment
Actual
71% of offered
courses
assessed
75% of
academic
programs
assessed;
100% of core
competen-cies
assessed
44% of outcomes
assessed
44%
Target
100% of offered courses
assessed
100% of academic programs
assessed;
100% of core competencies
assessed
100% of SAOs assessed
Strategic 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.
Plan
Progress
Outcome 2A.3 By 2017-18, Hartnell College will be at or above the statewide The Scorecard outcomes are provided for the following cohorts for
average for all student success measures on the California Community College many of the measures: college prepared, college unprepared, and
Chancellor's Office "Student Success Scorecard"
overall (combining both). For the “college prepared” cohort the
numbers of students are so small for most demographic categories
(many with less than 10 students) that it makes little sense to focus
our efforts on this cohort. Additionally, we know that majority of
entering students at Hartnell are unprepared for college level
academic courses.
When comparing Hartnell outcomes to Statewide outcomes the
question arises “when is a difference large enough to be of concern
and to require additional analysis and possible strategies for
improvement?” Hartnell has opted to use the following guidelines
in assessing these differences for the scorecard measures. If a
difference is less than 10%, it will be of moderate concern and we
will continue to monitor the difference over time for any increase
in the difference. If a difference is 10% or more, it will be of
significant concern and will require immediate, additional analysis
and inquiry for possible intervention strategies. As a result only
one outcome emerged requiring additional inquiry and analysis due
to a significant difference between the Hartnell outcome and the
Statewide outcome, Remedial: ESL (11.7% compared to 27.1%).
Faculty and administrators involved in ESL programs and services
will be examining ESL outcomes during 2014-15 with a goal of
improving student success in ESL courses.
Strategic 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.
KPI 2A.3a California Community College Chancellor's Office Student Success
Scorecard
Remedial: Math
Remedial: English
Remedial: ESL
Persistence: Unprepared for College
30 Units: Unprepared for College
Degree/Transfer: Unprepared for College
Career Technical Education
Baseline
31.8%
43.6%
Actual
31.8%
43.6%
Target
30.6%
43.6%
11.7%
63.7%
67.2%
39.4%
46.2%
11.7%
63.7%
67.2%
39.4%
46.2%
27.1%
70.1%
65.3%
40.5%
53.9%
Strategic Priority 2 - Student Success
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning environment that addresses and meets the diverse learning
needs of students.
Plan
1. Develop Online Orientation
2. Create Panther Prep events
3. Institutionalize Multiple measures for placement
4. Increase Office of student life activities
5. Strengthen student services and academic learning
support services
6. Priority registration for all Categorical programs and
special student groups.
Progress
1. Mandatory online orientation implementation starting November 17, 2014.
2. 1st annual Panther Prep implemented May 10, 2014. Second Panther Prep
scheduled for May 2015.
3. Multiple measures for placement is a component of the Student Success and
Support Program Plan now in effect.
4. Office of Student Life increased programs and services by 60% from previous
years, including Alisal Campus and South County Education Center.
5. Increased tutorial support services at Alisal Campus and King City Education
Center. Through the implementation of the Student Success and Support Program
Plan, student services and academic learning support services are being expanded
and strengthened.
6. Revised priority registration system was implemented fall 2014.
Strategic Priority 2 - Student Success
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning environment that addresses and meets the diverse learning
needs of students.
Plan
Outcome 2B.1 By academic year 2017-2018, Hartnell College
will achieve approximately equal success rates among
racial/ethnic groups and for gender.
Progress
When comparing course success and retention rates for groups the question arises “when
is a difference large enough to be of concern and require additional analysis and possible
strategies for improvement?” Hartnell has chosen to use the “80% rule” that is often used
in disproportionate impact analyses. The 80% rule means that if a particular group is less
than 80% of the highest performing group, then the difference requires additional analysis
and inquiry.
Courses Success Rates
No differences were found for gender or race/ethnicity.
Course Retention Rates
No differences were found for gender or race/ethnicity.
Degrees Awarded
For degrees awarded, the goal is to have degrees awarded to gender and race/ethnicity
groups in proportion to their representation in the student population. For gender in 201314, women were significantly over-represented in degrees awarded compared to their
representation in the student population (49.2% enrollment vs. 66.9% of degrees
awarded). Men were significantly under-represented (50.8% enrollment vs. 33.0% of
degrees awarded). For race/ethnicity in 2013-14, two groups were over-represented
compared to their representation in the student population. Asian students were awarded
5.0% of degrees compared to 1.8% of their representation in the student population.
Hispanic students were awarded 74.4% of degrees compared to 63.1% of their
representation in the student population. Further analysis and inquiry will be necessary to
explore the reasons why men are not completing degrees in proportion to their
representation in the student population.
Strategic Priority 2 - Student Success
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning environment that addresses and meets the diverse learning
needs of students.
KPI 2B.1a Course success and Plan
retention rates by ethnicity and
gender.
Progress
Baseline
Actual
Target
Course Success
Female
Male
72.4%
70.5%
72.4%
70.5%
58%
African-American
American Indian/Alaskan Native
Asian
Hispanic
Multi-Ethnicity
Pacific Islander
Unknown
White Non-Hispanic
67.4%
67.2%
81.0%
68.5%
67.6%
80.5%
82.6%
80.6%
67.4%
67.2%
81.0%
68.5%
67.6%
80.5%
82.6%
80.6%
66%
Course Retention
Female
Male
84.9%
83.9%
84.9%
83.9%
68%
African-American
American Indian/Alaskan Native
Asian
Hispanic
Multi-Ethnicity
Pacific Islander
Unknown
White Non-Hispanic
82.5%
82.0%
90.4%
83.0%
81.5%
94.8%
89.7%
87.7%
82.5%
82.0%
90.4%
83.0%
81.5%
94.8%
89.7%
87.7%
76%
Strategic Priority 2 - Student Success
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning environment that addresses and meets the diverse learning
needs of students.
KPI 2B.1b Degrees awarded byPlan
race/ethnicity and gender.
Student Population
Progress
Degrees Awarded
Target
Female
Male
49.2%
50.8%
66.9%
33.1%
49.2%
50.8%
African-American
American Indian/Alaskan Native
Asian
Hispanic
Multi-Ethnicity
Pacific Islander
Unknown
White Non-Hispanic
1.8%
0.3%
1.8%
63.1%
1.6%
0.4%
18.4%
12.5%
1.8%
0.5%
5.0%
74.4%
0.9%
0.5%
5.3%
11.5%
1.8%
0.3%
1.8%
63.1%
1.6%
0.4%
18.4%
12.5%
Strategic Priority 2 - Student Success
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning environment that addresses and meets the diverse learning
needs of students.
Plan
Outcome 2B.2 By academic year 2017-2018, Hartnell College
will be at or above national benchmarks for measures of
student engagement.
Progress
CCSSE (Community College Survey of Student Engagment)
For the CCSSE, Hartnell is at or above the national benchmarks for all measures of student
engagement. The CCSSE was completed by a stratified, random sample of students during
2013-14. Over 700 students completed the survey.
SENSE (Survey of Entering Student Engagement)
Over 300 entering students completed the SENSE.
Results indicate that Hartnell has effective education practices for the following with
benchmarks above or close to the national benchmarks:
Effective Track to College Readiness
Engaged Learning
Areas of highest student engagement across these categories included the following:
Prepared two or more drafts of a paper or assignment before turning
Worked with other students on a project or assignment during class
Worked with classmates outside of class on class projects or assignments
Participated in a required study group outside of class
Used an electronic tool to communicate with another student about coursework
Results indicate that Hartnell is below the national benchmarks for the following:
Academic and Social Support Network
Early Connections
High Expecations and Aspirations
Clear Academic Plan and Pathway
Strategic Priority 2 - Student Success
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning environment that addresses and meets the diverse learning
needs of students.
Plan
Outcome 2B.2 By academic year
2017-2018, Hartnell College
will be at or above national benchmarks for measures of
student engagement (continued).
KPI 2B.2a Results of the CCSSE
Active and Collaborative Learning
Student Effort
Academic Challenge
Student-Faculty Interaction
Support for Learners
Progress
Areas of lowest student engagement across
these categories included the following:
An advisor helped me to select a course of study, program, or major
An advisor helped me to identify the courses I needed to take during my first
semester/quarter
Discussed an assignment or grade with an instructor
Used writing, math, or other skill lab
Used computer lab
A number of initiatives are already under way to address these areas of lowest student
engagement. Panther Prep Days has resulted in much more engagement of entering
students in preparing an educational plan. Additional counselors are being hired through
the Student Success and Support Program Plan (SSSP) to provide greater access to
academic advising and counseling services. Additional staff members are being employed
through the SSSP to provide academic follow-up services to students. The draft Facilities
Master Plan includes proposals to establish a Student Success Center that can
accommodate learning support services such as a writing lab, math lab, etc. Social support
for students has been enhanced through a dramatic increase in activities, events, student
organizations, and participation through the Office of Student Life.
Baseline
50.1
49.6
50.4
47.6
52.5
Actual
50.1
49.6
50.4
47.6
52.5
Target
50
50
50
50
50
Strategic Priority 2 - Student Success
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning environment that addresses and meets the diverse learning
needs of students.
KPI 2B.2b Results of the SENSEPlan
Effective Track to College Readiness
Engaged Learning
Academic and Social Support Network
Early Connections
High Expectations and Aspirations
Clear Academic Plan and Pathway
ASPECTS OF LOWEST STUDENT ENGAGEMENT
An advisor helped me to select a course of study, program, or
major
An advisor helped me to identify the courses I needed to take
during my first semester/quarter
Discussed an assignment or grade with an instructor
Used writing, math, or other skill lab
Used computer lab
ASPECTS OF HIGHEST STUDENT ENGAGEMENT
Prepared two or more drafts of a paper or assignment before
turning
Worked with other students on a project or assignment during
class
Worked with classmates outside of class on class projects or
assignments
Participated in a required study group outside of class
Used an electronic tool to communicate with another student
about coursework
Progress
Baseline
Actual
Target
55.9
47.1
44.7
42.3
42.2
39.1
55.9
47.1
44.7
42.3
42.2
39.1
50
50
50
50
50
50
46.3%
46.3%
62.2%
51.2%
51.2%
72.3%
52.7%
20.0%
34.9%
52.7%
20.0%
34.9%
67.1%
35.8%
53.4%
76.9%
76.9%
71.7%
82.0%
82.0%
78.6%
40.3%
40.3%
34.4%
21.0%
76.8%
21.0%
76.8%
17.3%
57.1%