Program Planning and Assessment (PPA)
for Academic Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2014
The purpose of Program Planning and Assessment at Hartnell College is to obtain an honest and
authentic view of a 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 academic program
reviews assessment data and uses these data to plan for improvement. The results of these annual
cycles provide data for a periodic (every five years) comprehensive review that shows evidence of
improvement and outlines long-range goals.
The Program Planning and Assessment process will improve and increase the flow of information
about student learning, student success and student behavior at Hartnell College. The result of the
process will also improve institutional effectiveness.
Program/
Discipline
Date Completed (must be
in final form by 3/31/14)*
3/31/14
Date Submitted
to Dean
3/28/14
Astronomy
*Please note that you should work with your colleagues and 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
Pimol Moth, Astronomy Instructor
This PPA report is organized in 3 sections and 11 subsections as follows:
I.
II.
III.
Comprehensive Review – a. Overall Program Effectiveness, b. Instructional Staffing,
c. CTE Programs – Labor Market & Achievement, and d. Program Goals.
Annual Review – a. Course Data & Trends, b. Teaching Modality, c. Curriculum,
d. Outcomes, and e. Previously Scheduled Activities.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
è For programs/disciplines scheduled for comprehensive review in spring
2014, please complete Sections I, II, and III.
è For programs/disciplines scheduled for annual review, please complete
Sections II and III.
II. ANNUAL REVIEW
This section must be completed for ALL academic programs, including those
scheduled for a comprehensive review in spring 2014.
A. COURSE DATA & TRENDS
1. Please evaluate the 3-year trend of enrollment and success of courses in your
program/discipline. Identify the courses you are choosing to examine this
current year in the list below. You do NOT need to evaluate trends for each
course every year.
Course
Number
AST1
AST1L
Course Name
Introduction to Astronomy Lecture
Introduction to Astronomy Lab
Does the course have any DE
(online or hybrid) sections?
yes
no
Please use the data that have been provided. Analyze trends that you observe with respect to
the data for the identified courses and answer the following questions.
ENROLLMENT
2. Review the enrollment data. Describe and analyze any patterns or anomalies
that you notice. What do you make of these patterns or anomalies? What
actions should be taken to ensure continuous improvement?
Course
AST 1
AST 1L
Total
Fall 2010
235
107
342
Spring 2011
224
107
331
Fall 2011
295
127
422
Spring 2012
331
124
455
Fall 2012
335
84
419
Spring 2013
305
118
423
From Fall 2011 onwards, enrollment in Astronomy has increased (compared to Fall 2010 and
Spring 2011) because of the addition of an extra evening section, a distance education section, as
well as a section offered at king City. The number of students enrolled in the sections has
remained consistent since then. During Fall 2012 there was a drop of enrollment in the
laboratory sections because one laboratory section had to be canceled.
SUCCESS
3. Review the success data. Describe and analyze any patterns or anomalies that
you notice. What do you make of these patterns or anomalies? What actions
should be taken to ensure continuous improvement?
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Course
AST-1
AST-1L
Total
Fall 2010
82%
88%
84%
Spring 2011
65%
85%
72%
Fall 2011
68%
90%
75%
Spring 2012
71%
85%
75%
Fall 2012
70%
87%
74%
Spring 2013
74%
86%
77%
In general, there is a higher student success rate in the AST-1L (upper 80%) than in AST-1
lecture (low 70%). This is because the majority of the student grade in the lecture is based
on exams whereas as the majority of the student’s grade in the labs is based upon the
laboratory write-ups. Students are in general more successful with their laboratory writeups than they are in exams. There is a notable decrease in the success rate of students from
Spring 2011-Fall 2011. This may be due to inconsistencies in grading and standards between
the different faculty members who were teaching the courses. This rate jumped to more
consistent percentages during Spring 2012- Spring 2013.
DEGREES AND CERTIFICATES
4. Describe the demonstrated effectiveness of the program over the past several
years with levels and trends of achievement data, such as degree and certificate
completions/awards.
Since Astronomy is a new program (established officially in Spring 2013), students have not
yet completed a degree in this program. However, the full time instructor has met with and
mentored several students who expressed interest in majoring in Astronomy. It is
anticipated that one of these students will complete his degree Spring 2014 with a declared
major in Astronomy. He will be the first to earn an A.S. in Astronomy from Hartnell College.
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B. TEACHING MODALITY
1. Enter the number of Distance Education Courses, both fully online and hybrid
sections, along with the number of full-time and adjunct faculty.
Term
Fall
Spring
No. of DE/
Online
Sections
1
1
No of
Hybrid
Sections
0
0
Fulltime
Faculty
1
1
Adjunct
Faculty
0
0
2. Compare student success in the DE teaching environment with success in the faceto-face teaching environment in the same course. Are there differences? To what
do you ascribe the differences in your program? Discuss any other relevant factors
regarding diverse teaching modalities and environments, such as specific
locations.
Course
AST-1
AST-Online
Fall 2010
82%
N/A
Spring 2011
65%
N/A
Fall 2011
68%
68%
Spring 2012
71%
63%
Fall 2012
70%
57%
Spring 2013
74%
60%
Astronomy was first offered as a DE modality during Spring 2011. The data shows that the
success rate in the online class is about 12-14% less than the face to face modality (except for Fall
2011 where it was the same). The main difference is that in the face to face lectures, students do
much of their learning by listening to the instructor, whereas in the DE modality, the learning is
done mostly through reading on their own. In the DE modality students are expected to spend
the same amount of time on the class as in the face 2 face sections. However, because students
who typically take DE classes have many external obligations, they may not have as much time
to devote to the class compared to face 2 face students.
3. Describe the process to change and improve student success in DE
courses/sections in your program, and any other relevant factors regarding
diverse teaching modalities and environments, such as specific locations.
In an effort to increase the success rate of online students, the instructor will encourage online
students to come to campus and meet with the instructor in person, if possible. This will help
the student clarify concepts that are difficult to visualize in the lecture and to discuss study tips.
Also, the distance education committee will be creating a video for online students that they can
watch to learn how to be an effective online student. This orientation video will help students to
understand what they need to do to be successful. Also, the instructor will include more
activities in the modules for students to review material that is in the reading and require
students to participate in discussions (all discussions are currently extra credit).
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C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for
review during AY 201314 as previously
specified
Faculty member(s)
responsible for
coordinating
(a) Was the course
reviewed and (b) taken
through the curriculum
process?
Date of approval (or
anticipated approval)
by Curriculum
Committee
none
N/A
N/A
N/A
Courses scheduled for
review during AY 201415
AST45
AST1L
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Faculty member(s)
responsible for
coordinating
Pimol Moth
Pimol Moth
Target semester and
year—Fa 2014 or Sp 2015
Fall 2014
Fall 2014
D. OUTCOMES
Use your Program Outcome Maps to assist you in this subsection. As you plan your course
assessments, keep the higher level program outcome in mind. While course level assessment
serves the purpose of examining the teaching and learning for that particular course, it also
provides the data that will be viewed collectively for assessment of the associated program
level outcomes.
PROGRAM LEVEL OUTCOMES
1. Please complete the following tables.
List Program level outcome(s)
scheduled for assessment as
previously specified
Explain and discuss the impact
and history of scientific theories
and their importance in the
advancement of astronomy.
What changes have occurred
in the program/discipline as
a result of dialogue?
More group activities will be
developed to help students
understand the important
theories that involve the
formation of the solar system
and Universe. Also, there
will be more practice
questions for students to
review using assessment
tools such as Top Hat
Monocle. For the online
section, more videos and
discussion questions will be
included. We will also
reassess this outcome in
Spring 2015 for all sections
to determine if the
interventions were
successful in increasing
student understanding.
List Program level outcome(s) scheduled for assessment in
AY 14-15
·
Explain and discuss basic astronomical phenomena
including, but not limited to:
o Gravitation
o The seasons
o The phases of the moon
o Eclipses
Explain and discuss the impact and history of scientific
theories and their importance in the advancement of
astronomy.
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Was the Program
Outcome Assessment
Summary completed?
Yes
Have your course level
SLOs needed for this
program level outcome been
assessed or scheduled for
assessment?
Yes
Yes
2. Describe how program level outcomes were specifically addressed by the
program/discipline during the past year.
For example, were data gathered at the course level? Was there review and analysis of the
data? How did the discipline faculty engage in discussion? Were any interventions conducted?
Are there any plans to make changes to certificate/degree programs or improvements in
teaching and student learning?
Data was gathered from student learning outcomes that related to this program learning
outcome for all sections and from all instructors (including adjuncts) teaching the course. This
also included data from the online class. The faculty in the discipline met to review and analyze
the data. In general, they found that students had a difficult time with this outcome. Students
were able to name the theory, but were unable to identify the major concepts of the theory. They
were able to describe bits and pieces of the theory, but were unable to synthesize it as a whole.
The average score for all classes on this assessment standard was 49% in the face to face lecture
sections and even lower (23%) in the online section. Instructors agreed that more group
activities will be developed to help students understand the important theories that involve the
formation of the solar system and Universe. Also, there will be more practice questions for
students to review using assessment tools such as Top Hat Monocle. For the online section,
more videos and discussion questions will be included. We will also reassess this outcome in
Spring 2015 for all sections to determine if the interventions were successful in increasing
student understanding. There are no plans to make changes in the degree program.
CORE COMPETENCIES
3. Describe how Core Competencies were specifically addressed by the
program/discipline during the past year. For example, were data gathered at
the course level? Was there review and analysis of the data? How did the
discipline faculty engage in discussion? Were any interventions conducted? Are
there any plans to make changes to courses or improvements in teaching and
student learning?
Data was gathered from student learning outcomes that related to the core competencies for all
sections and from all instructors (including adjuncts) teaching the course. Student learning
outcomes were mapped to core competencies. It was found that the astronomy class student
learning outcomes map mostly to two major core competencies: Critical Thinking/Problem
Solving and Communication Skills (mainly in the form of written communication). The faculty
in the discipline met to review and analyze the data and found that students need to improve
their critical thinking and problem solving skills. The interventions that will be conducted are
discussed in detail in the course level assessment reports. But to summarize, instructors will
review some of these concepts more by using Top Hat Monocle, group activities, and
demonstrations to helps students better visualize the concepts.
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COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for
SLO assessment as previously
specified
AST1
AST1L
AST1 Online
In what term was
the course
assessed?
Spring 2014
Spring 2014
Spring 2014
List courses scheduled for
SLO assessment in
AY 2014-15
AST1
Faculty member(s)
responsible for
coordinating
Pimol Moth, Zoe
Buck, Philip
Deutschle
Pimol Moth, Zoe
Buck
Pimol Moth
AST1L
AST1 Online
Was the Course
Assessment Summary
Report completed?
Yes
Yes
Yes
Target semester
and year—Fa 2014
or Sp 2015
Spring 2015
Spring 2015
Spring 2015
5. Describe course level assessments results and how they will influence your
plans moving forward.
For the Astronomy 1 lecture course, it was learned that students have a more difficult time
understanding the size scales of astronomical objects and understanding why different
astronomical phenomena occur and relating important astronomical theories to how the solar
system and universe works. That is students are good at remembering vocabulary and
definitions, but have a hard time envisioning the big picture such as how the different
astronomical objects are related to each other and connections between major concepts that
collectively explain why certain phenomena happen. Because of these assessment results,
instructors will now stress the size scales of objects by creating PowerPoint slides to show them
size comparisons of various astronomical objects, bringing in everyday objects and comparing to
size scales of the planets, and also showing a video on size scales of astronomical objects.
Instructors will also model the size structure of objects in the Universe by taking a set of
stacking boxes, painting them with astronomical objects such as solar system, galaxies, star
clusters, and universe and showing how they relate to each other in size by fitting the smaller
boxes into the larger boxes. Instructors will use group activities to enforce understanding of
astronomical theories and discuss misconceptions about why certain phenomena occur and
explain the true reasons behind them.
For the Astronomy 1 laboratory course, it was learned that students were able to master their
mathematical skills by the end of the course because they were able to use the correct equations
rather successfully to calculate the answers to problems. They were also able to refine their
writing and organizational skills as evidenced by the quality of the lab reports. However, the
main weakness seen from the assessment was that students experienced difficulty interpreting
information and trends from plots. Because of this assessment result, the instructors will now
spend more time discussing components of the plots and have students practice drawing their
own plots before starting on their lab work.
It was also learned that the online student success rate was much lower than in the face to face
sections for every student learning outcome. In the future, more attention will be given to
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improving proper understanding of all material in the online class, which includes more video
clips, more required assignments, a student online orientation video, and encouragement from
the instructor for students to come on campus for office hours if possible.
6. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
It was discovered during the dialogue between the different instructors that there were
inconsistencies between how the questions were given to the students and also how the exams
were given. In order to more clearly and fairly assess the student learning outcomes in the
different classes a standardized process needs to be developed for all classes.
For example, in the student learning outcome: Given images of astronomical objects, students
will identify the object with its correct designation, in one section, students were able to meet
the minimum expectation very well, but in the other sections, students almost met the minimum
expectation but not quite. During the dialog, instructors realized that there needs to be a
standard set of images that are to be used for the assessment. In the section that performed very
well, there were fewer images used and the images were easier to identify.
Also in the student learning outcome: Given equations of physics, students will apply them to
obtain numerical results, it was learned that one instructor had given a practice exam or review
of the final lab exam, whereas the other instructor did not. The students were more successful
and almost met the achievement standard in the section that gave a review. This is because in
both sections, they were allowed to use their notes and students in the section that were given
the review were able to know what to expect on the actual exam.
Also, there was one section that performed better than the other sections. In this section,
students were allowed to use their book and notes on the Final exam.
The major challenge is to have the different instructors agree to a single process of assessing
these SLOs without impinging on academic freedom.
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E. PREVIOUSLY SCHEDULED ACTIVITIES
This subsection focuses on activities that were previously scheduled. An activity can address many
different aspects of your program/discipline, and ultimately is undertaken to improve or enhance your
program/discipline, and keep it current.
Activity scheduled
What success has
been achieved to
date on this activity?
What challenges
Will activity
existed or continue continue into
to exist?
AY 14-15?
Will activity
continue into
AY 15-16?*
1. The offering of
Computational
Astrophysics Course
as an AST45 Special
Projects Course
This course will be
offered as an
internship to
students during the
summer. Students
have applied and
will be selected
before April 2014.
This was not able to
be completed.
This course had to
be changed to an
internship because
of the current
trend to not offer
Special Projects
courses.
No
2. The offering of
Observational
Astronomy Course
As an AST45 Special
Projects course or as
an Experimental
Astronomy course
No
The challenge is to Yes, Summer Perhaps, if the
be able to offer it
2015
course is
as an AST45
successful in
Special Projects
2015.
course since the
current trend is
not to offer these
types of courses.
Also, MIRA
imaging software
needs to be
purchased before
this course can be
offered.
* For each activity that will continue into AY 2015-16 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 student learning or program
success?
Computational Astrophysics Course
The full time instructor has been planning with a Hartnell alumni to offer the Computational
Astrophysics AST45 Special Projects course over the summer. However, after further
discussion, it was decided that it would be easier to offer it as part of Title V’s Research Scholars
Institute so that students can get paid for attending. Thus, everything is in place to offer this
program to the students this summer. The Research Scholars Institute with a focus on
Astrophysics program will occur from June 9th-July 8th at Hartnell College. The outcomes will
be discussed after the program is completed.
Observational Astronomy Course
Since there has been discussion about either removing Special Projects courses altogether or
revising them to change the nature of the course, this course was not offered. It will be
postponed until Summer, 2015 when the AST 45 revision occurs during Fall 2014. Also, the
department needs to decide whether to offer it as a Special Projects course or whether to offer it
as a new experimental course in Astronomy. This decision will be made in Fall, 2014.
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III. ANNUAL ACTION PLAN
This section must be completed for ALL academic programs, whether scheduled
for annual or comprehensive review in spring 2014.
A. NEW ACTIVITIES
This subsection addresses new activities for, and continuing new activities into, AY 2015-16. An
activity can address many different aspects of your program/discipline, and ultimately is undertaken to
improve, enhance, and or keep your program/discipline area current. A new activity may or may not
require additional resources. Activities can include but are not limited to:
·
·
·
·
·
·
·
·
·
·
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. Please keep in mind that
resources needed, if funded, would not be approved until spring 2015 and provided until
FY 2015-16. Ongoing activities involving resources that will no longer be available from
grant funds starting FY 2015-16 must be planned for appropriately.
Activity
Strategic
Plan
Goal(s)
No. &
Letter
(e.g., 5A)*
Related Courses,
SLOs, PLOs, or
goals
Desired
Outcome(s)
Resources
Needed
Person
Responsib
le
1. The offering
of
Observational
Astronomy
Course as a
Special
Projects course
or as an
Experimental
Astronomy
course
Priority 2A
Related Courses:
AST 1 and AST 1L
Related Program
Outcome:
Demonstrate
proficiency in
applying scientific
procedures for
making
observations and
measurements
typical of modern
astronomical
research.
This course
will help
students
majoring in
Astronomy to
master
observational
and telescope
skills and
learn
important
astrophysical
concepts. .
Grant
funding
needed for
the
mentor if
offered as
AST45,
but if it is
an
Experime
ntal
course, no
grant
funding
will be
needed.
Pimol
Moth and
mentor
(possibly
P.
Deutschle)
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Estimat
ed Date
of
Complet
ion (can
be more
than
one year
in
length)
Summer
2015
Comments
This activity
was scheduled
for Summer
2014 but will
be postponed
until Summer
2015
*** Please complete this page for each new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will
support the program/discipline.
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.
There are three new Astronomy declared majors. They will benefit by taking this course as part of their
degree program and will receive training on telescope usage and image processing and reduction.
b) Describe how this activity supports any of the following:
1) Core Competency
2) Program level Outcome
3) Course level Outcome
4) Program/Discipline Goal
5) Strategic Priority Goal
This course will satisfy program outcomes #3 and #4 by allowing students to experience what it would
be like to be a research astronomer. They will receive hands on training and practical experience typical
of astronomy research by learning how to take their own observations and subsequently analyzing the
images to understand the properties of astronomical objects. This course will address strategic priority
1, 2, 4, 5, and 6. Strategic Priority #1- Student success is addressed because after taking this course,
students will be more prepared and successful when they transfer in STEM majors.
Strategic Priority #2, #4, #5, #6- Student access, effective utilization of resources, innovation and
relevance for educational programs, and partnerships with industry, business, agencies, and education
are addressed because this course gives students access to the latest software and technology used in
observational astronomy while partnering with Fremont Peak Observatory.
c) Does this activity span multiple academic years?
NO
If yes, describe the action plan for completion of this activity.
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d) What measureable outcomes are expected from this activity? List indicators of
success.
Measurable outcome and indicator will be based on how many students who take the course will
continue on to declare themselves as Astronomy majors. That is it will be measured by student
retention and persistence in the majors. The success of this requested resource will be assessed two
years from now when these declared majors are set to graduate (determined by whether they have
remained in the program or not) and the number of new declared majors in Astronomy that have been
inspired by this course.
e) What are the barriers to achieving success in this activity?
There are three barriers to achieving success in this activity:
One is that this activity relies on being able to acquire Mira Pro, an astronomical data reduction
software. If we do not have the resources to purchase this software for the instructor teaching
the course and for the students to use, we cannot offer the course.
Second is that we need a committed faculty member to teach the course. If there is no faculty
member ready to teach the course, it cannot be offered. The idea would be to have P. Deutschle
who currently teaches part-time at Hartnell College be the instructor for the course.
Third is that in order to offer the course there needs to be compensation to the faculty member
teaching the course. If it is offered as AST45, then grant funds must be used to pay the faculty
member. The alternative is to offer it as an experimental course in astronomy. In this case, the
funds would come from the district. If there is no funding to pay the faculty member, then we
cannot offer the course.
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B. RESOURCE REQUESTS
If new/additional resources are needed for your program/discipline, 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 (governance, 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). ). All resource requests completed in the various columns of a specific row
must be linked to the new or continuing activity numbered on the first column of that
same row. A resource could also be something necessary for your program/discipline to function
properly to improve student learning, such as updated equipment in a classroom; 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)*
1. Special
Projects
Course in
Observational
Astrophysics
Faculty member to
teach the course (F)
2. Not tied to
any activity
Astronomy/Geology
Lab Technician (C)
Suppli
es/
Equip
ment
(S/E)*
*
Technology
Hardware/
Software
(H/S)***
Contr
act
Servic
es
Training
Travel
Scie
nce
Lab
s
Mira Pro
Ultimate
Edition
Software (S)
Projected Costs
$2000.00
(software)(S)
$2000.00
(faculty salary)
(F)
$35,000/year(C)
* Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager.
** S for Supplies, E for Equipment. If additional supplies, for example, are needed for ongoing activities, this
should be requested through the budget rollover process.
*** H for Hardware, S for Software.
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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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