DRAFT
DRAFT
DRAFT
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
Construction Technology
Date Completed (must be
in final form by 3/31/13)*
09/15/14
Date Submitted
to Dean
09/05/14
*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
Robert Burton Ward, Full time Faculty
John Anderson, Full time Faculty
This PPA report is organized in 3 sections and 11 subsections as follows:
I.
Comprehensive Review – a. Overall Program Effectiveness, b. Instructional Staffing,
c. CTE Programs – Labor Market & Achievement, and d. Program Goals.
II.
Annual Review – a. Course Data & Trends, b. Teaching Modality, c. Curriculum,
d. Outcomes, and e. Previously Scheduled Activities.
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III.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
➔ For programs/disciplines scheduled for comprehensive review in spring
2014, please complete Sections I, II, and III.
➔ For programs/disciplines scheduled for annual review, please complete
Sections II and III.
I.
COMPREHENSIVE REVIEW
Please complete this section for programs/disciplines scheduled for
comprehensive review in spring 2014. Go to Section II for programs/disciplines
scheduled for annual review in spring 2014.
A. OVERALL PROGRAM EFFECTIVENESS
1. Describe your program in terms of its overall effectiveness over the past several
years.
Please consider the questions below in describing your program/discipline/area.
●
How are students/employees served by the program?
Construction is a two-year program which offers courses
1. in construction building trade skills for employment in the local community and regional
construction industry,
2. which educate students and existing construction industry participants in the principles,
challenges, and practical application of sustainable green building principles in construction,
and
3. in construction skills and applications for student transferring to California State University
Construction Management Bachelor Degree programs.
Enrollment has significantly declined, due to severe recession impact on construction industry and lack
of clarity in Construction Technology course offering related to application to availableand viable career
paths in the construction industry.
●
What are the unique aspects of the program?
An emphasis was placed on integration of sustainable green building practices within the Construction
Technology course offerings which concentrate teaching of basic construction skills necessary for
careers in the industry.
●
How does the program relate to the needs of the community?
1. Hartnell College offers field construction experience in various trades in demand within the local
construction industry. These courses are formulated to educate students in construction trades with
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skills in demand as voiced by the Construction Technology Advisory Committee representative of a
broad cross section of local construction employers .
2. The program actively recruits students from local high school construction related programs.
3. The program serves to provide local students who wish to transfer to university bachelor degree
programs with access to introductory courses in construction careers.
●
How does the program interface/collaborate with other programs on campus?
Engineering, Business, Computer Sciences, and Drafting programs provide elective courses to support
Certificate and Associate of Science Degrees in Construction Technology.
●
What is working well in the program/discipline?
The program has experienced difficulties in recent years attracting enrollment, sustaining retention,
and articulation with other educational four year bachelor degree institutions.
● If there is a sequence of courses in your program, what process or framework is used to
ensure alignment?
In the last few years we have been offering 2-year plan with guaranteed schedule, to boost enrollment,
without much success.
● How is consistency maintained between/among multiple sections of a single course?
Enrollment has not supported multiple sections for Construction Technology courses.
● Has the program explored alternative scheduling approaches?
Courses which in other disciplines would merit multiple class sessions on different days of the week,
have been scheduled for extended hours on a single day, and in the evening hours to allow employed
students, emplyed during regular business hours, to fit the classes into their schedules.
Do prerequisites, co-requisites and strongly recommended skills continue to meet program
needs? Are there special considerations regarding capabilities of incoming students?
Yes, based on the individual circumstances, course offering, and student’s background, subject matter
advisories are specified. Student’s abilities to succeed in the specific course are evaluated in an
individual basis, by the course instructor.
●
●
What professional activities have faculty recently (last three years) participated in?
Full-time and adjunct faculty have been involved in the following professional activities, workshops and
meetings:
Pocket House design and construction
B. INSTRUCTIONAL STAFFING
1. In the table below enter the number of sections offered and the number of full
time and adjunct faculty in your program/discipline by term over the past several
years.
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Term
Fall-2012
Spring 2013
Fall 2013
Spring 2014
Fall 2014
No. of Active
Sections
8
10
10
7
7
Full-time
Faculty
1
1
1
1
2
Adjunct
Faculty
5
7
4
3
1
2. What staffing factors/challenges have influenced the effectiveness of the program?
Loss of probationary non-tenure faculty member in Spring 2013 required initiation of new re-hiring
process and drop in available faculty and drop in number of course offerings. New probationary nontenure faculty in-place, as of 18 August 2014.
C. CTE PROGRAMS – LABOR MARKET & ACHIEVEMENT
Please complete this section if the program is Career Technical Education
(CTE). Go to subsection D if the program is not CTE.
1. Describe the demonstrated effectiveness on the program over the past several
years with levels and trends of achievement data, including degree/certificate
completions (awards) and employment statistics.
Construction Technology over the past several years has been on the decline based upon
enrollment. At present there is no tracking program in place which reliably demonstrates the
effectiveness of the Construction Technology educational program at Hartnell College in terms
of success in the following three real world student educational career paths:
1. successful trade union skill apprenticeship and employment following completion of selected
Hartnell College courses program;
2. successful transfer to 4 year university programs in construction management following
completion of Hartnell College educational program;
3. “job out” where students secure entry level construction employment prior to completion of a
Hartnell College Certificate or Associate Degree program.
2. Describe the number of, activities of, and recommendations resulting from
advisory committee meetings that have occurred over the past two years. What
information and/or data were presented that required or currently require
changes to be made to your program?
(Please attach copies of meeting minutes over the past two years and a list of committee
members and their respective industries/areas.)
The list of the local industry representatives involved in the Advisory Committee includes upper
level management and owners of prominent successful general and specialty contractor is the
greater Salinas area. The Advisory Committee is currently being led an experienced expert in
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construction education, who directed Hartnell College’s successful construction program until
retirement in 2005.
Robert Beery
Chairman of Construction
Technology Advisory
Committeee
Attached are Sign-In Sheets from
Advisory Committee Meetings
Attached are Minutes of
Advisory Committee
Meeting
Summary of Advisory Committee Recommendations:
1. More certificate programs of shorter duration to address problems with students “jobbing
out”;
2. Improve recruitment process and articulation agreements relating to local high schools in
order to correct three important recruitment problems which were observed by employers:
a. lack of knowledge about the construction technology program at Hartnell, requires
“better advertising” to high schools, concurrent enrollment with high school
programs, and that successful graduates would be useful as
“recruitment tools” in high schools:
b. prominence of “sustainability” and “green construction” in course titles and
complicated course descriptions in the construction technology courses leads
students and prospective construction industry employers to doubt the job market
value and relevance of “green/sustainable” titled courses to “real world” construction
employer desired practical construction skills;
c. general misconception that “all jobs” in the construction industry “require brute
force and are dirty” limits participation of women in the construction industry, and
working with the National Association of Women in Construction (NAWIC) to
counter this, may help in recruitment of women in the program;
d. concurrent enrollment of high school students to the program.
3. Clarify the mission of the Construction Technology program.
a. Construction industry employers stated that their need was for entry level skills
training and the college was failing to recognize the difference between students
seeking primarily vocational training, and those seeking transfer to a 4 year bachelor
degree program in construction management.
b. Employers who needed persons experienced in the skilled trades will always hire
from the union halls, if the employer was a union company;
c. If the company was non-union, hires for skilled tradesmen will be made from
available outside pools experienced in the specific trade desired;
d. Construction Management positions were filled either within the company with
experienced professionals moving-up or from outside pools of qualified
construction management personnel (including graduates from university bachelor
programs in construction management);
e. Members of the Advisory Committee accused education institutions of failing to
provide “good counseling” to students in regards to choices between vocational and
academic courses of study. All members of the Advisory committee concluded that
a program that attempts to run all students in the Hartnell College District through
the same “round hole” destined for a 4 year college degree, “would be a failure in
Salinas because of our clientele”.
4. “Many young people do not know how to work”, was an opinion offered by some
committee members. Motivation is important with a career, where job experience is
difficult to secure without some entry level experience.
5. Construction internships were seen as important to offer a “great opportunity for students
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to rellay experience the construction industry first hand”, although internship present a
problem in union companies.
6. Committee agreed that a representative sample of course outlines be forwarded by the
College for study.
What information and/or data were presented that required or currently
require changes to be made to your program?
1. Titles and catalog descriptions of core construction courses must be refined to clarify three
student learning path outcomes must be addressed for:
A. acquisition of vocational skills and abilities related to entry level skills for
employment by local construction industry;
B. acquisition of vocational skills and abilities related to entry into apprenticeships
with skilled construction trade unions;
C. creation of a path for transfer to a four year construction management bachelor’s
degree program at a CSU institution.
All these student learning outcomes must be supported with training in emerging legal,
regulatory, social, and construction business requirements for environmentally
sustainable best construction practices.
2. Based upon the recommendations of the Advisory Committee changes should be made to
First Semester and Second Semester Construction Technology core course programs. All
incoming construction technology students would be required to take the core course
packages.
3. Does labor market data and/or the need for additional education indicate
that changes should be made to your program? Does the program (continue
to) meet a labor market demand and/or fulfill an important step toward
higher/additional education?
Nationally the construction industry suffered a massive 29.7% contraction in employment
from the peak years of 2007/2008 to 2011, according to the U.S. Bureau of Labor Statistics
(USBLS). Although recovery in construction has been slow and prolonged, following the 4th
quarter of 2013, USBLS now projects [USBLS Occupational Handbook] skilled construction
employment to increase in future years, with a horizon of 2022, at an average of 24%, much
greater than the average of all other occupations of a projected 11% over the same period.
Local construction in the greater Salinas area surrounding Hartnell College, which includes
Monterey County, the cities of Marina, Seaside, Monterey, and Carmel is currently in strong
upswing beginning in 2013, with current and projected strong employment needs for skilled
construction trades and qualified construction management personnel. Both new
construction, and renovation building permits, according to Monterey County records, are
dramatically up from the past few years in these cities and the County as a whole.
One facet of this strong recovery in the local construction industry is a sometimes difficult
choice presented to potential students interested in construction careers. One choice is to
spend, or borrow, money for college construction education. The other choice is to start a
construction career by actually working for pay, as a low level construction laborer, and
learning critical construction skills on the job. This second alternative has always been a
traditional career path. Combined with the socio-economic status of the majority of
prospective students in the population of the Hartnell College District, learning skills on the
job while being paid to do so, may be the more compelling choice.
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D. PROGRAM GOALS
1. List and describe program/disciplinary goals for the next comprehensive
review cycle—Fall 2014 through Fall 2018. Be sure to highlight innovative,
unique, or other especially noteworthy aspects.
VISION STATEMENT
Hartnell College will be nationally recognized for the success of our students by
developing leaders who will contribute to the social, cultural, and economic vitality of
our region and the global community.
MISSION STATEMENT
Focusing on the needs of the Salinas Valley, Hartnell College provides educational
opportunities for students to reach academic goals in an environment committed to
student learning, achievement and success.
[List and describe program goals here]
1) Accurately identify and correlate curriculum to significant current and relevant trends within
construction technology, by continuing close working arrangement with Construction
Technology Advisory Committee to assess Committee’s perceived local and regional
construction technology needs.
2) Tailor the course curricula to seamlessly match the 3 primary career paths identified by
Advisory Committee and to maximize student success rate in each
A. Entry Level Skills For Area Employment
B. Articulation for Transfer to 4 Year California State University Construction
Management Bachelor Degree Programs
C. Entry into Apprentice Membership Program in a Skilled Trade Union
3) Increase efforts toward professional development of faculty focused on acquisition of working
knowledge and application of latest field proven Sustainable Green Construction Principles,
Project Management Tools, and Building Information Modeling Systems.
4) Reduction and refinement of course curriculum classes and scheduling to attract higher
enrollment in program and improve completion rate in introductory courses.
5) Implement a tracking system to assess student success in each of 3 primary career path.s
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.
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Course
Number
CONS-140
Course Name
Does the course have any DE
(online or hybrid) sections?
No
Construction Management &
Scheduling
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
CONS-101
CONS-104
CONS-125
CONS-130
CONS-134
CONS-136
CONS-142
CONS-146
CONS-150
CONS-151
CONS-152
Fall 11
70
36
5
15
20
14
Spring 12
41
40
28
31
8
24
7
3
6
6
2
3
Spring 13
13
28
8
16
11
22
13
11
29
2
7
Fall 12
40
12
Enrollment data in all construction technology courses indicated relatively steady enrollment
decline. New curriculum was approved and first taught in Fall 2011
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?
Success
Course
CONS-101
CONS-104
CONS-125
CONS-130
CONS-134
CONS-136
CONS-142
CONS-146
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Fall '11
81%
94%
80%
53%
75%
100%
Spring '12
73%
92%
75%
Fall '12
98%
92%
74%
73%
85%
91%
Spring '13
62%
54%
75%
62%
55%
75%
CONS-150
CONS-151
CONS-152
71%
97%
100%
100%
83%
100%
100%
79%
71%
67%
Overall data shows average success rate in these classes.
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.
Year
Certificate
Associate
2011
0
0
2012
4
4
2013
2
3
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.
At this point we do not have any approved or implemented DE courses in to the program. It is under the
consideration and development stage. We will use the Hartnell’s online course management (Etudes)
as support for face to face course in discipline.
Term
No. of DE/
Online Sections
NA
NA
No of
Hybrid
Sections
NA
Fulltime
Faculty
NA
Adjunct
Faculty
NA
2. Compare student success in the DE teaching environment with success in the face-to-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.
[N/A]
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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.
[N/A]
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
CONS-160 & 161
CONS-120
New Course-R Ward
New Course- R Ward
a. Not Yet b. No
a. Not Yet b. No
Spring 2015
Spring 2015
Courses scheduled for
review during AY 201415
Faculty member(s)
responsible for
coordinating
Target semester and
year—Fall 2014 or
Spring 2015
CONS-150, 151, 152
CONS-121, 123
CONS-125, 126, 128
R Ward
R Ward
R Ward
Fall 2015
Fall 2015
Fall 2015
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
None Established
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What changes have occurred
in the program/discipline as
a result of dialogue?
Change in Faculty
Was the Program
Outcome Assessment
Summary completed?
No
List Program level outcome(s)
scheduled for assessment in
AY 14-15
Have your course level
SLOs needed for this
program level outcome
been assessed or
scheduled for
assessment?
All Courses
No
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?
In the beginning of the Spring semester 2014, a flex day activity was scheduled for the entire
college. Full-time and par-time drafting and engineering faculty member discussed the issues
related to program outcomes. Analyzing the results of some individual courses assessment lead
to some corrections.
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?
Course SLO (student learning objective)need to be mapped to CC (course competency) and
carefully evaluated and revised if deemed necessary. All these data are saved in college
designated location (currently R: drive)
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
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List courses scheduled for
SLO assessment as
previously specified
In what term was
the course
assessed?
All CONS courses
Not Yet
Was the Course
Assessment
Summary Report
completed?
Not Yet
List courses scheduled for
SLO assessment in
AY 2014-15
All CONS courses
Faculty member(s)
responsible for
coordinating
R Ward
Target semester
and year—Fa 2014
or Sp 2015
Spring 2014
5. Describe course level assessments results and how they will influence your
plans moving forward.
Although the overall course assessment results were not complete introducing the new teaching
methodology and implementing new assessment tools will be essential in improving students
learning and achieving course objectives.
6. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
In classes we see learning deficiencies due to many factors related primarily to Hartnell College
District student clientele socio-economic, cultural, and language factors. Effective Assessment
tools have not yet been put in place. Challenges exist for assessingoutcomes with students of
diverse learning backgrounds, and widely different educational career paths. The challenge
continues to be a development of meaninful assessment tools for all levels of students.
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
existed or
continue to exist?
Will activity
continue into
AY 14-15?
Will activity
continue into
AY 15-16?*
Completing our twoyear course planning.
The enrollment in
advanced courses are
not to a desirable
level.
We need to prevent
any class
cancellation due to
the low enrollment
so there will not be
any interruption in
sequence of the
course offering.
Yes.
Updating our
two-year
course
planning.
* 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?
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Program organization and implementation to evaluate success of activities needs to be created.
Student Learning Outcomes and Program Success are not measureable at this time.
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
Establish
Assessment
Tools to
Evaluate
Student
Learning
Outcomes
Strategic Plan
Goal(s)
No. & Letter
(e.g., 5A)*
1A
Desired
Outcome(s)
Resources
Needed
Person
Responsible
Implement
Assessment
Tools
Measurement
of SLO’s
AcademicS
upport
R Ward
Estimated Date of
Completion (can
be more than one
year in length)
Aug 15, 2015
All Courses
Implement
Assessment
Tools
Measurement
of Program
Success
AcademicS
upport
R Ward
Aug 15, 2015
All Courses
Establish
SLO’s and
Program
Outcomes
Relevant to
Career
Choices
AcademicS
upport
R Ward
Jan 15 2015
Fast Track
Scheduling
R Ward
Jan 15, 2015
2A,B
Establish
Assessment
Tools to
Measure
Program
Success
1A
Establish Clear
Three Track
Student
Educational
Career Paths
for Stuents
1A 2A,B
Secure License
Software for
4A,B,C,D
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Related
Courses,
SLOs, PLOs,
or goals
All Courses
2A,B
4A,B,C,D
6A
5A
CONS-140
Comments
upgrade of
CONS-140
5A
Software
6A
Secure
Membership
in
Construction
specifications
Institute
4A,BCD
5A
6A
CONS-125
CONS-126
CONS-128
Access to
C.S.I.
Materials
Specirfication
Library
C.S.I.
Membersh
ip
R Ward
Jan 15, 2015
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
*** Please complete this page for each new activity. ***
1. 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.
1. Establishment of SLO and Program Success Assesment Tools
2. Establish Three Clear Student Learning Outcome Paths within ConstructionTechnolog:
A.
3. Construction Management andcheduling Software Acquisition and Classroom Application
4. Hartnell College Construction Specfication Institute Membership
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
c) Does this activity span multiple academic years?
NO
If yes, describe the action plan for completion of this activity.
14 | Page
Establishment of SLO and Program Success Assesment Tools:
Implement SLO and Program Success Assessment tools which exist and are currently being applied
in other disipline programs within Hartnell College.
Establishment of Three Track Student Learning/Career Outcomes
Clearly define and outline the three construction career outcomes to all prospectiveConstruction
Technology Students to allow students to make informed choices about Hartnell College course
selection.
Construction Management and Scheduling Software Acquisition:
Secure Hartnell approval for expenditure and exercise Academic Purchase Program and Pricing
to secure 12 student licenses for Spring 2015 course offering.
Construction Specfication Institute Membership:
Investigate academic pricing and membership options available from C.S.I.
Submit request for funding for Spring 2015
d) What measureable outcomes are expected from this activity? List indicators of
success.
Scheduling Software:
Increase in student skill level in use of professional construction management software, for students
employment in construction industry and articulation effort in grant funded construction
management courses with Cal Poly San Luis Obispo. Sucess wil be measured byparticpating faculty
at Hartnell and CPSLO.
Construction Specfication Institute Membership:
Student access and use of CSI library materials in construction courses.
e) What are the barriers to achieving success in this activity?
Scheduling Software:
Installation of software on exsting equipment, effective instruction.
Construction Specfication Institute Membership:
Setting up college institutional membership to maximize faculty and studenton-line access
to C.S.I. library materials.
15 | Page
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)*
Supplies/
Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Library
Materials
Science
Labs
Projected
Costs
1.
F
$77,000
2.
F
Include in
Above
3.
F
S
$2000
4.
F
CSI
Membership
$1500
5.
* 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.
Priority 5:
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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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