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)*
Date Submitted
to Dean
Drafting Design Technology
*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
Parviz Entekhabi, Full time Faculty
Melissa Hornstein , Full time Faculty
Robert Ward , Architect; Adjunct Faculty
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.
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?
The Drafting and Design Engineering Technology is a two-year program offers courses that are
intended to create interest and enrichment through the study that combines drafting, engineering
technology, and computer skills. The major courses of study provide a strong background in the basic
mathematics and geometry applications. Because the program is easily adapted to a number of
specialized areas, it offers the opportunity for employment in architectural, construction, mechanical,
electrical, and other related industries. This program also makes it possible for graduates to advance to
a supervisory position in the drafting and design field.
·
What are the unique aspects of the program?
Drafting program offers several industry relevant courses with the latest application software. We do
have state of art computer lab and classrooms which instructed by highly qualified industry
professionals.
·
How does the program relate to the needs of the community?
At Hartnell College, drafting technology program offers variety of introductory and advanced level
courses to meet the needs of the new students enrolled in degree/certificate programs, returning
industry employee for re-training and engineering transfer students.
·
How does the program interface/collaborate with other programs on campus?
Drafting offers courses such as DRA 64 (Print Reading for Industry) which supports the welding and
mechanical agriculture programs. The Engineering Graphics Design (EGN-2) supports the engineering
transfer program.
·
What is working well in the program/discipline?
In spite of having low enrollment in our advanced course (due to the local economy fluctuation and
other factors), we see the improvement in retention and success rate.
·
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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 guarantee schedule. The course offering
sequences intended for a smooth learning and transition from the introductory to the advance courses.
Although our goals for enrollment increase has not been achieved, but we have seen improvement in
course completion and retention rate.
·
How is consistency maintained between/among multiple sections of a single course?
Drafting program do not offer multiple sections.
·
Has the program explored alternative scheduling approaches?
In the last few years we have offered the courses in every year. In current semesters we have seen a low
enrollment in our advance courses. We are exploring the issue and looking into an alternative
scheduling and course offering.
·
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; we have
flexibility of waving these requirements within framework of the curriculum guidelines.
·
What professional activities have faculty recently (last three years) participated in?
Full-time and adjunct faculty have been involved in all the professional activities, workshops and
meetings held on campus. Our adjunct faculty member is a practicing architect who regularly attends
the AIA professional meetings. The full time faculty member continue to attend the on line webinar and
sign up to the news letters etc. to stay current on the latest technology in the field. Also participated in
the Industrial technology Instructor’s Conference and CNC exhibition held by Haas Manufacturing
Training at Laney College in Oakland California.
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.
Term
Fall2010
Spring
2012
Fall
2012
Spring
2013
Fall
2013
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No. of
Active
Sections
4
Full-time
Faculty
Adjunct
Faculty
1
1
4
1
1
4
1
1
4
1
1
4
1
1
Spring
2014
4
1
1
2. What staffing factors/challenges have influenced the effectiveness of the program?
There has been no staffing challenges for our discipline.
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.
Drafting technology program is offering courses to meet the local industry needs in Salinas
Valley. The program offers courses in mechanical and architectural leading to certificate in both
fields. During the last three years we have awarded number of certificates which listed later in
this report.
The outcomes of this certificate program will prepare a student for employment in the field of
Computer Aided Design and Drafting. The curriculum covers a broad base of current Computer
Aided Design and Engineering skills necessary for success and productivity in modern industry.
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.)
As of now we have not been able to meet advisory committee. There is a plan to form a new
committee by the end of this year. One of the recommendation from the past years was to
implement a use of 3D printer in our solid modeling courses. We secured the found in 2013 and
just completed the purchasing process. We will and use them during the current academic year.
For our students working on these 3D printers in the classroom is a valuable experience
preparing them with advance skill in modern manufacturing environment.
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Here is the list of the local industry representatives who agreed to serve:
Nathaniel Milam, PE
Witson Engineers
9699 Blue Larkspur Lane #105
Monterey CA 93940
nmilam@whitsonengineers.com
831-649-5225
Paul Gallien PE
Gallien Engineering Inc.
9699 Blue Larkspur Lane
#102
Monterey CA 93940
paul@gallienengineering.com
831-372-7072
David Knight
Monterey Energy Group
26465 Carmel Rancho Blvd. #8
831-372-8328
Dennis Hodgin AIA
Dennis Hodgin AIA Architects
9699 Blue Larkspur Lane
#101
Monterey CA 93940
dennis@dhaia.com
831-655-1024
Al Saroyan
Saroyan Masterbuilder
760 Redwood Ave.
Sand City, CA 93955
831-393-1800
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?
In the past academic year, we have made several course revisions to our program. The new
development and updates in the application software technology requires constant course
revisions and updates. To meet the industry’s demands and improve the program, these
revisions and updates will continue throughout the year.
These efforts will prepare a student for employment in the field of (CADD) computer aided
design and drafting. The curriculum covers a broad base of current computer-aided design and
engineering skills necessary for success and productivity in modern industry. The program
continues to meet the demand of current manufacturing and architectural industries.
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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.
A new mission and vision is currently before the board for approval in February. In considering
your program’s future goals, please review the proposed new mission and vision statements.
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) Participate and form a new advisory committee for Drafting Technology.
2) Continue incorporating online management tools to enhance the existing courses.
3) Develop online Directed Learning activities for AutoCAD courses and offer some
hybrid/online classes in computer- aided design area.
4) Improve the enrollment number in advance classes and improve the completion rate in the
introductory courses.
5) Develop more effective class scheduling plan to improve the number of degree and certificates
completion.
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
Course Name
Does the course have any DE
(online or hybrid) sections?
DRA 50
Introduction to Drafting & Design
No
DRA 52
Introduction to AutoCAD
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
Fall 2010
DRA 50
DRA 52
21
-
Spring
2011
17
Fall 2011
23
14
Spring
2012
20
18
Fall 2012
17
14
Spring
2013
-
Enrollment data in DRA 50 indicated relatively steady enrollment trend with slight fluctuation.
Reviewing the enrollment history for this class in the past several years reveals imprudent.
For DRA 52 we observe some decline. This one of the three AutoCAD series classes that we offer.
Currently we are looking into scheduling and watching it further. This is also one the candidate
courses for offering as online/hybrid modality that will lead to reach more students.
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
DRA 50
DRA 52
Fall 2010
71%
-
Spring 2011
80%
Fall 2011
83%
71%
Spring 2012
70%
50%
Fall 2012
76%
86%
Spring 2012
-
Overall data shows better than average success rate in these classes. For DRA 52, in spring 2012
the number drops to 50 from 80% in spring 2011. Starting 2013 we have decided to offer these
courses in yearly bases and only in fall semester. These are both introductory level courses that
build the foundation in the program. We do not have fall 2013 data for this report but student’s
engagement and having state of art CAD lab facility with the latest technology, we should see an
improvement in coming years.
DEGREES AND CERTIFICATES
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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
2011
2012
2013
Certificate
5
3
2
Associate
7
1
2
5.
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 use the Hartnell’s online course management (Etudes) as
support for all of the face to face course in discipline.
Term
No. of DE/
Online
Sections
No of
Hybrid
Sections
Fulltime
Faculty
Adjunct
Faculty
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]
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]
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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
DRA 52
DRA 53
DRA 54
DRA 70
Parviz Entekhabi
Parviz Entekhabi
Parviz Entekhabi
Parviz Entekhabi
In the process
In the process
In the process
In the process20
5/2014
5/2014
5/2014
5/2014
EGN-12
EGN-2
Parviz Entekhabi
Parviz Entekhabi
yes
yes
2/2014
2/2014
Courses scheduled for
review during AY 201415
DRA 58
DRA 64
DRA 71
Faculty member(s)
responsible for
coordinating
Parviz Entekhabi
Parviz Entekhabi
Parviz Entekhabi
Target semester and
year—Fall 2014 or Spring
2015
Fall 2014
Fall 2014
Spring 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.
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List Program level outcome(s)
scheduled for assessment as
previously specified
What changes have occurred
in the program/discipline as
a result of dialogue?
PLO #6, PLO #1, PLO #3
We found that PLO #6 was
eliminated from the Program
Level Outcomes at an earlier
date. We found that PLO #1 is
met by DRA 50, DRA 52, DRA
53, DRA 54, and DRA 58. We
found that PLO #3 is a good
program outcome; however
there are currently no SLOs
that map to it.
We corrected the course
mapping for PLO #6. We
revised SLOs in order to map to
PLO #3.
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?
Yes
All five course outcomes
Was the Program
Outcome Assessment
Summary completed?
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?
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
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there any plans to make changes to courses or improvements in teaching and
student learning?
Yes, each course SLO (student learning objective) 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.
List courses scheduled for
SLO assessment as previously
specified
In what term was
the course
assessed?
DRA 50
No changes were
needed
No changes were
needed
No changes were
needed
No changes were
needed
DRA 52
DRA 58
DRA 70
List courses scheduled for
SLO assessment in
AY 2014-15
DRA 53
DRA 54
DRA 64
Faculty member(s)
responsible for
coordinating
Was the Course
Assessment
Summary Report
completed?
yes
yes
yes
yes
Target semester
and year—Fa 2014
or Sp 2015
5. Describe course level assessments results and how they will influence your
plans moving forward.
Although the overall course assessment results were satisfactory, introducing the new teaching
methodology and implementing new assessment tools will be essential in improving students
learning and achieving course objectives. As one the new assessment strategy I am planning to
introduce some survey/quiz very early in semester and compare it to the data at the end of the
term.
6. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
In our introductory classes we see a larger learning gap due to many factors. One type of
assessment tool may not always be equally reliable for these students with diverse learning
background. The challenge continues to be a development of such assessment tool that can
improve learning and facilitate the assessment for all levels of the students.
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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?*
Completing our twoyear course planning.
Although the
enrollment in
advanced courses are
not to a desirable
level, we see some
improvement in the
introductory courses.
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.
Renewing our exiting
license subscriptions to
AutoDesk & Soliworks
engineering design
application software
for our program.
It helped to
implement the latest
engineering software
into curriculum. It
provides an
opportunity for our
students to be trained
with the latest
technology in CAD
discipline.
Funding is a major
challenge. We rely
on VTEA grant
funding for the most
software. There is
no guarantee that
money will be there
in any given year.
yes
Yes. We need
to stay current
and continue
our
subscription to
these
applications in
order to
receive support
and updates.
To purchase a new 3D
Printer.
We have ordered the
product and it should
be installed and used
by the end of the
current term.
Our students will
greatly benefit and
excited from this
technology where
their design instantly
built and created.
we will need to
have fund available
to cover the
associated material
costs for future.
Yes. We will
integrate and
use this
technology in
our 3D solid
modeling
classes.
* 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?
Drafting technology has strengthened its assessment process for the program in the past year,
and as a result, I will be able to generate a more reliable set of data reflecting how well its
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changes are impacting student learning. For this review, I referred to the compiled data in
“Etudes” for several critical areas; data indicate that the program prepares them according to
course objectives and expectation.
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
Responsible
AutoDesk
Annual License
Renew fee
1A; 5A
50,52,53
,54,58,
70,71,72
Keep the
program
updated
and current
$3000
Parviz
Entekhabi
SolidWorks
Annual License
fee
1.
2.
3.
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$2000
Estimated
Date of
Completion
(can be more
than one year
in length)
September
2014
Comments
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
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*** 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.
Renewal of our current CAD lab software license applications (AutoDesk and SolidWorks) will keep
our lab application updated to the newest versions. It also gives us access to their resources and
continuation of support and upgrades.
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?
YES
NO
If yes, describe the action plan for completion of this activity.
[Begin response here]
d) What measureable outcomes are expected from this activity? List indicators of
success.
[Begin response here]
e) What are the barriers to achieving success in this activity?
[Begin response here]
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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)*
Supplies/
Equipment
(S/E)**
1.
2.
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Library
Materials
Science
Labs
AutoDesk
Annual
License
Renew fee
SolidWorks
Annual
License fee
3.
4.
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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Projected
Costs
3000 S
2000 S
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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