Program Planning and Assessment (PPA)
for Services, Offices & Non-Instructional 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 service/office/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 area
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
and data at Hartnell College. The result of the process will also improve institutional effectiveness.
Service/Office/
Non-Instructional Program
Date Completed (must be
in final form by 3/31/14)*
Date Submitted
to VP
Transfer and Career Center
May 21, 2014
May 21, 2014
*Please note that you should work with your colleagues and supervisor/director/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
Dr. Mark Sanchez- Dean of Student Affairs- Student Success
Mercedes Quintero- Counselor/ Transfer and Career Center Coordinator
This PPA report is organized in 3 sections and 9 subsections as follows:
I.
II.
III.
Comprehensive Review – a. Overall Service/Office/Program Effectiveness,
b. Staffing Profile, and c. Service/Office/Program Goals.
Annual Review – a. Data & Trends, b. Service/Program Modality, c. Outcomes,
and d. Previously Scheduled Activities.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
è For services/offices/non-instructional programs scheduled for
comprehensive review in spring 2014, please complete Sections I, II, and III.
è For services/offices/non-instructional programs scheduled for annual
review, please complete Sections II and III.
I.
COMPREHENSIVE REVIEW
Please complete this section for services/offices/non-instructional programs
scheduled for comprehensive review in spring 2014. Go to Section II for
services/offices/non-instructional programs scheduled for annual review in
spring 2014.
A. OVERALL SERVICE/OFFICE/PROGRAM EFFECTIVENESS
1. Describe your service/office/non-instructional program in terms of its overall
effectiveness over the past several years.
Please consider the questions below in describing your area.
·
·
·
·
·
·
·
·
·
What are your area’s primary functions?
How are students/employees served by the service/office/program?
What are the unique aspects of the service/office/program?
How does the service/office/program relate to the needs of the community?
How does the service/office/program interface/collaborate with other areas on campus?
What is working well in service/program provision?
Have state and/or federal mandates/rules/certifications particular to the service/program
been met?
What policies and/or practices, both institutionally and departmentally, have been
implemented to improve functions over the past few years?
What professional activities have staff recently (last three years) participated in?
[Begin response here]
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B. STAFFING PROFILE
1. In the table indicate the number in terms of FTE. For instance, 1 full-time staff
person is 1.0, and a half-time person is .5.
Positions
2011-12
2012-13
2013-2014
Management,
Supervisors
Classified Staff
Classified Staff- Part-time
Faculty Staff
Faculty – Part-time
Student Workers
Professional Experts
Total Full Time
equivalent Staff
2. What staffing factors/challenges have influenced the effectiveness of the service/
office/program?
[Begin response here]
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C. SERVICE/OFFICE/PROGRAM GOALS
1. List and describe service/office/program 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 service’s/office’s/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 service/office/program goals here]
1)
2)
3)
4)
5)
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II. ANNUAL REVIEW
This section must be completed for ALL services/offices/non-instructional
programs, including those scheduled for a comprehensive review in spring
2014.
A. DATA & TRENDS
1. Provide available data and information that define target recipients of the
service/office/non-instructional program, including numbers/size, types and
characteristics/needs of current and potential users, students, clients, and/or
other relevant populations. List the sources of this data and information.
In academic year 2013-2014, 816 students were served in the Transfer and Career Center
via appointments, and an additional 2,920 were served via transfer and career workshops, the
Transfer Day/ College Night, and job fairs--yielding a total of 3,736 recipients. These numbers
include students that were first-time freshmen (high school seniors), returning students,
transfer students, and Veteran’s. The Transfer and Career Center held its 28th Annual Transfer
Day/ College Night serving over 2,400 students and community members. Of these students
522 students were freshmen and sophomores from our local high schools. Many of the 3, 736
students served by the Transfer and Career Center are first-generation, low-income students.
We are working with these students to prepare them with the skills necessary to plan and
achieve a college educational goal. By providing comprehensive academic counseling and
advising we are working to ensure students understand the steps they need to take to
accomplish their personal and educational goals. Furthermore, we equip our students with the
skills and information necessary for preparing to transfer to a university and ultimately a career.
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2. Analyze and report on salient patterns and trends in this data. Given these
patterns and trends in users, needs, usage and/or other key factors, identify
particularly challenging issues in service/program provision, office
functioning, and the evaluation of the service/office/non-instructional
program.
The numbers of students we have served in the Hartnell College Transfer and Career
Center in 2013-2014 has increased significantly from 2012-2013. The Transfer and Career
Center opened in fall 2013 with one full-time counselor (60%)/ coordinator (40%), and in spring
of 2014 a full-time program assistant was hired to support the Transfer and Career Center
services. The physical space granted to the Transfer and Career Center inside the Student
Center, along with a 2-staff team dedicated to carry out its services year-round, has significantly
improved access and service to our students over the past year. Title 5, Education Section 51027,
highlights Transfer Center Minimum Program Standards that include continued support of
transfer as one of its primary missions, and place priority on the preparation of students for
transfer to the university, especially those from under represented backgrounds. Hartnell
College is a Hispanic Serving Institution with over 60% of students on some type of financial
aid, and located in a city with one of the highest poverty rates in the County. We know that our
student population requires more supporting staff be added to the Transfer and Career Center in
order to truly maximize our service efforts. Additionally, with the implementation of the Student
Success Act, SB 1456, we are expected to increase the numbers of students we serve each year
with three major core services: 1) Orientation; 2) Assessment; 3) Counseling/Educational
Planning. In order to maximize the amount of funding the College may receive the Hartnell
College Counseling Department and its Transfer and Career Center will need to ensure we are
serving the maximum number of students possible on campus. Hartnell College currently
maintains a headcount of slightly over 12, 000. The Counseling Department and Transfer and
Career Center’s goal is to find creative ways to serve as many of these 12, 000 students as
possible. In order to achieve this we will need to bring on additional counselors to serve our
students. Many campuses in California began this strategy of hiring more counselors once they
were aware of the change in legislation.
The deliverables for this goal is to ensure we’ll be
providing more career development/choosing a major workshops, abbreviated (1 to 2 semester)
educational plans, comprehensive (2 + semester) educational plans, and the provision of follow
up services to students (up to 4 times per semester). Follow up services is a service which
allows the student and academic Counselor the opportunity to follow up on the student’s
academic progress, including removing barriers to their academic success.
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3. Provide any other relevant data and describe any other relevant qualitative
factors that affect service/program provision, office functioning, and the
evaluation of the service/office/non-instructional program. List the sources of
this data and information.
The Transfer and Career Center has been able to address the Transfer service delivery needs
appropriately with the current staff set in place, but in terms of Career services, there is a need
for supporting staff in order to increase the career service delivery. Ideally, part of the career
service goals would be to bring back the Cooperative Work Experience curriculum to provide an
enhanced career exploration and preparation experience for our students. This project would
require hiring a full-time Career Counselor. This would maximize the College’s opportunity to
provide a comprehensive service delivery to students who plan on enrolling at the college, or are
currently enrolled. This would also allow the college to maximize its pre-enrollment services to
students, which in turn would maximize the college’s opportunity for Student Success Program
and Support (SSSP) state funding. Once a student has successfully chosen a major, education
planning becomes more precise and subsequently successful.
When we analyze the
demographics of our students (first-generation and low-income) preparing them for the
expectations of college early is critical to ensure their educational success. This data was
collected through the Hartnell College Admissions and Records office trend data for new
applicants over the last five academic years.
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B. SERVICE/PROGRAM MODALITY
1. Describe the different physical locations (campuses, sites, etc.) at which, the
various delivery vehicles (phone, online, face-to-face, etc.) through which, and the
times (of day, evening, week, etc.) at which the service/program is provided to
intended recipients. Consider staffing and other resources available to serve user
needs for each location, vehicle, and time specified.
Transfer and Career Center services are provided at all campus locations including (Main
Campus, Alisal Campus, King City Educational Center). In academic year 2013-2014, counseling
hours were increased at all sites. This includes Transfer 101 workshops, Transfer Application
workshops, Resume Writing workshops, and Mock Interviews, being offered to students. The
Transfer and Career Center’s largest annual event is its Transfer Day (9 am to 12pm) / College Night
(6 pm to 8 pm), which is housed in the Student Center and hosts over 45 university representatives
who offer information regarding transfer, housing, financial aid, scholarships, and admissions
requirements. Students are also able to send emails to the Transfer and Career Center Counselor/
Coordinator with questions and receive a response (typically within 24 hours). Counseling services
are offered in mornings, afternoons, evenings, and some weekends to meet the needs of students.
One of the challenges is funding to continue to increase Transfer and Career Center services at the
different sites (travel expenses), and supporting staff to ensure coverage at the center at all times, and
that could allow for converting the workshop materials into online presentations (Prezi/
PowerPoints, etc.) to increase accessibility district-wide. We have seen an increase of students
requesting services at all three locations; however, delivering additional services requires balancing
funding to be able to do so. Workshops have been offered in the mornings and evenings at all
campus locations throughout 2013-2014, and classroom presentations are already lined up for
summer 2014, and fall 2014. In 2014-2015, we expect to increase the number of classroom
presentations, particularly to the English 101 and Math 123 sections, to ensure early transfer
planning.
2. Compare service/program quality provided across locations, vehicles, and times.
Are there differences? To what do you ascribe the differences in your service/
program? Discuss any other relevant factors regarding diverse service/program
modalities and environments.
In academic year 2013-2014, the Hartnell College Student Services and Counseling Department
worked diligently to increase the number of counseling hours available at all sites, including Transfer
and Career Center services via workshops and classroom presentations. This strategy has worked as
funding for Matriculation was increased in academic year 13-14. However, if funding is ever
minimized, we will have challenges ensuring equal delivery of services across the District unless the
funding model changes and the Student Services/Counseling Department is provided with additional
resources. In order to increase the effectiveness of our delivery of services across the District, we will
also need additional Information Technology support from the District. Expanding our technology
infrastructure will increase the College’s ability to more effectively serve students via online modalities.
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3. Describe the process to change and improve service/program quality for the more
challenging locations, vehicles, and/or times.
The process typically begins with some data analysis, usually through student surveys on
their needs at the College. In academic year
2013-2014, through the delivery of Transfer and Career workshops, the Transfer and Career
Center, and re-establishment of the Transfer Center Advisory Committee, we were able to
identify areas of need for resources. As we survey students, staff, and faculty on the services we
are delivering, we begin to identify areas of need for resources. The data typically suggests
areas we are doing well in our service delivery and provides information on areas for
improvement. This data is also collected through the Counseling Department Service Area
Outcomes (SAO) data each semester. Through the surveying of students, we collect both
quantitative and qualitative data on services that are effective in assisting students and areas we
can improve in the delivery of services to students. The faculty, staff, and administration review
SAO data every semester to ensure we are staying current on the effectiveness of our service
delivery model to students.
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C. OUTCOMES
SERVICE AREA OUTCOMES
Each service unit/office/non-instructional program develops its own Service Area Outcomes
(SAOs). The outcomes should be directly related to the work of the service unit/office/noninstructional program, challenging but attainable, and measureable. SAOs should articulate
what specifically is to be achieved; their measurement should assess how well the service
unit/office/non-instructional program is performing.
1. Please complete the following tables.
List Service Area Outcome(s)
scheduled for assessment as
previously specified
1. Students will have the
knowledge and ability to
choose and apply to a four
year college or university.
2. Students will demonstrate
increased knowledge on
selecting a major.
List Service Area Outcome(s)
scheduled for assessment in
AY 14-15
1. Students will have the
knowledge and ability to
choose and apply to a four
year college or university.
What changes have occurred
in the service/office/
program as a result of
dialogue?
Content covered in a
Yes
counseling appointment has
been modified to cover
potential educational goals.
If student is unsure of a
Yes
college major, they are
referred to Transfer/Career
Center workshops to assist
them with career exploration.
How will the Outcome(s) be assessed?
Student Surveys
2. Student will demonstrate a Student Surveys
higher level of major
selection, and transfer,
preparation through
academic counseling and
workshops.
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Was a Service Area
Outcome Assessment
Summary completed
(if expected)?
2. Describe how service area outcomes were specifically addressed by the
service/office/program during the past year.
Was there review and analysis of the data? How did the staff engage in discussion? Were any
interventions conducted? Are there any plans to make changes/improvements in the
service/office/program?
On Flex Day at the start of the spring 2014 semester, administrators, faculty, and staff
gathered to analyze the findings of SAO data. Discussions occurred on what the data meant and
how services could be modified and improved to better serve our students. As a result of
internal discussion, and a review of Spring 2014 California Community College Transfer
Recommended Guidelines from the CCC Chancellor’s Office and the CCC Transfer Center
Directors, the Transfer Center re-established the Transfer Center Advisory Committee and
planned for summer Transfer workshops. These changes would ensure students learned critical
information regarding transfer requirements, and also increase support of the Transfer and Career
Center services from internal administration, UC/CSU/Private universities, and local high
schools. The goal was to work to ensure early transfer preparation for students enrolling/
enrolled at Hartnell.
3. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
Our ability to collect data will need to occur electronically in the future. If we can
develop mechanisms to electronically track
Student’s that participate in college activities, this will make it much easier to track longitudinal
student success in the future. In order to do this we will need assistance for the College’s
Informational Technology Department as well as the Office of Institutional Effectiveness.
Conducting analyses on student success factors becomes much easier when we have a readily
available source of electronic student data.
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D. PREVIOUSLY SCHEDULED ACTIVITIES
This subsection focuses on activities that were previously scheduled. An activity can address many
different aspects of your service/office/program, and ultimately is undertaken to improve or enhance
your service/office/program, and keep it current.
Activity scheduled
What success has
been achieved to
date on this activity?
1. 28th Annual
Transfer Day/
College Night
2,400 students and
Salinas Valley
community members
attended TDCN in
fall 2013, and we
expect a similar
turnout in fall 2014.
Many students book
follow-up
counseling
appointments after
the event, to ensure
they are on track
with their transfer
goal.
2. 1st Annual
Veteran’s
Appreciation Job
Fair
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What challenges
Will activity
existed or continue continue into
to exist?
AY 14-15?
Minimal number
of Counselors
affects our ability
to be highly
efficient in
developing
comprehensive
student
educational plans,
and/or review of
them.
Technical:
Facilities Request
Process requires
we obtain proof of
liability insurance
from each
university
representatives, or
collect a holdharmless waiver
prior to the event.
(wondering if we
can just have all
sign the waiver as
part of registration
process?)
200 students and
Timely
Salinas Valley
collaboration
community members between the
attended the fair in
Employment
fall 2013, and we
Development
expect a similar
Department, and
turnout in fall 2014. Veteran’s Services
was a challenge
because of their
part-time staff
representatives.
More employers
showed up than
Will activity
continue into
AY 15-16?*
Yes
Yes
Yes
Yes
3. Annual Spring
Job Fair
4. 1st Annual
Transfer Mixer
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RSVP’d and
affected
arrangement in the
facility.
Technical:
Facilities Request
Process requires
we obtain proof of
liability insurance
from each
employer
representatives, or
collect a holdharmless waiver
prior to the event.
(wondering if we
can just have all
sign the waiver as
part of registration
process?)
170 students and
Technical:
Yes
Salinas Valley
Facilities Request
community members Process requires
attended the fair in
we obtain proof of
fall 2013, and we
liability insurance
expect a similar
from each
turnout in fall 2014. employer, or
collect a holdharmless waiver
prior to the event.
(wondering if we
can just have all
sign the waiver as
part of registration
process?)
In spring 2014, 40
IT—Datatel
Yes
transfer students
information
were able to network regarding degree
over lunch, receive
completion.
heart-felt advice
Promoting the
from a panel of
event was a bit
Hartnell alumni who difficult since we
already completed
did not want to
their bachelor’s
send out an email
degree. In spring
to all student body,
2015, we expect an
only students who
increase in the
were completing
number of transfer
transfer
students
requirements
Yes
Yes
participating.
(CSU GE
certificates/
IGETC
certificates/ AA-Ts
and AS-Ts). If we
had the ability to
somehow access
emails of only
those graduating
transfer students,
we could contact
them directly and
ensure a higher
participation rate.
* 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 service or program success?
1.
2.
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At 28th Annual Transfer Day/ College Night we welcomed 2, 400 students and community
members into the Student Center to receive information regarding transfer, housing,
financial aid, scholarship, and application process from over 45 university representatives.
After the event, many students booked follow-up appointments to review their education
plans and ensure they were on track to complete their transfer goal (at Main Campus, Alisal
and King City). Our local high schools are active participants of this event, and during a
meeting expressed limitations with the pre-set date for the 29th Transfer Day/ College Night
originally scheduled for November 5, 2014. Since many of our local high schools would be
undergoing state testing during that week, we communicated with the Chancellor’s Office
TDCN coordinator and were able to obtain a new date: November 13, 2014, for our 29th
Annual TDCN. Continual dialogue, surveying, and modifications will occur to our
programs and services to ensure we are serving our students and community effectively and
efficiently.
1st Annual Veteran’s Appreciation Job Fair served 200 students and community members.
CTE from Alisal Campus made a strong presence and overall, it was a warmly supported
event by the campus and campus partners in the community. This event led to some
community members deciding to enroll at Hartnell. Post event discussion led to suggesting
we include a Hartnell Student Services table in the future to ensure access to enrollment/
steps to success information.
3.
4.
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Annual Spring Job/Career Fair served 170 students and community members with
approximately 30 participants having gone through Career Development/Preparation
workshops by the Transfer and Career Center prior to the job fair. Local CET students were
also a large number of the participants and employers were pleased with the resumes they
collected. Post-event dialogue led to suggesting the Transfer and Career Center
communicate and collaborate more with the Business Office Tech instructors to better
prepare students for the Spring Job/Career fair.
1st Annual Transfer Mixer: On May 14, 2014, the Transfer and Career Center, in
collaboration with the Associated Students of Hartnell College, hosted the first Transfer
Mixer for transfer students who are graduating this spring. The Transfer Mixer was a
celebration held in Steinbeck Hall, and 40 transfer students were able to network over
lunch. The students enjoyed meeting other peers who would be transferring to the same
university, and they also received heart-felt advice from a panel of Hartnell alumni who
already completed
their bachelor’s, and in some cases, their master’s degree. Each received a Certificate of
Recognition for their transfer achievement.
The alumni panel included: Laura Zavala, Program Assistant for Student Life Office at
Hartnell College and a graduate of CSUMB and SJSU with a BA and MA; Sara Sanchez,
Program Assistant for Transfer and Career Center at Hartnell College and a graduate of
SJSU with a BA and MA; Mario Estrada, Food Safety Director for Markon and a graduate
of SFSU; and Juan Ledesma, College to University Success Program Support for Science
and Math Institute at Hartnell College and a graduate of UCSC. The Transfer Mixer
Committee members were Augustine Nevarez, Director of Student Life; Elaine Duran,
Student Trustee; Miriam Muñoz, ASHC Senator; Andrea Rivera, ASHC Senator; Transfer
through Teamwork Club members; Sara Sanchez; Laura Zavala; and Mercedes Quintero,
Counselor/
Transfer and Career Center Coordinator. Through post-event debriefing, we found that it
would be beneficial to include faculty members at our next Transfer Mixer, encouraging
them to wear their Alma Matter gear and make themselves available to share their college
experience with our transfer students. We anticipate the number of transfer students who
participate in the 2nd Annual Transfer Mixer will be well above 40 in spring 2015.
III. ANNUAL ACTION PLAN
This section must be completed for ALL services/offices/non-instructional
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 service/office/program, and ultimately is
undertaken to improve, enhance, and or keep your service/office/program current. A new activity may
or may not require additional resources.
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
Strategi
c Plan
Goal(s)
No. &
Letter
(e.g.,
5A)*
Related SAOs,
SLOs, PLOs, or
goals
Desired
Outcome(s)
Resources Needed
Person
Responsible
Estimate
d Date of
Completi
on (can
be more
than one
year in
length)
1. Transfer
Day/
College
Night
(TDCN)
1, 1A
Students will
have a college
orientation,
educational
plan, and
registered for
first semester
courses.
Increase
transfer
preparation
among
students
and
prospective
students.
Facilities:
Student Center.
Folders,
Outreach
materials,
Transfer and
Career Center
Coordinator &
Program
Assistant,
Laptop for
Transfer &
Career Center
tabling (to get
students to
complete
online Transfer
Questionnaire
at TDCN for
data
collection),
TDCN
Mercedes
Quintero,
Counselor/
Transfer
and Career
Center
Coordinato
r
Nov 12,
2015
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Comments
2. 2nd Annual
Veteran’s
Appreciatio
n Job Fair
and Annual
Spring
Job/Career
Fair
3. 2nd Annual
Transfer
Mixer
1, 2, 3, Students will
4, 5, 6 be connected
to local
employment
opportunities/
community
members will
obtain
information on
college
programs that
can better
prepare them
to join the
workforce.
1,2, 4, Students will
5
develop an
educational
goal by the
start of their
second
semester of
enrollment.
committee,
Staff/Faculty
Overtime/overl
oad Costs (for
evening hours).
Food/
refreshment for
university reps.
Increase
Facilities:
Mercedes
career
Student Center Quintero
awareness
(Steinbeck
and
Hall).
information Food/refreshm
regarding
ents for
college
employers.
preparation Transfer and
for
Career Center
students/
Coordinator
prospective and Program
students.
Assistant.
Increase
transfer
preparation
for Hartnell
students.
Facilities:
Student Center
(Steinbeck
Hall).
Food/refreshm
ents for
panelists and
participants.
Folders,
certificate
paper, Transfer
and Career
Center
Coordinator &
Program
Assistant, and
faculty.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
17 | P a g e
Mercedes
Quintero
October
2015,
April
2016
May
2016
*** 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 service/office/program.
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.
The Transfer Day/ College Night event will continue to be our largest and most important
Transfer activity where we will be able to connect current and prospective students to a
multitude of public and private 4-year universities.
b) Describe how this activity supports any of the following:
1) Service Area Outcome
2) Program level Outcome
3) Course level Outcome
4) Service/Program Goal
5) Strategic Priority Goal
This activity supports Strategic Priority Goal 1: Student Access, by providing critical transfer
information to our students and community members (prospective students), as well as our
feeder high schools to ensure students are prepared early for the process of college enrollment
and transfer. This activity also supports Strategic Priority Goal 2: Student Success, by providing
critical advising and guidance to students on the process for preparing and enrolling/transferring
to a postsecondary institution. Finally, this activity support Strategic Priority Goal 5: Innovation
and Relevance for Programs and Services, by developing a new way to work with our feeder
high schools and migrant student serving organizations to engage prospective Hartnell College
students and their families to begin the process for preparing for postsecondary enrollment and
transfer. This activity also leads to students following up with counseling appointments to
create, and/or, review their education plan with the Counseling Department—supporting
completion of a Counseling Department SAO that states “Students will demonstrate a higher
level of transfer preparation by meeting and planning with an academic Counselor.”
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c) Does this activity span multiple years?
YES
NO (X)
If yes, describe the action plan for completion of this activity.
Not Applicable
d) What measureable outcomes are expected from this activity? List indicators of
success.
As a result of students participating in this activity the following outcomes are expected to be
achieved:
1. Students will receive valuable transfer process, housing, scholarship, and
financial aid information.
2. Students will be able to meet with a university Admissions Counselor
3. Students will learn where resources are on campus for additional support
(Hartnell Booth)
e) What are the barriers to achieving success in this activity?
The barriers to achieving this activity are as follows:
1. Ensuring we have maximum buy in from students and our high school partners
on the effectiveness of this activity
2. Ensuring we have access to all of the required campus facilities on the day/times
of the event
3. Receiving maximum participation from all programs and services on campus on
the day/times of the event
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*** Please complete this page for each new activity. ***
3. This item is used to describe how the new activity, or continuing new activity, will
support the service/office/program.
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
f) Describe the new activity or follow-on activity that this resource will support.
The Fall Annual Veteran’s Appreciation Job Fair and Spring Annual Job/Career Fair will
continue to support our students and community members in networking with our local
employers.
g) Describe how this activity supports any of the following:
6) Service Area Outcome
7) Program level Outcome
8) Course level Outcome
9) Service/Program Goal
10)
Strategic Priority Goal
The Fall Annual Veteran’s Appreciation Job Fair and Spring Annual Job/Career Fair
contribute to the College’s Strategic Priority 1, 2, 3, 4, 5, and 6 by: 1. Providing a venue
for students and community members to network with local employers, 2. Providing
Career Development information and preparation, 3. Providing preliminary student
services information on enrollment and program degrees.
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h) Does this activity span multiple years?
YES
NO (X)
If yes, describe the action plan for completion of this activity.
Not Applicable
i) What measureable outcomes are expected from this activity? List indicators of
success.
As a result of students participating in this activity the following outcomes are expected to be
achieved:
j) What are the barriers to achieving success in this activity?
The barriers to achieving this activity are as follows:
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B. RESOURCE REQUESTS
If new/additional resources are needed for your service/office/program, 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 (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). A resource could also be something necessary for your service/program to function properly to
improve student learning, such as updated equipment in a room/facility; in such case be sure to note
that the resource is NOT tied to a specific activity.
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* Personnel: Include a C or F after the amount to indicate Classified Staff or Faculty.
** S for Supplies, E for Equipment.
*** H for Hardware, S for Software.
Activity
No.
Personnel
Classified
Staff/
Faculty (C/F)*
1.
1 F/T CTE
(Career)
Counselor
3.
1 P/T
Adjunct
Career
Counselor
5.
4.
5.
6.
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
1 Laptop
Computer
2.
4.
Supplies/
Equipment
(S/E)**
1 Laptop
Computer
1
Touchscreen
Computer
Monitor
1 Desktop
Computer for
Student
Appointments
and check-in
Library
Materials
Science
Labs
Projected Costs
$1, 500.00
Full-timer
hours for
training of
new
Counselor
Full-timer
hours for
training of
new
Counselor
Student
Success
Conference
$97,400
Student
Success
Conference
$42,224
$1,500
$1,500
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:
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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