Program Planning and Assessment (PPA)
for Academic Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2015
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 comprehensive review that shows evidence of improvement and outlines long-range goals.
The Program Planning and Assessment process improves and increases the flow of information about student learning, student success
and student behavior at Hartnell College. The result of the process also improves institutional effectiveness.
Program/Discipline
Date Completed (must be in final
form by 3/27/15)*
Draft #1 2/27/15
Academy for College Excellence
Date Submitted to Dean
*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
Name
Hermelinda Rocha Tabera
Andrea Curtis
Luis Chacon
Phillip Tabera
Title/Position
ACE Program Specialist
ACE Program Assistant
Social Justice Instructor
Social Justice Instructor
1
Dean’s Comments (required):
LLS&R AREA FTES
ACE (EDU only)*
3-Year Average
19.44
Fall 2012
29.94
Fall 2013
15.70
Fall 2014
12.67
ACE enrollments have declined since Fall 2012; fewer cohorts of the program have been offered because of enrollment issues.
Recruitment and successful completion of courses have been identified in the SWOT analysis as concerns along with a lack of fulltime faculty support. The SWOT analysis has provided deeper insight of challenges to the ACE program, but the PPA document has
not identified specific strategies to improve enrollment and success. In addition, there has not been an analysis of the BUS, COU,
and ENG courses that are part of the cohort.
A new program assistant has been hired, who will help to provide the support that the program requires. The District is reviewing
the PPA document and SWOT analysis to determine the most appropriate steps to provide a quality experience and
academic/counseling support to students, especially those who are identified as high-risk. The selection of the ACE Specialist has
been postponed until the completion of the review.
Kathy Mendelsohn
_____________________
Typed Name of Area Dean
May 29, 2015
_________
Date
VPAA Comments (required for comprehensive reviews): Based on this review the district has made decisions to relocate this program and
hire a full-time director that will oversee this and other programs.
_Lori Kildal________________7/2015______
Typed Name of VPAA
Date
_________
2
This PPA report is organized in 3 sections and 11 subsections as follows:
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.
I.
II.
III.
INSTRUCTIONS
 For programs/disciplines scheduled for comprehensive review in spring
2015, 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 2015.
Go to Section II for programs/disciplines scheduled for annual review in spring 2015.
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?
What are the unique aspects of the program?
How does the program relate to the needs of the community?
How does the program interface/collaborate with other programs on campus?
3
•
•
•
•
•
•
What is working well in the program/discipline?
If there is a sequence of courses in your program, what process or framework is used to ensure alignment?
How is consistency maintained between/among multiple sections of a single course?
Has the program explored alternative scheduling approaches?
Do prerequisites, co-requisites and strongly recommended skills continue to meet program needs? Are there special
considerations regarding capabilities of incoming students?
What professional activities have faculty recently (last three years) participated in?
Hartnell College 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.
4
Program goals and description
The Academy for College Excellence (ACE) supports underrepresented and underprepared students to complete their
first semester of community college study. ACE, is a nationally recognized, award winning, program with proven
results in equipping students to succeed in college. It is a highly collaborative enterprise that teaches teamwork and
personal responsibility, the ace approach also promotes individual self-exploration, self-improvement and persistence.
The results are a transformational learning experience.
Program goals
1) To prepare under-represented academically unprepared students to enter the college environment as evidenced by
•
Successful completion of the first bridge semester
•
Enrollment in the subsequent semester
2) Provide students with the tools they need to succeed in college as evidenced by
•
Self-identification of self-knowledge and self-discipline through demonstrations of the behaviors of successful
students as identified by the ACE program.
•
Students recognize their personal working styles this results in optimal performance in completing tasks
3) Improved communication as evidenced by:
•
The ability to find intersection which leads to a conflict in a written scenario
4) Cohort goal would be 70% traditional high school students and 30% ultra high-risk students
5) Run 3 cohorts per semester:
•
70% successful completion rate of students who began the bridge semester.
6) Hire program assistant to provide necessary support to run an efficient and organized program
7) Develop and implement recruiting strategies both internally and within the community.
8) Hire supplement instructor for English 101 courses.
9) Expand and or revise the curriculum of the program
5
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
Fall 2014
Spring 2015
Full-time Faculty
No. of Active Sections
1
1
1
1
Adjunct Faculty
3
3
* The three fulltime faculty members are from three different departments: English, Counseling and Ethnic Studies.
2. What staffing factors/challenges have influenced the effectiveness of the program?
• The ACE program has been functioning this past Fall 2014 & Spring 2015 with less than a part-time Program assistant
position. The last permanent person that held the program asst. was in October 2014. The entire Spring 2015 semester there
was only a part-time substitute for 2 weeks.
• The role of the Program Assistant is to complete budget, payroll, and other internal documents.
• One of the primary roles of the ACE Program asst. is to recruit students for the program and contact local agencies in the
community. Not filling this position in a timely manner has drastically affected the ability to develop a consistent
recruitment plan and effort to ensure program viability and visibility in the community.
• The role of ACE Specialist, which I currently hold has been changed due to the college accreditation, 50% rule, therefore, the
workload has been changed to additional stipend rather than a part of a full-timers load.
1) Develop and implement an internal and external communications plan based on focus groups with students, faculty and
community members.
• Address Hartnell issues raised in the SWOT analysis
• Recruit a more balanced cohort of students in a timely manner
• Provide forums for community leaders to present to Hartnell faculty and staff about the needs of the community and the
different types of students Hartnell needs to help serve
• Recruit Hartnell faculty to get involved in the ACE program
• Need recruiting plan and marketing communications materials that helps build ACE enrollment in the community
• The effect of ACE on students’ lives
2) Consider the moving of the ACE program under Student Services, and develop and implement a plan to institutionalize ACE
within Hartnell addressing the issues raised in the SWOT analysis.
6
3) Consider the scaling of ACE to 4 to 5 cohorts per semester (250 students/year) and investigate the integration of the ACE FC
pedagogy into the college’s orientation so that all students will benefit by ACE curriculum
• To support the scaling, investigate the hiring of a full-time coordinator and director to help guide the scaling of ACE and
integration of FC in college’s orientation
4) Recommendations #1, #2 and #3 would be integrated with the college’s Program Planning process. The SWOT analysis data
will be included in the Hartnell College’s Program Planning and Assessment documents.
5) Perform a rigorous evaluation of the Hartnell ACE cohorts following either the RTI International ACE study design or the
Cabrillo College PRO analysis design.
• Analyze the longitudinal academic success of ACE students in their transfer and CTE programs
6) Raise funds to implement the above recommendations (#1 & #5).
• Formal evaluations of the Hartnell ACE Program
• Develop and implement a vehicle to market the ACE Program to students, the commuiity and faculty based on the
evaluation study.
• Develop and implement an internal and external communications plan based on focus groups with students, faculty and
community members.
C. CTE PROGRAMS – LABOR MARKET & ACHIEVEMENT
N/A
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.
N/A
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.
N/A
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?
N/A
7
D. PROGRAM GOALS
1. List and describe program/disciplinary goals for the next comprehensive review cycle. Be sure to
highlight innovative, unique, or other especially noteworthy aspects.
In considering your program’s future goals, please review the Hartnell College vision and mission 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.
According to the mission of ACE program:
1) The ACE Program supports under-represented and academically under-prepared students in completing their 1st semester
of full time college study.
2) The ACE program is a nationally recognized, award-winning academic program with proven results in equipping students
to succeed in the technology driven 21st century.
3) The ACE program equips its students with the tools they need to be productive and successful students within the college
environment.
4) The ACE program provides these students the opportunity to get introduced to college and provide the skills and tools they
will need to succeed in subsequent semesters.
5) The ACE program has proven results that continue to demonstrate compatibility with the college mission.
6) The ACE program provides the support our under-represented and academically unprepared students need to succeed.
8
Program Goals:
1) As the program is committed to providing education to underprepared students, the program believes it is compatible with
the college’s mission to provide learning opportunities and equal access for all students.
2) Another reason the program is compatible with the College’s mission is that the Hartnell College mission states that it
“strives to prepare students for productive participation in a changing world”.
3) Many of our students are first-generation students. They come from diverse background. Although they have much life
experience with a rich diversity, they are academically under-prepared for college and might not otherwise attend college if
not for this program.
4) In addition, many of the ACE students overcome several social, financial and legal barriers to attend college.
5) The program is a perfect fit for these students to introduce them to the college environment and provide access to
educational doors that were previously closed.
6) Most of our students would not be successful entering the college environment as they are poorly equipped academically to
succeed as many of them are entering the college system for the first time.
7) Many of them are the first of their family members to attempt college.
8) The college mission is dedicated to responding to the learning needs of the community and preparing students to
productively participate in a changing world.
9) Our students are more likely to succeed in college and further their education than comparison groups of under-prepared
students who have not gone through the program. This in turn creates productive members of society.
10) Recent studies show that students going through the ACE curriculum at Hartnell College completed degree-applicable
English at 48% vs. only 17% of the comparison group who had not gone through the ACE bridge semester (MPR associates,
2012)
11) In addition, 70% of ACE students continue on to the next semester compared to 59% of a comparable group that had not
gone through the program (MPR Associates, 2012). These are only some of the many successful statistics the program is
able to provide.
9
12) We have seen increased completion of transfer level English, Math and further enrollment in college are the results the ACE
program provides to enhance the college’s mission of providing access to a quality education and the opportunity to pursue
and achieve student’s goals.
13) As many of the faculty, staff, and administration are aware, the community in which we serve is highly populated with
academically under-prepared students.
14) Finally, almost 83% of the students within the ACE program are of Hispanic descent. Hartnell College is a designated as a
Hispanic serving institution, and as an already designated, “Hispanic serving institution,” it is the colleges’ obligation to
provide institutional access and campus based services to these students.
II.
ANNUAL REVIEW
This section must be completed for ALL academic programs, including those scheduled for a
comprehensive review in spring 2015.
A. COURSE DATA & TRENDS
1.
Please evaluate the 3-year trend of enrollment and success of courses in your program/discipline. Identify
the courses you are choosing to examine this current year in the list below. You do NOT need to evaluate
trends for each course every year.
Course Number
EDU 110
EDU 111
EDU 112
Course Name
Foundations of success
Team Self-Management
Introduction to Social Justice
Does the course have any DE (online or
hybrid) sections?
N/A
N/A
N/A
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.
10
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?
Patterns: Enrollment in EDU 110 remains high while that of EDU 111 and 112 declines throughout the semester. Typical pattern
as some students leave program early due extenuating circumstances such as; transportation, securing stable housing,
finding stable employment, financial and childcare.
Anomalies: Spring 12 and Fall 2013 shows more students enrolled in EDU 111 compared to EDU 110. Explanations for the
difference is due to student paperwork coming in after college deadline, issues registering some students on time due to late
enrollment or paper work delayed in getting processed. In addition, there is a difference in the amount of students enrolled
in EDU 111 and 112 for all semesters. Explanation for the difference depends on attendance of students in each respective
course and the instructor’s decision to drop student if s/he is not attending class. Finally, Fall 2011, Spring 2012, and Fall
2012 saw the highest amount of enrollments. The high enrollment in the three semesters mentioned was due to a
combination of support in recruiting efforts and faculty involvement. Starting in Spring 2014 a change in staff, reduced
number of student ambassadors, and longtime ACE faculty (part-time) retired or left for other reasons. There was a
decrease in enrollment from Spring 14 compared to Fall 13 due to the fact that only one cohort was offered in that semester.
Actions: To improve current conditions, recruitment staff and support must increase in student ambassadors and hours. There
is also the need for an efficient recruitment plan that involves permanent community contacts.
11
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?
Patterns: Success stays high in EDU 110 where more than 60% of students complete the course. This is due to the high
cooperative learning environment that the course offers and increase emotional and academic support from staff, faculty
and within the students themselves. Another noticeable pattern is that the success rate in all courses is higher during the
Fall semesters as compared to the Spring semesters. Fall semesters typically sees higher enrollments due to incoming
freshmen from high school graduates, therefore, success tends to be higher as well.
Action: Weekly discussions among faculty and staff apart from faculty-student meetings to ensure that instructors are getting
the support they need to instruct and handle any situations that a student/s may be experiencing. Focus on increasing
enrollment in Spring through increased recruitment efforts mentioned in item II.2 under “Enrollment”.
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.
The program does not offer a degree
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.
12
Term
N/A
No. of DE/Online
Sections
No of Hybrid
Sections
Full-time
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?
N/A
.
3. Describe the process to change and improve student success in DE courses/sections in your program.
N/A
4. Compare student retention in the DE teaching environment with retention in the face-to-face teaching
environment in the same course. Are there differences? To what do you ascribe the differences in your program?
N/A
5. Describe the process to change and improve student retention in DE courses/sections in your program.
N/A
6. Describe any other relevant factors regarding diverse teaching modalities and environments, such as specific
locations.
N/A
13
C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for review
during AY 2014-15 as previously
specified
EDU 110
EDU 111
EDU 112
Faculty member(s) responsible for (a) Was the course reviewed
coordinating
and (b) taken through the
curriculum process?
H. Rocha
H. Rocha
H. Rocha
Date of approval (or anticipated
approval) by Curriculum
Committee
Yes
Yes
Yes
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
What changes have occurred in the
program/discipline as a result of dialogue?
Was the Program Outcome
Assessment Summary completed?
1a. Successful complete of the bridge semester
1b. enrollment in subsequent semester
Further discussion regarding students’ needs.
Further discussion regarding students’ barriers
To continue their enrollment.
yes
yes
14
List Program level outcome(s) scheduled for assessment in AY 15-16
EDU 110
EDU 111
EDU 112
Have your course level SLOs needed for this program
level outcome been assessed or scheduled for
assessment?
Yes
Yes
Yes
2. Describe how program level outcomes were specifically addressed by the program/discipline during the
past year.
For example, were data gathered at the course level? Was there review and analysis of the data? How did the discipline faculty
engage in discussion? Were any interventions conducted? Are there any plans to make changes to certificate/degree programs
or improvements in teaching and student learning?
What we looked at:
•
•
Successful completion of the foundation course, EDU 110
The ability to think critically about social issues that influence a community, and work collaboratively to create a social
justice project:
-Requiring survey collection
-Research
-Data input and interpretation
-Presentation of results to the community
What we found:
-That 97% of the students successfully completed EDU 110.
- Through the social justice presentation, it is evident that students were able to conduct educational investigations to
Answer a research question.
What are next steps are:
-students enrollment in subsequent semester
-students completing educational plans
-meeting with ACE counselor to discuss educational plans and concerns
15
CORE COMPETENCIES
3. Describe how Core Competencies (Communication Skills, Information Skills, Critical Thinking/Problem
Solving, Global Awareness, Aesthetic Appreciation, Personal Growth and Responsibility) 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?
ACE faculty has not had the opportunity to discuss the competencies.
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?
Was the Course Assessment
Summary Report completed?
EDU 110
EDU 111
EDU 112
Fall 2014
Fall 2014
Fall 2014
Yes
Yes
Yes
List courses scheduled for SLO assessment in
AY 2015-16
Faculty member(s) responsible
for coordinating
Target semester and year—Fa
2015 or Sp 2016
EDU 110
EDU 111
EDU 112
H. Rocha
H. Rocha
H. Rocha
Fall 2015
Fall 2015
Fall 2015
5. Describe course level assessments results and how they will influence your plans moving forward.
16
6. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving
these improvements?
[Begin response here]
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
1. SWOT
What success has been
achieved to date on this
activity?
What challenges existed or Will activity
continue to exist?
continue into AY
15-16?
Will activity
continue into AY
16-17?*
SEE ATTACHED
RECOMMENDATIONS
2.
3.
* For each activity that will continue into AY 2016-17 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?
17
III.
ANNUAL ACTION PLAN
This section must be completed for ALL academic programs, whether scheduled for annual or
comprehensive review in spring 2015.
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:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
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. The first activity listed should be the most important; the second
activity listed the second most important, etc. Please keep in mind that resources needed, if funded, would not be approved
until spring 2016 and provided until FY 2016-17. Ongoing activities involving resources that will no longer be available
from grant funds starting FY 2016-17 must be planned for appropriately.
Activity
1.
EDU 112 as a
transferable course
Strategic
Plan
Goal(s)
No. &
Letter (e.g.,
5A)*
Related
Courses,
SLOs, PLOs,
or goals
Desired
Outcome(s)
Students will increase enrollment in
ACE Program. Provide students
transferable courses.
Resources
Needed
Administrative
support and
knowledge on the
process of transfer
l
Person
Responsible
L. Chacon
Estimated
Date of
Completion
(can be more than
one year in
length)
Comments
Spring 2014
18
2.
Increase in Program
Assistant hours
3.
Continue with SI
Instruction in English
and other EDU courses
Prospective and current students will Funding to
be provided with better service,
facilitate increase
during normal and crucial hours.
from 10 to 12
months, and
Increase enrollment and success rates fFundinghto
for ENG 101
maintain
supplemental
instructor
Students who need support for MAT Funding for
with receive it in an ACE
adjunct to attend
environment
FELI
H. Rocha
Fall 2015
H. Rocha
Fall 2015
H. Rocha
Fall 2015
4.
Continue MAT 201
section
5.
Pay Faculty Stipends
for Weekly Meetings
Ensure faculty compensation to meet Funding for new
weekly in regard to students success and returning
adjuncts
H. Rocha
Fall 2015
6.
Fund FELI Training for
new ACE faculty
Ensure proper training for current Funding to
and future faculty as required by ACE facilitate FELI
standards of success
training
H. Rocha
Fall 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. ***
2. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
Consider:
• Permanent 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
19
a) Describe the new activity or follow-on activity that this resource will support.
[Begin response here]
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
[Begin response here]
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]
20
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. The first activity listed should be the most important; the second activity
listed the second most important, etc. 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.
Personnel
Classified Staff/
Faculty
(C/F/M)*
Supplies/
Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
Contract
Services
1.
Faculty
N/A
N/A
N/A
N/A
2.
Classified
N/A
N/A
N/A
3.
S I. English & Math
N/A
N/A
4.
Math lab Faculty
N/A
5.
Faculty
6.
classified/faculty
Activity
No.
Training
Travel
Library
Materials
Facilities
/Space
e.g.,
Science
Labs
Projected
Costs
N/A
N/A
N/A
0
N/A
N/A
N/A
N/A
$10,000
N/A
N/A
N/A
N/A
N/A
$8,000
N/A
N/A
N/A
N/A
N/A
N/A
$4,000
N/A
N/A
Yes
N/A
N/A
N/A
N/A
$4,000
N/A
N/A
Yes
Yes
N/A
N/A
N/A
$10,000
Total
Requested
$36,000.
* 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.
21
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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