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
Agricultural and Industrial Technology (AIT)
Date Completed (must be in final
form by 3/27/15)*
Date Submitt
*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
Albert Graham
Tom Pinkerton
Title/Position
AIT Instructor
Adjunct, Fehr Engineering Co.
Dean’s Comments (required): Program is receiving lots of requests to train students in hydraulics and
​
pneumatics from industry. This request require significant financial investments. Subsequently, it is
expected that this will lead to an increase in enrollments
__Zahi Atallah___________________ _________
Typed Name of Area Dean
Date
VPAA Comments (required for comprehensive reviews):
_______________________
Typed Name of VPAA
_________
Date
This PPA report is organized in 3 sections and 11 subsections as follows:
I.
Comprehensive Review​
– a. Overall Program Effectiveness, b. Instructional Staffing,
​
II.
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.
III.
Annual Action Plan​
– a. New Activities and b. Resource Requests.
​
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.
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?
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?
[Begin response here]
B. I​
NSTRUCTIONAL ​
S​
TAFFING
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
No. of Active Sections
Full-time Faculty
2. What staffing factors/challenges have influenced the effectiveness of the program?
Adjunct
[Begin response here]
C. CTE P​
ROGRAMS ​
– L​
ABOR ​
M​
ARKET ​
& A​
CHIEVEMENT
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.
[Begin response here]
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. [Begin response here]
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?
[Begin response here]
D. P​
ROGRAM ​
G​
OALS
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 Hartnell’s vision and mission
statements.
V​
ISION ​
S​
TATEMENT
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.
M​
ISSION ​
S​
TATEMENT
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)
2)
3)
4)
5)
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
Course Name
AIT-172
Agriculutal Equipment Fabrication
Does the course have any DE
hybrid) sections?
No
AIT-176
Hydraulics & Pneumatics
No
AIT-178
Industrial Electricity
No
AIT-169
Hazardous Materials and Industrial Safety
No
AIT-180
Industrial Workplace Skills
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.
E​
NROLLMENT
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?
Fall
2010
Spr 2011
Fall 2011
Spr 2012
Sum
2012
Fall 2012
Spr 2013
Fall 2013
Spring 2014
Fall 2014
Spring
2015
AIT-1
69
AIT-1
72
AIT-1
80
AIT70
14
5
16
7
6
2
21
29
3
25
33
16
AIT71
AIT75
7
13
8
11
AIT-1
73
AIT-1
74
AIT-1
78
AIT-1
76
Wld
52
Wld
58
25
19
11
7
15
ABT-25
8
AIT-70
KC
18
11
21
18
18
12
7
19
11
10
8
9
8
7
7
15
7
12
10
21
13
10
22
7
7
9
24
10
10
13
With the enrollment data that the AIT program has, it shows that AIT-176 should never be
held during the day. The last 20 times the class was held the number of students in the class was
over 20 students in the class. This time the class is being held in the morning and the class only
has 7 students.
With enrollment data of AIT-172 it shows that numbers are up during the fall semester when
being taught compared to the spring. It is believed that because of there no prerequisite for any
of the classes along with a logical progressive course offerings, students are not able to increase
skills over a couple of different verity of classes. At this time AIT-172 is being turned into 3
different classes to help out students with more lab and lecture time.
Spring 2015 has new class or new venue. AIT-70 is now being taught at King City High
School and is trying to get a different student because of the new placement of the class.
ABT-258 has been on the books for a long time but has not been taught. I was brought back this
spring so the numbers are low.
In last years PPA it was brought up that the numbers of students in the AIT program is
very low and recruitment needed to happen. Two years ago only 1,000 students were seen in
the Salinas Valley. Last year 2,600 students were seen for recruitment. Recruiting students for
the program will take a while to see the effects but the numbers are going up slowly.
S​
UCCESS
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?
After looking at the data it looks like the AIT program will need to teach more night and
weekend classes in the future. Along with changing time and days of classes the program need
to increase the variety of classes being offered. At this time AIT-176 and AIT-178 are only
lecture classes and they need to be turned into a lab and lecture and more types of these classes
in those areas. AIT-172 is in the process of evolving the single class into three classes. It is
thought that once there is a solid focus in the program students will get more out of it.
D​
EGREES ​
A​
ND 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.
At this time there has only been 4 students that have received a certificate in Industrial mechanics in the last two years. The AIT department is trying to make sure students are able to have all the classes they need for this program every year. It has also come up that we are not tracking the students for this program and it needs to happen. B. ​
TEACHING MODALITY
1. Enter the number of Distance Education Courses, both fully online and hybrid
sections, along with the number of full-time and adjunct faculty.
Term
No. of DE/Online
Sections
No of Hybrid
Sections
Full-time
Faculty
None
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?
The AIT department only teaches face­to­face since they are hands on classes. .
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
Adjunct
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.
During the Spring 2015 school year the AIT program is teaching a class at King City High School, AIT-70.
It is believe that by going to King City the AIT program will get a different group of students for the
program.
C. ​
CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for review during AY
2014-15 as previously specified
Faculty member(s)
responsible for
coordinating
(a) Was the course reviewed
and (b) taken through the
curriculum process?
AIT-172, Agricultural Equipment Fabrication
Mr. Graham
Yes, going through process now
AIT-176, Hydraulics & Pneumatics
Mr. Graham
Yes, going to
AIT-178, Industrial Electricity
Mr. Graham
Yes, going to
AIT-169, Hazardous Materials and Industrial
Safety
Mr. Graham
Yes, going to
AIT-180, Industrial Workplace Skills
Mr. Graham
Yes, going to
Date of
approv
Comm
Courses scheduled for review during AY
2014-15
Faculty member(s) responsible for
coordinating
Target semester and ye
2016
AIT-172, Agricultural Equipment Fabrication
Mr. Graham
Spring 2016
AIT-176, Hydraulics & Pneumatics
Mr. Graham
Spring 2016
AIT-178, Industrial Electricity
Mr. Graham
Spring 2016
AIT-169, Hazardous Materials and Industrial
Safety
Mr. Graham
Fall 2015
AIT-180, Industrial Workplace Skills
Mr. Graham
Fall 2015
D. ​
OUTCOMES
Use your Program Outcome Maps to assist you in this subsection. As you plan your course
assessments, keep the higher level program outcome in mind. While course level assessment
serves the purpose of examining the teaching and learning for that particular course, it also
provides the data that will be viewed collectively for assessment of the associated program
level outcomes.
P​
ROGRAM LEVEL ​
O​
UTCOMES
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 P
Assessme
Demonstrate industrial workplace skills associated Students are more skilled coming out of with both agriculture and non-agriculture
classes industries
Analyze and solve problems associated with
Students are more skilled coming out of equipment design
classes Yes Yes Read and compare computer generated industrial Have not got done No blueprints
Analyze applications of fluid power
Students have basic understanding of fluid Yes power Demonstrate management skills associated with Students are more skilled coming out of Yes agriculture and non-agriculture industries
classes Determine appropriate material use for given
applications
Students are more skilled coming out of classes Yes Perform basic fabrication assignments
Students are more skilled coming out of classes Yes Communicate using industrial terms
Student have basic skills Yes Practice safe work habits
Students are proficient in this area. Yes List Program level outcome(s) scheduled for assessment in AY 15-16
Have your course level SLOs nee
level outcome been assessed or s
assessment?
Analyze applications of fluid power
Scheduled
Read and compare computer generated industrial blueprints
Scheduled
Determine appropriate material use for given applications
Scheduled
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?
This year the program has started to work on the different classes being offered and it is hoped that in
the next year we will be expanding the program by adding an AS degree and having stackable
certificates.
C​
ORE ​
C​
OMPETENCIES
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?
No core competencies were addressed for the AIT department last year but the AIT department is adding
more classes in industrial electricity, hydraulics & pneumatics, and fabrication.
C​
OURSE ​
L​
EVEL ​
S​
TUDENT ​
L​
EARNING 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 Asse
Summary Report com
ABT­258 Spring 2015 Not yet
AIT­178 Spring 2015 Not yet
AIT­70 Spring 2015 Not yet
AIT­71 Fall 2014
Yes
AIT­180 Fall 2014
Yes
AIT­169 Fall 2014
Yes
AIT­172 Spring 2015
Not yet
AIT­75 Fall 2014
Yes
AIT­176 Spring 2015 Not yet
Weld­52 Spring 2015 Not yet
List courses scheduled for SLO assessment in
AY 2015-16
Faculty member(s) responsible
for coordinating
Target semest
2015 or Sp 20
AIT­172 Mr. Graham Spring 2016 AIT­169 Mr. Graham Spring 2016 AIT­176 Mr. Graham Spring 2016 AIT­180 Mr. Graham Spring 2016 AIT 5. Describe course level assessments results and how they will influence your plans
moving forward.
After teaching AIT-172, & 176 I have learned that the AIT department needs more fabrication and
hydraulic classes. There is too much taught in such a short amount of time, so Mr. Graham is in the
process of adding more classes
6. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
Now that all the classes have been taught one or more times by the full time faculty member,
now there needs to be assessment activities that are consistent from semester to semester.
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?
Working on it
What challenges existed or Will activity
continue to exist?
continue into AY
15-16?
Building new curriculum is
Yes
slow
2.outreach
The program average class
number has increased
Having the outreach time
match up faculty time
3.​
faculty training
Be proficient of using new
equipment in the program to
teach students in class
Having the training match up Yes
with faculty time
1.Update Curriculum
Yes
* For each activity that will continue ​
into AY 2016-17 a
​nd 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?
The full time faculty member has done outreach and continues to do it throughout the year. Along with outreach the full time faculty member has gotten training on hydraulics so he can teach the classes being offered. 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. NEW CURRICULUM
A.
FABRICATION I. A II. B III. C B. INDUSTRIAL ELECTRICITY I. A II. B III. C IV. D C. HYDRAULICS & PNEUMATICS I. A II. B III. C IV. D b. FURTHER DEVELOPMENT OF THE PROGRAM OR SERVICE
a. AS degree in Fabrication
b. Certificate
i. Fabrication
ii. Industrial Electricity
iii. Hydraulics & Pneumatics
iv. Ag Mech.
c. GRANT DEVELOPMENT AND PROPOSALS
a. Received a grant for $20,000 called “21 century soft skills”. This grant will implement
soft skills into all my classes
d. FACULTY AND STAFF TRAINING
A.
NEED MORE TRAINING IN I.
HYDRAULICS II. PNEUMATICS III.
CAD PROGRAM iv. CURRICULUM DEVELOPMENT
1. Fabrication
2. Industrial Electricity
3. Hydraulics & Pneumatics
e. MARKETING/OUTREACH
a. Need to do more marketing for the program
f. ENROLLMENT MANAGEMENT
a. Need to track completers and non-completer in the program
g. STUDENT SERVICES
h. ADMINISTRATIVE SERVICES
i. SUPPORT OPERATIONS
j.
FACILITIES
a. King City High School shop
i. Shop need up dated equipment
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.
Strategic
Plan
Goal(s)
No. &
Letter
(e.g., 5A)*
1.​
2­Hydraulics & Goal #1A Related
Courses, SLOs,
PLOs,
or goals
Goal #1A Goal #4B Goal #6 Resources
Needed
Person
Responsible
AIT­176
Money
Training students in hydraulics and trouble shooting
AIT­172, AIT­70 1.Perform basic Time and Mr. Graham fabrication money to set assignments up program Pneumatics training system Goal #4B
from fluid power 2.updateing King City shop Desired
Outcome(s)
2.Practice safe work habits 3.
4.
5.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
Mr. Graham
Estim
Date
Compl
(can be mor
one year in
One year
One year *** 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)
o Torch mate water table o Hydraulic Training System ▪ 2­ Model MF1020­H­TSE o Pneumatic Training System ▪ 2­ Model MF700­PN o 8 foot brake that will bend 3/8 plate o 1 ton truck o Back hoe o Bobcat o Small paint booth o Mill o Lathe ∙
Software
o Hydraulic DVD’s o Torch mate (plasma cam) up dated software ∙
Hardware
o Hydraulic Cutaway Models o Computer for Torch mate ∙
∙
Outside services
Training
o Safety training o Hydraulic training o Machining training ∙
Travel
o Travel for training ∙
Library materials
∙
Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
1. The new water table for the plasma cam will help with the dust in the shop which will help with
student safety in the shop.
2. With the hydraulic training and more hydraulic and pneumatic trains the AIT program will be
able to train more students/ industry throughout the year.
3. With a new brake (machine that bends metals) students are able to use equipment that is
standard in industry.
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)
​
a. Critical thinking/ problem solving
b. Personal growth and responsibility
2) Program level Outcome (list applicable program outcome)
a. Perform basic fabrication assignments
b. Practice safe work habits
c. Demonstrate industrial workplace skills associated with both agriculture and
non-agriculture industries
d. Analyze applications of fluid power
e. Analyze and solve problems associated with equipment design
f. Read and compare computer generated industrial blueprints
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.
Safety training is always on going for the instructor and students.
d) What measureable outcomes are expected from this activity? List indicators of
success.
Students are able to program the plasma cam then cut out a project in 3 hours.
Students will be able to use the hydraulic training simulator and are able to complete 10 of the
troubleshooting simulator.
Students are able to use the hydraulic brake and bend metal to a correct degree.
e) What are the barriers to achieving success in this activity?
The largest barriers will be money to buy the equipment and install it.
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.
Activity
No.
Personnel
Classified
Staff/
Faculty
(C/F/M)*
Supplies/
Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
1.
E­ Model MF1020­H­TSE
x
2.
E­ Model MF700­PN
x
3.
Torch mate water
table
4.
S- Torch mate
new software
and computer
5.
8 foot brake that will bend 3/8 plate 6.
1 ton truck 7.
Back hoe x
Travel
Library
Materials
Facilities
/Space
e.g.,
Science
Labs
8.
Bobcat 9.
Small paint booth 10.
*​
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.
​
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 real-
world 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.