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)*
February 18, 2015
Anthropology
Date Submitted to Dean
February 20, 2015
*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
Jorge Sanchez
Title/Position
Anthropology Instructor
Dean’s Comments (required): We have hired a new adjunct which is currently allowing us to offer more classes than we previously did. The
anthropology program is popular and the classes fill up fast. Extensive and much needed curriculum review took place this Spring to support
the program and keep it up to date.
Celine Pinet
_____________________
Typed Name of Area Dean
5-12-2015
_________
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.
II.
III.
Comprehensive Review – a. Overall Program Effectiveness, b. Instructional Staffing, c. CTE Programs – Labor Market &
Achievement, and d. Program Goals.
Annual Review – a. Course Data & Trends, b. Teaching Modality, c. Curriculum,
d. Outcomes, and e. Previously Scheduled Activities.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
 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?
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]
The program serves the larger student community in several ways. First, it is probably one of the most multi-faceted
programs that deal with contemporary issues such as “community,” “race,” “family,” and “reproduction” from different
perspectives. As such, anthropology is a discipline that allows students understand the basis of issues we confront and
enables them to put themselves as participants in the social dialogue. Second, this social science help the student understand
the broader implications of concepts such as “racism” and “discrimination” by dealing with it head-on in a public discourse.
The community needs this type of discussions in order to solve the problems we confront, specially that many of the
issues discussion is anthropology courses permeate into other disciplines such as psychology, sociology, history, political
science and economics, helping the student understand the broader issues.
Probably one of the most important things provided by the discipline is its relevance to the issues affecting us; in short, it
is a great way to understand ourselves and society in general. The positive thing about having a small program in
anthropology is that the courses we offer do not have to be taken in a sequence, which allows the student to pick and choose
the one she wants without prerequisites. This also facilitates the faculty teaching anthropology courses interact more often
to ensure we are on the same page, both in content and logistically. Therefore, all the courses follow closely the curriculum
and the student learning outcomes set by the instructors and the classes are scheduled at accessible times to our students.
We have also made the core anthropology classes (cultural, physical, cultures of Mexico, and California Indians) available
in a distance education modality.
Lastly, the anthropology faculty ensure the assignments provide an in-depth analysis of social phenomenon employ the
discipline’s core concepts while being fun and interesting. Thus, several of us include projects that incorporate multimedia
with traditional assessment tools like essays and multiple-choice questionnaires. We also stay updated in the field of
anthropology and related social sciences in order to provide our students with the best education possible.
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
Spring 2015
Fall 2014
Full-time Faculty
No. of Active Sections
16
15
1
1
Adjunct Faculty
5
4
2. What staffing factors/challenges have influenced the effectiveness of the program?
Many adjuncts reside in Bay Area the area so coming to Salinas to teach only one or two classes is not economically feasible, thus we
lose many quality instructors to other colleges more accessible. Opening a full-time position in anthropology would be an incentive to
relocate to Salinas and thus have a permanent faculty and a consistent quality of education for to our students.
C. CTE PROGRAMS – LABOR MARKET & ACHIEVEMENT
Please complete this section if the program is Career Technical Education
(CTE). Go to subsection D if the program is not CTE.
1. Describe the demonstrated effectiveness on the program over the past several years with levels and trends of
achievement data, including degree/certificate completions (awards) and employment statistics.
[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.
The Distance Ed Committee has recommended we teach more courses online and on a hybrid modality as the students tend to
desire them more. The DEC has a repository of meeting minutes, however, the document that we generated over the past two
years have made several disciplines (including anthropology) acceptable and popular modes of instruction. So much so, that we
have incrementally made courses distance ed. The committee has also recommended that all faculty have the flexibility to teach
fully online if so desired, since the more we teach online, the better for the school.
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?
The anthropology program is popular and the classes fill up fast. We seldom have to cancel classes due to low enrollment. All the
classes are transferable with “Cultural” and “Physical” anthropology being required for a several majors.
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 Hartnell’s 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.
1) Global Citizens—The classes taught in the anthropology program all incorporate global issues
2) Social Awareness—All the classes enable our students discuss and deal with important social issues.
3) Pedagogically Fulfilled—The use of multimedia and distance education courses provide the students with important heuristic
devices they will use as they pursue their education.
4) Cultural and Social Sensitivity—In discussing important social issues our students engage in a public discourse that is essential
in today’s learning environment. Thus, they become aware of the problems we face and offer answers to solve them.
5) Social Actors—The requirement in our courses to create multidisciplinary projects engages our students in the community and
forces them to become social actors.
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
ANT-1
ANT-2
Course Name
Physical Anthropology
Cultural Anthropology
Does the course have any DE (online or
hybrid) sections?
Yes
Yes
Please use the data that have been provided. Analyze trends that you observe with respect to the data for the identified courses
and answer the following questions.
ENROLLMENT
2. Review the enrollment data. Describe and analyze any patterns or anomalies that you notice. What do you
make of these patterns or anomalies? What actions should be taken to ensure continuous improvement?
The classes scheduled to teach these course are consistently full, particularly the distance education and hybrid sections. The
classes scheduled at times that are not very popular, such as Fridays at 12:15-1:30 have an average enrollment. The sections
offered in King City have a more challenging time getting full.
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?
Over the past several years, the success rate in course with a distance and hybrid modality have closed the gap with the face-toface sections. This is partially attributed to the consistency in assessing all modalities the same and offering more distance
education course.
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.
We have worked with other programs like nursing and administration of justice to ensure that anthropology course are a
required. We make sure the Physical and Cultural Anthropology courses students need to complete their requirements are
available every semester, with those selective (California Indians and Cultures of Mexico) are offered at lease every other
semester.
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
Spring 2015
Fall 2014
No. of DE/Online
Sections
6
7
No of Hybrid
Sections
2
2
Full-time
Faculty
1
1
Adjunct Faculty
1
1
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?
There is a higher success rate in distance education (both in a fully online and hybrid modalities), but this gap has closed
significantly over the past few semesters as the faculty tried to assess all the classes the same. The students that do remain in the
distance educations classes end up with a slightly higher success rate.
3. Describe the process to change and improve student success in DE courses/sections in your program.
We have implemented more varies assessments, which include both traditional exams (multiple choice, short essays, and full
essays), and have consistently integrated current events and the latest materials to the course curriculum. The main area of
assessment, however, is now a capstone project that includes both individual as well as group project activities that enables the
student to select the topic, research it, include personal and other relevant examples, and to work with others as a team.
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?
There is a higher attrition rate in distance education (both in a fully online and hybrid modalities), but this gap has closed
significantly over the past few semesters as the faculty tried to teach and assess them similarly. There are more students that
remain enrolled in the face-to-face classes but their grades are lower than the ones in a distance education or hybrid modality.
5. Describe the process to change and improve student retention in DE courses/sections in your program.
Enable faculty to have a smaller class size. Two very important fundamental difference exist between F-2-F and DE classes: 1)
you can teach all the students at once in a F-2-F class, whereas in a DE modality you must address each student individually,
which takes significantly more time and energy; 2) Many F-2-F students can ”cruise” through the semester by simply showing up
to class and doing the minimum, which is not the case in DE courses.
6. Describe any other relevant factors regarding diverse teaching modalities and environments, such as specific
locations.
We must support DE instructors by providing them support and staff development funds so they can stay
C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for review
during AY 2014-15 as previously
specified
ANT-1
ANT-2
ANT-3
ANT10
ANT-15
ANT-20
Faculty member(s) responsible for (a) Was the course reviewed
coordinating
and (b) taken through the
curriculum process?
Jorge Sanchez
Jorge Sanchez
Jorge Sanchez
Jorge Sanchez
Jorge Sanchez
Jorge Sanchez
Courses scheduled for review during AY
2014-15
D. OUTCOMES
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Faculty member(s) responsible for
coordinating
Date of approval (or anticipated
approval) by Curriculum
Committee
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Target semester and year—Fa 2015 or Sp
2016
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
Global Awareness
Social Awareness
Cultural Sensitivity
What changes have occurred in the
program/discipline as a result of dialogue?
Was the Program Outcome
Assessment Summary completed?
Developed projects around it; text selection
No
Incorporated lessons in this regards
No
Selected texts dealing with ethnic minority issues No
List Program level outcome(s) scheduled for assessment in AY 15-16
Have your course level SLOs needed for this program
level outcome been assessed or scheduled for
assessment?
Global Awareness
Social Awareness
Cultural Sensitivity
Racial Awareness
Personal Growth and Responsibility
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?
The anthropology faculty has met several times over the past semesters to discuss the data pertaining to student retention and
success. New lessons were designed to address cultural and racial sensitivity issues as well as providing a global perspective to the
curriculum. The assessment tools were also considered and we all decided to standardize the way we design the exams and
student projects to effectively address the courses’ student learning outcomes.
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?
The data pertaining to the student individual and group projects directly related to the selected student learning outcomes for each
course was analyzed. The student projects appear to be a very effective way to assess the course SLO’s.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for SLO assessment as
previously specified
ANT-1
ANT-2
ANT-10
ANT-20
In what term was the course
assessed?
Fall 2014. Spring 2014
Fall 2014, Spring 2014
Spring 2013, Spring 2014
Fall 2013, Fall 2014
Was the Course Assessment
Summary Report completed?
No
No
No
No
List courses scheduled for SLO assessment in
AY 2015-16
Faculty member(s) responsible
for coordinating
ANT-1
ANT-2
ANT-10
ANT-20
Jorge Sanchez
Jorge Sanchez
Jorge Sanchez
Jorge Sanchez
Target semester and year—Fa
2015 or Sp 2016
Fall 2015
Fall 2015
Fall 2015
Spring 2016
5. Describe course level assessments results and how they will influence your plans moving forward.
The success rate in the student individual and group projects will be a reflection of the effectiveness of the student learning
outcomes for each class.
6. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving
these improvements?
The group projects are a type of capstone that addresses all the courses’ SLO’s, which is challenging because they are not
standardized and every one is unique; therefore, I have to work closely with the students to ensure they deal with at least three
different SLO’s or more. They are fun and an ideal intellectual activity that is both challenging and engaging, offering them the
opportunity to succeed in a non-traditional format. However, they are time consuming and very hard to assess for the instructor.
That is why we need smaller distance education classes.
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?
1. Individual Projects
Positive success
2. Group Projects
Positive success
What challenges existed or Will activity
continue to exist?
continue into AY
15-16?
Students need to learn how to Yes
organize their time effectively.
Students need to learn how Yes
work as a team effectively
Will activity
continue into AY
16-17?*
Yes
Yes
3.Ethnographies
Need camcorders, technical Yes
Yes
video production expertise
* For each activity that will continue into AY 2016-17 and that requires resources, submit a separate resource request in Section III.
Unable to get it off the ground
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 student individual and group projects have proved to be an effective intellectual tool. I will keep refining them with an
assessment rubric that is constantly evolving to better assess the students.
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
Strategic
Plan
Goal(s)
No. &
Letter
(e.g., 5A)*
Related
Courses, SLOs,
PLOs,
or goals
Desired
Outcome(s)
Resources
Needed
1.Video ethnographies
1A, 2AB, 4CD, All courses’ SLO’s Student narrative Camcorder(s)
5A
2.Video repository
1A, 2AB, 4CD, All courses’ SLO’s Repository of
student video
5A
narratives
3.
4.
5.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
Person
Responsible
Estimated
Date of
Completion
(can be more than
one year in length)
Comments
Jorge Sanchez
2-3 years
Unable to fully
immerse myself to
learn editing tools. I
need time to learn
documentary level
video production.
Computer with Jorge Sanchez
video editing
program;
external hard
drives to store
video;
2-3 years
I need to take a
video production
class over the
summer or during a
sabbatical.
*** Please complete this page for each new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
Consider:
• Faculty
• Other staffing
• Facilities
• Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000)
• Software
• Hardware
• Outside services
• Training
• Travel
• Library materials
• Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
All the anthropology classes will benefit from a video production center/lab as the student projects are an integral part of them.
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)
3)
4)
5)
Program level Outcome (list applicable program outcome)
Course level Outcome (list applicable course level outcome)
Program/Discipline Goal (list applicable program/discipline goal)
Strategic Plan Goal (list applicable strategic plan goal)
All of the core competencies will be addressed by the completion of the students’ projects. The anthropology program will be on the
cutting edge of pedagogy and other institutions will also benefit with learning how to engage the students by completing a video
ethnography.
c) Does this activity span multiple academic years?
X YES
☐ NO
If yes, describe the action plan for completion of this activity.
Spring 2015--Learn basic video production; incorporate ethnographic analysis to course content; curriculum acceptance
Fall 2015—Learn how to stream video; begin implementing video into student projects
Spring 2016—Incorporate video to student projects
d) What measureable outcomes are expected from this activity? List indicators of success.
All students are able to produce a small video addressing the main objectives of their project
e) What are the barriers to achieving success in this activity?
Not enough technical support and know-how to implement it to the courses
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)***
1.
(F)
(S)-Digital editing
center
2.
(F)
3.
(F)
(E)-Camcorder with (S)-Included in
professional
Final Cut Pro
microphones,
(E)-Skeleton of entire None
human body (real or
synthetic)
Contract
Services
(H)-Computer; No
(S)-video editing
software like
Final Cut Pro; (H)
Hard drives to
store video
Training
Travel
Library
Materials
Facilities
/Space
e.g.,
Science
Labs
Projected
Costs
Yes
Yes
Yes
Yes-Recording $10,000.00
studio
No
Yes
Yes
No
No
No
No
No
YesRecording
studio
No
4.
5.
* Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager.
$5,000
$1500
** 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.
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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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