Program Planning and Assessment (PPA)
for Academic Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2015
1
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
Drafting Technology
Date Completed (must be in final
form by 3/27/15)*
3/27/15
Date Submitted to
Dean
3/30/15
*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
Parviz Entekhabi
Robert Ward
Title/Position
Instructor
Instructor
2
Dean’s Comments (required): Program has lost a lot in enrollment. Ideas to strengthen include eliminating degree and just offering courses
under CON and AIT.
_____________________
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, c. CTE Programs – Labor Market &
Achievement, and d. Program Goals.
3
II.
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.
4
∙
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?
∙
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
No. of Active Sections
Full-time Faculty
5
Adjunct Faculty
2. What staffing factors/challenges have influenced the effectiveness of the program?
[Begin response here]
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]
6
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. 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.
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VISION STATEMENT
Hartnell College will be nationally recognized for the success of our students by developing leaders who will contribute to
the social, cultural, and economic vitality of our region and the global community.
MISSION STATEMENT
Focusing on the needs of the Salinas Valley, Hartnell College provides educational opportunities for students to reach
academic goals in an environment committed to student learning, achievement and success.
[List and describe program goals here]
1)
2)
3)
4)
5)
This section must be completed for ALL academic programs, including those scheduled for a comprehensive
8
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
DRA 53
Advanced AutoCAD
Does the course have any DE (online
or hybrid) sections?
Yes (recently approved )
DRA 64
Print Reading for Industry
No
Please use the data that have been provided. Analyze trends that you observe with respect to the data for the identified courses
and answer the following questions.
ENROLLMENT
2. Review the enrollment data. Describe and analyze any patterns or anomalies that you notice. What do you
make of these patterns or anomalies? What actions should be taken to ensure continuous improvement?
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Course
Fall 11
Spring 12
DRA 53
DRA 64
-
11
-
ENROLLMENT
Fall 12
Spring 13
-
14
19
Fall 13
Spring 14
-
7
21
The total number of students enrolled in the program especially introductory courses (Ex. DRA 64) remains fairly constant. However,
we see decline on numbers of students in advanced courses (Ex. DRA 53). Outreach and course articulation with local high schools,
advertising, marketing, and implementing an effective enrollment management plan are some of the strategies that could improve
enrollment and strengthen the program. Starting 2015 AutoCAD software is available free of charge for students that opens a new
opportunity to offer some of our CAD classes on line and we anticipate to see increase in enrollment.
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?
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Course
DRA 53
DRA 64
Fall 11
Spring 12
Success Rate
Fall 12
Spring 13
-
92%
-
-
79%
84%
Fall 13
Spring 14
-
86%
76%
Overall data shows better than average success rate in these classes. For DRA 53, in spring 2013 the number drops to 79 from 92% in
spring 2012 but we see the improvement in spring 2014. Student’s engagement and having state of art CAD lab facility with the latest
technology, and project based teaching methodology have shown an improvement in retention and students achievement.
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 Drafting program at Hartnell College has been in existence for many years and has trained many students in this field. The early program
curriculum emphasized on manual or hand drafting skills. Since the prevailing trend in industry has included a shift to utilizing computer
technology, the Drafting Technician program has included curriculum that specifically addresses the application of computer aided drafting
and design technology. The current program includes courses in both two dimensional and three dimensional drafting concepts. The program
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focuses more on both mechanical and architectural drafting and design concepts. The mission of the drafting program is to provide students
with the knowledge and skills necessary to qualify for employment as a drafting technician primarily in the fields of mechanical and/or
architectural drafting. Drafting Technology offers the AS degree and /or the certificate. Additionally, the drafting program provides those
drafters, who are already employed, an opportunity to improve and expand their skills. Drafting Technology classes provide opportunities for
these individuals to update their CAD skill sets that fit their special needs.
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.
In Fall 2014, we updated three of our CAD courses (DRA52, DRA 53 & DRA 54) to include DE components and planning to offer them online
in upcoming years. Currently we are using the online course management tool (Etudes) as support for all of the face to face course in
discipline. It has been very effective in organizing the classes.
Most of the drafting classes will continue with traditional face-to face teaching modality. Our teaching methodologies include the use of
handouts, lecture note outlines, and worksheets for the students to practice and assess their own level of understanding. Once the lecture has
been completed, the students practice the new knowledge by completing in class projects. During this time, the instructor reviews information
and drafting techniques. Students are encouraged to collaborate on the how to complete projects and often learning is enhanced by this type of
dialogue. Students are encouraged to access a variety of internet sites to acquire information on how to complete projects. If the class seems to
be having a difficult time with a concept, the problem is discussed with the class as a whole so they can engage in brainstorming and other
methods of problem solving. This is an important technique similar to what goes on work place. Developing teamwork and creative problem
solving is an essential part of the drafting and design process. Students’ levels of knowledge are assessed at many levels.
Questions during lab and lecture give initial feedback of how well the students understand the concepts. The lab projects after each lecture
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also give both the student and instructor insight as to the level of learning. Quizzes and exams also help to assess comprehension. In general,
most drafting majors are visual and hands on learners. And although drafting department faculty strive to utilize methods from all learning
styles, we try to focus on our typical students strengths in this regard with multiple hands on examples and drawings for each concept. Drafting
department faculty has an excellent working relationship. For this reason, we are continually sharing information on successful assignments
and techniques in order to improve the program as a whole.
Term
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?
[Will evaluate in the future]
13
.
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.
[Begin response here]
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?
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Date of approval (or
anticipated approval) by
Curriculum
Committee
DRA 52
Parviz Entekhabi
yes
11/20/2014
DRA 53
Parviz Entekhabi
yes
11/20/2014
DRA 54
Parviz Entekhabi
yes
11/20/2014
DRA 55 (Formerly EGN 12)
Parviz Entekhabi
yes
2/6/2014
EGN 2
Parviz Entekhabi
yes
2/6/2014
DRA 58
No
5/2015
DRA 64
No
5/2015
DRA 70
No
5/2015
Courses scheduled for review during AY
2014-15
Faculty member(s) responsible for
coordinating
Target semester and year—Fa 2015 or Sp
2016
DRA 58
Parviz Entekhabi
5/2015
DRA 64
Parviz Entekhabi
5/2015
15
DRA 71
Parviz Entekhabi
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.
PROGRAM LEVEL OUTCOMES
1. Please complete the following tables.
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List Program level outcome(s) scheduled for
assessment as previously specified
1. Use modern technical engineering techniques,
skills, and technology including computer-aided
design applications and computing tools
necessary for technical engineering/drafting
practice.
What changes have occurred in the
program/discipline as a result of
dialogue?
The entire course SLOs maps with PLO and
no changes made at this time.
technical engineering/drafting practice.
2. Document the product/process model using
appropriate methods, (multi-view drawings,
pictorial, 3D sold models, charts/graphs,
rendered and shaded image).
3. Function effectively on diverse, multidisciplinary teams.
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Was the Program Outcome
Assessment Summary
completed?
Yes
4. Access and evaluate information from a variety
of sources including the Internet.
5. Apply appropriate theory, knowledge, and
design standards of conventional practice to the
preparation of documentation drawings.
List Program level outcome(s) scheduled for assessment in AY 1516
(PLO # 3) Function effectively on diverse, multi-disciplinary teams.
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Have your course level SLOs needed for this
program level outcome been assessed or scheduled
for assessment?
Yes, but this PLO needs more analysis to find and map a
measurable outcome from the courses in discipline
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?
Faculty members in drafting, construction and engineering discussed the issues related to program outcomes. No changes are made to
PLO at this time. There were some corrections made to few course level outcomes in AutoCAD courses.
CORE COMPETENCIES
2. 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
Yes, each course SLO (student learning objective) mapped to CC (course competency) and carefully evaluated. No changes seemed
necessary.
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COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for SLO assessment as
previously specified
DRA 52
In what term was the
course assessed?
Spring 2015
Was the Course Assessment
Summary Report completed?
Yes, all data entered in “Elumen”
DRA 58
DRA 52
EGN 2
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
DRA 53 (Advanced AutoCAD)
Parviz Entekhabi
Fall 2015
DRA 54 (AutoCAD 3D)
Parviz Entekhabi
Fall 2015
DRA 55 (Introduction to Solidworks)
Parviz Entekhabi
Fall 2015
DRA 72 (Architectural Design )
Robert Ward
Fall 2015
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5. Describe course level assessments results and how they will influence your plans moving forward.
In looking at the SLO data from the assessments completed for 2014, 80% or more of the students who took the assessment test met or
exceeded the minimum criteria set for that particular course. Last year, I did implement a new assessment strategy that helped in measuring
students learning and achieving course objectives. As one of the new assessment strategy, I gave a brief survey on very early in semester and
compare this data at the end of the term. Also, I give a short quiz on the objective of each lesson after every lecture to assess the students’
comprehensions on objectives.
6. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving
these improvements?
In some of our beginning classes we continue seeing a larger learning gap due to many factors. It seems one type of assessment tool
may not always be equally reliable for these students with diverse learning background. The challenges continue to be in individualized
instruction and evaluation of each students with a unique learning style. With small number of students in drafting program this has
been the case and achievable (these are apparent from the assessment results in Fall 2014).
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.
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Activity scheduled
1. Completing our two- Year
course planning
2. Renewing our exiting
license subscriptions to
AutoDesk & Soliworks
engineering design
application software for
our program
What success has
been achieved to
date on this activity?
This helped students to plan
their course study in
advance to reach their goal
in completing
degree/certificate program
Yes. It provided application
software to upgrade for our
CAD lab. It helps to meet
industry standards.
What challenges existed or
continue to exist?
Course offering sequentially
still is a challenge due to low
enrolled classes.
Starting Fall 2014, AutoDesk
provides free software
upgrades for educational
institution. This is great in
reducing our cost.
22
Will activity
continue into AY
15-16?
Yes
Will activity
continue into
AY 16-17?*
yes
Yes. This is ongoing
process and these
applications need to be
updated regularly to
stay current.
Yes
3. To purchase a new 3D
Printer.
Our students will greatly
benefit and excited from
this technology where their
design instantly built and
created.
We do not anticipate any need
for this year but will need to
have available budget to cover
the associated material costs
for future.
Yes. We have
integrated and use this
technology in our 3D
solid modeling classes.
(SolidWorks &
AutoDesk Inventor)
yes
* 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?
New developments within the program include the addition of a new 3D prototyping printer. Students learn the engineering design concepts,
create that design on paper, and are then able to print a dimensional prototype in which to test the feasibility of the design. The students can
then practice and perfect prototypes, using an industry recognized Design Process:
23
● Identification of design problem Problem-solving concepts and ideas
● Analogize and design solutions Model design(s) for prototypes
● Analyze and test models Production and working drawings
By incorporating working models in 3-Dimensions, students are more engaged in the process and have a better understanding of real
world techniques. A transfer degree has not been established as this major directs itself to job employment at the completion of the
program. However, since drafting skills are a necessary for many professions, students can pursue further higher level education in fields
that include engineering, aerospace technology, industrial design, architectural design, and civil planning.
In addition, more students from other disciplines (Sustainable Construction, Welding, Ag Mechanics, Fabrication and Engineering) are
taking drafting classes because of the close relationship between programs.
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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
b. FURTHER DEVELOPMENT OF THE PROGRAM OR SERVICE
c.
d.
e.
f.
g.
GRANT DEVELOPMENT AND PROPOSALS
FACULTY AND STAFF TRAINING
MARKETING/OUTREACH
ENROLLMENT MANAGEMENT
STUDENT SERVICES
h. ADMINISTRATIVE SERVICES
i. SUPPORT OPERATIONS
j.
FACILITIES
25
Discussing took place among the faculty from Drafting, Construction and Engineering disciples. It is recommended the need to re-visit
our Drafting degree and certificate program to include more interdisciplinary courses. For example, offering a new course in surveying
where it can support construction program as well as open an opportunity for engineering student who are interested to pursue in civil
engineering.
In our last advisory committee, proposals have been made to add course in Introduction to Revit, topics in Building Information
Modeling (BIM). Also we need to pursue a transfer program with degree in architecture.
External conditions that might have an impact our enrollment include the economic rate of recovery. The building industry is slowly
coming back and this will provide more jobs for those who design homes and use drafters to draw new subdivisions, custom homes and
community infrastructure. The Drafting Program also offers students a unique opportunity to gain necessary employment skills that
allow them to apply for positions after only a few introductory courses. Many students then take additional courses while working on
the job. This method of learning while working enhances the students learning. By putting new concepts into practice, students be
promoted to positions of greater skill and responsibility which also has the benefit of higher salary.
Currently we are offering drafting classes once a year and some advanced architectural design every other year. The addition of more
introductory level classes that are offered both during the day and evening, and to some extent online, will help to encourage students
to enroll in the drafting program.
Drafting Technology discipline uses one dedicated room with 24 drafting table and one shared computer lab with 40 computer
stations. Both rooms equipped with teacher stations and projectors. Overall, the rooms are adequate for our needs at this time.
Currently the equipment needs are adequate. Software is kept current and in summer 2011, the drafting labs have been upgraded.
However, over the next 2-3 years, it is anticipated that the department will require new computer hardware.
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.
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Activity
1. Update
CAD lab Hardware &
Software upgrade
Strategic
Plan
Goal(s
)
No. &
Letter
(e.g.,
5A)*
4C
Related
Courses, SLOs,
PLOs,
or goals
Use modern
technical
engineering
techniques, skills,
and technology
including
computer-aided
design
applications and
computing tools
necessary for
technical
engineering/drafti
ng practice.
Desired
Outcome(s)
To provide the
latest technology
for up to date
instruction
27
Resour
ces
Needed
Person
Responsible
Parviz
Entekhabi
Jorge Isais
Estimated
Date of
Completion
(can be more
than one year in
length)
One year
Comments
2.
Curriculum
update and
program revision
1A & 5A
All SLOs & PLOs
Keep the course
content up to
date and
relevant.
Parviz
Entekhabi
Ongoing
3.
Outreach,
marketing and
course
articulation with
high local schools
1A, 2A
-
Increase
enrolment
Parviz
Entekhabi
ongoing
Course offering
and schedulingon-line course
offering
1A
4.
Robert Ward
Increase
enrolment
Parviz
Entekhabi
ongoing
Provide better
student access
* 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.
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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.
[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)
29
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]
30
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.
Activi
ty
No.
1.
Person
nel
Classi
fied
Staff/
Facult
y
(C/F/
M)*
Supplies/
Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Basic Drafting
Supplies
Tra
vel
Libra
ry
Mater
ials
Faci
litie
s/S
pac
e
e.g.,
Scie
nce
Lab
s
Projected
Costs
$500
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2.
SolidWorks
Annual License
fee
$2500
3.
4.
AutoDesk
Conference/
Workshops
Maintenan
ce service
$2500
$300
5.
* Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager.
** S for Supplies, E for Equipment. If additional supplies, for example, are needed for ongoing activities, this should be requested through
the budget rollover process.
*** H for Hardware, S for Software.
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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
33
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 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.
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