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)*
Date Submitted to Dean
Spanish
*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
Aurelia Vacaflor
Janet Flores
Title/Position
Instructor in Spanish
Instructor in Spanish
Dean’s Comments (required):
LLS&R AREA FTES
SPA
3-Year Average
66.42
Fall 2012
47.30
Fall 2013
64.64
Fall 2014
87.32
Enrollments in Spanish continue to increase. Faculty have expressed concern about the lack of qualified adjunct SPA faculty; they
are anticipating a retirement, and enrollments suggest the need for more than the two full-time faculty currently in that discipline.
Faculty have worked to keep curriculum current and to ensure that student learning outcomes are assessed regularly. Adjunct
faculty participate in the assessment process. One issue I would like to see explored is providing lab support for Spanish language
learners.
Kathy Mendelsohn
_____________________
Typed Name of Area Dean
May 29, 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
è For programs/disciplines scheduled for comprehensive review in spring
2015, please complete Sections I, II, and III.
è 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]
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
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.
Adjunct Faculty
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. 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.
[List and describe program goals here]
1)
2)
3)
4)
5)
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
SPA 1
SPA 3
SPA 3S
Course Name
Elementary Spanish
Intermediate Spanish
Intermediate Spanish for Spanish Speakers
Does the course have any DE (online or
hybrid) sections?
No
No
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?
Enrollment has steadily increased from a low of 448 in Fall of 2012 (low due to courses being cut doing during economic crisis years)
to a high of 560 students in Spring of 2014. The Spanish enrollment ratio to the overall college enrollment ratio was highest in
Spring 2014, reaching 2.24% from a 1.90% in Fall 2012.
The enrollment for SPA 1 has been excellent and consistent and varying only with the number of sections offered.
It is noteworthy to mention that the enrollment for SPA 3S doubled from 15 students in Fall of 2011 to 31 students in Spring 2014.
The enrollment for SPA 3 was low; however, it has not been consistently offered. It was only offered twice in a three-year period. We
have now put this course on a cycle to allow students to plan appropriately and fit the course into their schedules.
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?
Overall, the success rate for the Spanish discipline is good. When the three year period is studied, we can see that the success rate
has consistently improved. In the Spring of 2014 it reached a high of 79% from a low of 70% in Fall of 2011.
The success rate for SPA 1 reached a high of 85% in Spring 2014 from a low of 71% in Fall of 2011. This can be attributed to working
closer with adjunct faculty and thereby having a more collaborative working environment in our discipline. This is important since
nearly 70% of our classes are taught by adjunct faculty.
For SPA 3, we cannot draw a conclusion because it was only offered twice in a three year period.
The success rate for SPA 3S has consistently been very good, except for Spring of 2014, which only reached a 61% success rate. This
dip in success is attributed, in part, to improper class placement of three students who had previously c0mpleted SPA 2 and should
have continued with SPA 3. However, SPA 3 was not offered in Spring 2014. Also, one student was unable to complete the course
because of long-term hospitalization.
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.
According to the Program Awards Summary Report, the Spanish program has awarded nine degrees in the last three academic years.
Since Fall 2011, the number of students receiving the degree in Spanish has steadily increased. In Spring 2014, four students
received the Spanish degree, which is 44% of the degrees received in the last three years. Promotion of the major by the discipline
has resulted in increased interest in a degree in Spanish. Also, students are increasingly aware of the growing need and importance
of Spanish in the labor market, thus, leading to better employment opportunities.
An important accomplishment of the discipline was the approval of our AA-T degree. This is of great benefit to students, especially if
they are looking to transfer to a CSU in the state. By allowing for more effective course planning, it saves students money and time
during the course of their studies.
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
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?
[Begin response here]
.
3. Describe the process to change and improve student success in DE courses/sections in your program.
[Begin response here]
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?
[Begin response here]
5. Describe the process to change and improve student retention in DE courses/sections in your program.
[Begin response here]
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
SPA 2S
SPA 2X
SPA 3
SPA 3S
SPA 4S
Faculty member(s) responsible for (a) Was the course reviewed
coordinating
and (b) taken through the
curriculum process?
Aurelia Vacaflor/ Janet Flores
Aurelia Vacaflor/ Janet Flores
Aurelia Vacaflor/ Janet Flores
Aurelia Vacaflor/ Janet Flores
Aurelia Vacaflor/ Janet Flores
Courses scheduled for review during AY
2015-16
SPA 2
In progress
In progress
Yes.
Yes.
Yes.
Faculty member(s) responsible for
coordinating
Aurelia Vacaflor/ Janet Flores
Date of approval (or anticipated
approval) by Curriculum
Committee
May 2015
May 2015
9/4/14
9/4/14
9/4/14
Target semester and year—Fa 2015 or Sp
2016
Fa 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.
List Program level outcome(s) scheduled for
assessment as previously specified
What changes have occurred in the
program/discipline as a result of dialogue?
Program Level Outcome 2
We will be incorporating activities to
strengthen the analyzing and
summarizing portions.
Was the Program Outcome
Assessment Summary completed?
Yes.
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?
Program Level Outcome 3
Yes.
2. Describe how program level outcomes were specifically addressed by the program/discipline during the
past year.
For example, were data gathered at the course level? Was there review and analysis of the data? How did the discipline faculty
engage in discussion? Were any interventions conducted? Are there any plans to make changes to certificate/degree programs or
improvements in teaching and student learning?
We assessed the SLOs that link to the program level outcome. We reviewed the data and determined that no interventions were
needed. However, we are going to work on strengthening students’ summarizing skills. We will be addressing these areas where we
would like to see further improvement.
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?
We analyzed core competencies using information gathered from SLO assessments to analyze Global Awareness. In our discussion,
the incorporation of writing was stressed. We specifically addressed the need for all instructors to incorporate more analytical writing
in class and more opportunity for group discussions. Core competencies were addressed through short stories, cultural readings, and
discussion of cultural tropics and linguistic contributions.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for SLO assessment as
previously specified
In what term was the course
assessed?
Was the Course Assessment
Summary Report completed?
SPA 1
SPA 1S
SPA 1X
SPA 3S
SPA 3
Sp 15
Sp 15
Sp 15
Sp 15
Fa 2014
In progress
In progress
In progress
In progress
Yes.
List courses scheduled for SLO assessment in
AY 2015-16
Faculty member(s) responsible
for coordinating
Target semester and year—Fa
2015 or Sp 2016
SPA 2
SPA 2S
SPA 2X
SPA 3
SPA 1S
SPA 1X
SPA 4S
Aurelia Vacaflor/ Janet Flores
Aurelia Vacaflor/ Janet Flores
Aurelia Vacaflor/ Janet Flores
Aurelia Vacaflor/ Janet Flores
Aurelia Vacaflor/ Janet Flores
Aurelia Vacaflor/ Janet Flores
Aurelia Vacaflor/ Janet Flores
Fa 15
Fa 15
Fa 15
Fa15
Sp 16
Sp 16
Sp 16
5. Describe course level assessments results and how they will influence your plans moving forward.
The results revealed that students have difficulty learning to communicate using the subjunctive mood. Per our discussion, we
concluded that since English does not have the subjunctive mood, this is a problem area for students that needs to be addressed.
6. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving
these improvements?
More practice with writing at the paragraph level will be provided. Writing prompts will focus on topics that require students to
use the subjunctive mood appropriately.
E. PREVIOUSLY SCHEDULED ACTIVITIES
This subsection focuses on activities that were previously scheduled. An activity can address many different aspects of your
program/discipline, and ultimately is undertaken to improve or enhance your program/discipline, and keep it current.
Activity scheduled
1. Hiring a replacement
faculty member for an
impending retirement.
What success has been
achieved to date on this
activity?
None.
What challenges existed or Will activity
continue to exist?
continue into AY
15-16?
Several challenges exist: 1) Yes.
Program continues to grow.
2) We have been
functioning with only two
full-time faculty members
when the data shows we
should have the equivalent
of 6 full-time faculty 3)
Nearly 70% of our courses
are being taught by adjunct
faculty members. 4)
Discipline is facing an
approaching retirement and
we need to ensure a smooth
transition.
Will activity
continue into AY
16-17?*
Yes.
Revision of SLO and assessmentCompleted.
tool for SPA 1S.
3. Meetings with adjunct
faculty.
There has been more one-toone contact with adjunct
faculty and increased email
communication.
4. Get the Spanish degree with Completed!!
the transfer model curriculum
approved.
No.
No.
Varying work schedules
Yes.
make it difficult to meet.
Also, there is no
compensation for meetings.
Yes.
None.
No.
No.
* 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?
In Spring 2014 we revised the SLO for SPA 1S and it allowed us to more accurately assess student achievement in Fall of 2014. There is
now a clearer link to the PLOs.
Communication with adjunct faculty has significantly increased. There has been much more one-to-one contact with adjunct faculty.
They are asking more questions, expressing their concerns, and providing input. This communication allows for a more collaborative
working environment.
The completion of the AA–T degree for Spanish is a success for our discipline. Students will now be able to easily transfer their courses
to other four year institutions. This has increased student interest in the program. We can see more students inquiring about this
degree.
III.
ANNUAL ACTION PLAN
This section must be completed for ALL academic programs, whether scheduled for annual or
comprehensive review in spring 2015.
A. NEW ACTIVITIES
This subsection addresses new activities for, and continuing new activities into, AY 2015-16. An activity can address many
different aspects of your program/discipline, and ultimately is undertaken to improve, enhance, and or keep your program/discipline
area current. A new activity may or may not require additional resources. Activities can include but are not limited to:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
NEW CURRICULUM
FURTHER DEVELOPMENT OF THE PROGRAM OR SERVICE
GRANT DEVELOPMENT AND PROPOSALS
FACULTY AND STAFF TRAINING
MARKETING/OUTREACH
ENROLLMENT MANAGEMENT
STUDENT SERVICES
ADMINISTRATIVE SERVICES
SUPPORT OPERATIONS
FACILITIES
1. List information concerning new projects or activities planned. The first activity listed should be the most important; the second
activity listed the second most important, etc. Please keep in mind that resources needed, if funded, would not be approved
until spring 2016 and provided until FY 2016-17. Ongoing activities involving resources that will no longer be available
from grant funds starting FY 2016-17 must be planned for appropriately.
Activity
1.
Strategic
Plan
Goal(s)
No. &
Letter
(e.g., 5A)*
Related
Courses, SLOs,
PLOs,
or goals
Hiring a
replacement for a
faculty member’s
approaching
retirement.
2. Hiring an
additional fulltime faculty
member
3.
Remapping some
of our SLOs to the
appropriate PLO
and create
accurate calendar
SLO for SPA 2
and PLO1 and
PLO 2.
Desired
Outcome(s)
Resources
Needed
Person
Responsible
Estimated
Date of
Completion
(can be more than
one year in length)
Ensure a smooth Salary and
benefits
transition.
Hiring committee
Spring 2016
The number of Salary and
benefits
courses taught by
full-time faculty
would increase.
Currently nearly
70% of our
courses are being
taught by adjunct
faculty.
Hiring committee
Spring 2016
More accurate
link between our
SLOs and our
PLOs
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
Aurelia Vacaflor Spring 2016
and Janet Flores
Comments
We need a third fulltime faculty
member. According
to the FTF (full-time
faculty) data, the
Spanish discipline is
working at the
equivalent of 6.15
full-time faculty
members.
Activity 1 and 2
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.
The hiring of full-time faculty is imperative for the following reasons:
1) the discipline is facing the approaching retirement of a faculty member.
2) the data shows that the Spanish Program has had a significant growth trend over the last two years. For the Fall 2014 semester, we
offered a total of 22 courses. Fourteen (64%) of these courses were taught by adjunct faculty. For the current semester, Spring 2015, there
are 25 courses being offered. Seventeen (68%) of these courses are being taught by adjunct faculty. With the majority of the courses being
taught by adjunct faculty, it is difficult to manage the Spanish Program. In turn, this weakens academic consistency within the program.
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
The hiring of additional full-time faculty would help to better maintain the viability of the Spanish program. In 2008, the Spanish
Discipline lost one full-time instructor to retirement. This position was never filled despite the fact that we formally requested a
replacement. Since then, two full-time faculty members have managed the growth of the Spanish program, developed and maintained its
curriculum, developed and assessed SLOs, developed a major, received the approval for a transfer degree, and hired and mentored adjunct
faculty. Based on the FTF (full-time faculty) data, the Spanish discipline is working at the equivalent of 6.15 full-time faculty members.
However, with the continuing growth in enrollment, this equivalency is increasing.
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
Since the need for more faculty is increasing, we will continue to ask that serious consideration be given to our request for replacement and
additional faculty.
d) What measureable outcomes are expected from this activity? List indicators of success.
With the approaching retirement of one of our discipline’s full-time faculty members, the hiring of full-time faculty is of paramount
importance. Hiring at least one additional faculty member within the next year would help the current faculty in the training and
adjustment period of the new member. It would ensure the continuity, quality and academic rigor of a well-established program. This
would benefit students, the college, and the community at large.
e) What are the barriers to achieving success in this activity?
Making this request a priority and funding it.
Activity 3
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.
This activity supports the assessment of the program’s SLOs and PLOs.
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
This activity ensures the accuracy of the program’s assessment of the PLOs and SLOs.
c) Does this activity span multiple academic years?
☐ YES
☒ NO
If yes, describe the action plan for completion of this activity.
d) What measureable outcomes are expected from this activity? List indicators of success.
Appropriate linkage between SLOs and PLOs that would allow for more accurate assessment of PLOs.
e) What are the barriers to achieving success in this activity?
Making sure that they are successfully updated on Curricunet and ELUMEN.
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.
1.
Personnel
Classified
Staff/
Faculty
(C/F/M)*
$55K-$75K F
Supplies/
Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Library
Materials
Facilities
/Space
e.g.,
Science
Labs
Projected
Costs
$55K-$75K F
2.
3.
4.
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.
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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