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
Welding Technology
Date Completed (must be in final
form by 3/27/15)*
03/23/2015
Date Submitted to Dean
03/23/2015
*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
Michael Davis
Title/Position
Welding Instructor
Dean’s Comments (required): Program that is great, and is growing. It is critical to the Salinas Valley and it is an area of great growth
regionally because of the infrastructural needs that require welders. Unions (Ironworkers, Steamfitters, Pipefitters, etc.) as well as farming
and equipment manufacturers are in dire need for qualified employees.
______Zahi Atallah_______________ _________
Typed Name of Area Dean
Date
VPAA Comments (required for comprehensive reviews):
_______________________
Typed Name of VPAA
_________
Date
This PPA report is organized in 3 sections and 11 subsections as follows:
I.
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.
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
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]
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)
This section must be completed for ALL academic programs, including those scheduled for a comprehensive
review in spring 2015.
A. COURSE DATA & TRENDS
1. Please evaluate the 3-year trend of enrollment and success of courses in your program/discipline. Identify the
courses you are choosing to examine this current year in the list below. You do NOT need to evaluate trends for
each course every year.
Course Number
Course Name
WLD-155
Ornamental Ironwork
Does the course have any DE (online or
hybrid) sections?
No
WLD-156
Toolmaking
No
WLD-145
Special Projects
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?
WLD-145 Special Projects: This course has been discontinued even though enrollment has increased each semester this course has
been offered. This pattern indicates the need to develop a capstone course as students approach the culmination of their Welding
Technology Associate of Science Degree.
WLD-155 Ornamental Ironwork/WLD-156 Toolmaking: The pattern indicates that enrollment continues to increase for both of these
courses. This is a strong indication that both of these courses should be offered annually.
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?
WLD-145 Special Projects: When offered had a success rate of 100%. This course was a necessary component of the Associate of
Science Degree and the success data indicates that more students are attempting to complete their degree in Weld Technology.
WLD-155 Ornamental Ironwork/WLD-156 Toolmaking: These courses continue to have good success. Both of these courses should be
offered annually on varying days of the week and at different times of the day.
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 Welding Technology Program allows students the option to obtain an Associate of Science Degree or a Certificate of Achievement.
Currently the Welding Technology Program is seeing a dramatic increase in students who are working on their Associate of Science
Degree. Future plans include the addition of mini certificate programs that include the TIG, SMAW, FCAW, and GMAW process
certificates, which allows the holder of such to focus on and become proficient in a specific process of welding and procure higher
wages than the average welder. Offering these certificates allows an achievable pathway to process specific certification.
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
N/A
2. Compare student success in the DE teaching environment with success in the face-to-face teaching environment in
the same course. Are there differences? To what do you ascribe the differences in your program?
N/A
.
3. Describe the process to change and improve student success in DE courses/sections in your program.
N/A
4. Compare student retention in the DE teaching environment with retention in the face-to-face teaching
environment in the same course. Are there differences? To what do you ascribe the differences in your program?
N/A
5. Describe the process to change and improve student retention in DE courses/sections in your program.
N/A
6. Describe any other relevant factors regarding diverse teaching modalities and environments, such as specific
locations.
N/A
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 (a) Was the course reviewed
and (b) taken through the
coordinating
curriculum process?
WLD-52
Michael Davis, Albert Graham
A. Yes
WLD-53
Michael Davis
A. Yes
WLD-58
Michael Davis, Albert Graham
A. Yes
Date of approval (or anticipated
approval) by Curriculum
Committee
WLD-155
Michael Davis
A. Yes
WLD-156
Michael Davis
A. Yes
Courses scheduled for review during AY
2014-15
Faculty member(s) responsible for
coordinating
Target semester and year—Fa 2015 or Sp
2016
WLD-54
Michael Davis
Spring 2016
WLD-57
Michael Davis
Spring 2016
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
#1 Demonstrate the use of welding and metal
cutting processes safely and correctly.
What changes have occurred in the
program/discipline as a result of dialogue?
More focused attention has been given
through instructor lectures and hands-on
instruction as each course is taught.
List Program level outcome(s) scheduled for assessment in AY 15-16
#2 Perform welding procedures in two or more methods on steel plate
tests in two or more welding positions.
Was the Program Outcome
Assessment Summary completed?
Yes
Have your course level SLOs needed for this program
level outcome been assessed or scheduled for
assessment?
Yes they are scheduled for assessment.
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 program level outcomes were reviewed and analyzed in order to determine the effectiveness of the specified outcome. This has
been accomplished by meeting with industry/business leaders at the local and regional level and by analyzing the data each semester
on the specific outcomes and if they were achieved. This allows for any changes to be made to outcomes in the future.
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?
Core competencies were addressed in all of the Weld Technology courses taught.
Communication Skills: Students in all of the weld courses are given course-related assignments, tests and quizzes where the students
utilize and improve their reading and writing skills.
Information Skills: Students are given projects where they are required to access information relating to course material in an efficient
manner in order for an effective and informative outcome.
Critical Thinking/Problem Solving: Students use logical reasoning as they are given specific assignments utilizing specific tools related
to the Weld Technology field in order to analyze the information given to them that will assist in an effective and appropriate outcome.
Students evaluate their projects per industry standards and specifications.
Global Awareness: Instruction includes how a student’s interdependence is realized at a local level and on a broad scale as well. This
allows the student to envision a broader vision of the profession of welding.
Aesthetic Appreciation: Students in all courses are able to reflect upon their welding projects throughout the semester. This is
especially evident in WLD-53, WLD-155 and WLD-156 where students are able to interpret and create specific assignments. The
students are encouraged to give appropriate feedback to their cohorts.
Personal Growth and Responsibility: Students in the Weld Technology program span a wide range of ages, which demonstrates the
value of lifelong learning. Students are encouraged to use their time efficiently while in class. Working collaboratively with their fellow
students is cultivated while enrolled in any of the courses. This helps prepare the student upon leaving the program and entering into
the employment arena.
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?
WLD-52
Yes
Yes
WLD-53
Yes
Yes
WLD-58
Yes
Yes
WLD-155
Yes
Yes
WLD-156
Yes
Yes
List courses scheduled for SLO assessment in
AY 2015-16
Faculty member(s) responsible
for coordinating
Target semester and year—Fa
2015 or Sp 2016
WLD-54
Michael Davis
Spring 2016
WLD-57
Michael Davis
Spring 2016
5. Describe course level assessments results and how they will influence your plans moving forward.
Some of the courses currently taught will require an intermediate course and modifying some of the courses to a three or four unit
course with extra lab time which will help prepare the student for the more advanced processes of welding. This in turn, will allow the
student upon exit of the program to be better prepared to procure more gainful employment. Discussions and forums with the Weld
Advisory Committee members and other Industry/College leaders have influenced the Weld Technology Program in determination of
the plans to move forward with curriculum revisions.
6. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving
these improvements?
The assessment activity that is currently being improved is ensuring that all outcomes reflect the abilities of the students being
assessed and making the necessary changes to align the two. Increasing student lab time will also help strengthen and improve
student learning. The challenge is aligning the abilities of the students being assessed and making the necessary changes for an
effective outcome.
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.Recruit a more diverse
An increase in the amount of
population to attend Hartnell the diverse population
College Welding Program
including females and the
older population enrolled in
welding courses.
What challenges existed or Will activity
continue to exist?
continue into AY
15-16?
Drawing the special needs Yes
to the Welding Program.
2. Non Destructive
We have procured and are
Course curriculum will be
Examination (NDE) of Welds procuring
developed in order for
equipment/instructional
realization of this course.
materials in order to facilitate
this course.
Yes
Will activity
continue into AY
16-17?*
Yes
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?
The recruitment of a more diverse population enrolled in the various weld courses has demonstrated a successful outcome. The
Welding Technology program was able to host high school activity days, which culminated in enrolling students (Rancho Cielo) who
consist of an at-risk population in the WLD-150 course. We have made accommodations for the special needs population in order to
facilitate specific needs. As dialogue has ensued among key stakeholders, it has influenced changes in accommodating the multi-faceted
needs of a diverse population, and how best the needs can be accommodated in order for student/program success.
Through grants, we have been able to receive much-needed monies to grow our program by adding the Non Destructive Examination
(NDE) of Welds to our course curriculum in the near future.
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
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
Funding
Person
Responsible
1. Consumables budget
(Gases, electrodes, steel
supplies)
4D
All
To be able to
Michael Davis
2. New curriculum
2A, 5A
All
To align each Time, Funding Michael Davis
course with the
industry needs
and standards
in order for the
student to
achieve desired
Estimated
Date of
Completion
(can be more than
one year in length)
Comments
Ongoing, Spring In 2014-2015
2016
student
enrollment
exhausted the
current budget.
Ongoing, Fall
2016
outcome.
3. Faculty and staff
training
2A, 3A, 3B
All
Faculty and
Funding
staff will be
trained to the
industry
standards in
order to provide
effective
student
learning.
Michael Davis
Ongoing, Spring
2016
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
*** Please complete this page for each new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
Consider:
∙ 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.
1. Consumables Budget: The Welding Technology Program has grossly outgrown its’ historical consumable budget due to the increasing
enrollment of students and the additional need to offer more weld courses. Our current budget charges $1.40/hour lab fee per
student. This is far below other regional community colleges that offer weld courses. Funding is a critical need.
2. New Curriculum: Curriculum modifications and changes are ongoing but as industry standard equipment is procured, new courses
will be developed in order to allow students opportunities to realize weld professions such as Certified Welding Inspector etc.
3. Faculty and staff training: per the industry’s standards allow for a more efficacious outcome and help to increase the student’s
successful learning. The Welding Technology Program has had to add more day and evening courses taught throughout the week
including Saturday due to the high demand for qualified welders. This necessitates qualified employees to provide instruction that is
in alignment with the local, regional and national AWS standards and needs.
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)
1. Consumables Budget: Increasing the consumable budget will allow the students to achieve the Program level Outcomes and Course
level outcomes.
2. New Curriculum: Curriculum changes will enhance all aspects of the Core Competencies. It will also align the Program level Outcomes
and Course level outcomes in order to continue to align our program with the AWS industry standards and needs.
3. Faculty and Staff Training: As faculty and staff receive training that continues to align with industry standards, this allows success in
regard to the Program and Course level Outcomes.
c) Does this activity span multiple academic years?
☐ YES
☐ NO
If yes, describe the action plan for completion of this activity.
1. Consumables Budget: This is an ongoing activity and will require attention to enrollment data in order to facilitate appropriate
consumable budget allotments that continue to match the increasing enrollment.
2. New Curriculum: Beginning with the Program level outcomes of the Welding Technology Program and then assessing each Course
level Outcome help create the roadmap to successful student outcomes.
3. Faculty and Staff Training: Faculty and staff should have the opportunity to acquire ongoing learning experiences that align
themselves with AWS industry standards. They are then able to provide appropriate and effective teaching opportunities. Seminars,
career enhancement opportunities and course specific classes will allow for a more qualified Hartnell employee.
d) What measureable outcomes are expected from this activity? List indicators of success.
1. Consumables Budget: As enrollment increases, the consumables budget should increase as well. This indicates that more students are
enrolled in the various Welding Technology courses.
2. New Curriculum: The measurable outcomes expected from curriculum modifications will be demonstrated in the successful
completion of specific student learning outcomes associated with the respective course.
3. Faculty and Staff Training: As faculty and staff receive additional training, they are able to enhance and support successful student
learning.
e) What are the barriers to achieving success in this activity?
1. Consumables Budget: If the consumables budget does not increase but enrollment continues to increase, students will be limited to
what the respective budget allows.
2. New Curriculum: The barriers to achieving success in introducing new curriculum and modifying current curriculum, is ensuring the
changes needed are the ones enacted. This requires dialogue with local/regional colleges, industry leaders and local/regional
employers who may potentially hire the students enrolled in Welding Technology courses.
3. Faculty and Staff Training: Provision of training opportunities may be a barrier due to time constraints.
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.
Consuma
bles
budget
(Gases,
electrode
s, steel
supplies)
Personnel
Classified
Staff/
Faculty
(C/F/M)*
F
Supplies/
Equipment
(S/E)**
S
Technology
Hardware/
Software
(H/S)***
Contract
Services
No
Training
No
Travel
No
Library
Materials
No
Facilities
/Space
e.g.,
Science
Labs
No
Projected
Costs
44, 200
2.
F
New
Curricul
um
3.
F, C
Faculty
and Staff
Training
S, E
H, S
No
Yes
Yes
Yes
Yes
100,000
H, S
No
Yes
Yes
Yes
Yes
50,000
* Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager.
** S for Supplies, E for Equipment. If additional supplies, for example, are needed for ongoing activities, this should be requested through
the budget rollover process.
*** H for Hardware, S for Software.
APPENDIX A. Strategic Priorities & Goals
(from Hartnell College Strategic Plan 2013-2018)
Priority 1: Student
Access
Goal 1A:
Hartnell College will provide higher education, workforce development, and lifelong learning opportunities—with
seamless pathways—to all of the college’s present and prospective constituent individuals and groups.
Priority 2: Student
Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning environment to help students
pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning environment that addresses and
meets the diverse learning needs of students.
Priority 3: Employee
Diversity and Development
Goal 3A: Hartnell College is committed to 1) increasing diversity among its employees; 2) providing an environment that is safe for
and inviting to diverse persons, groups, and communities; and 3) becoming a model institution of higher education whose respect for
diversity is easily seen and is fully integrated throughout its policies, practices, facilities, signage, curricula, and other reflections of
life at the college.
Goal 3B: To attract and retain highly qualified employees, Hartnell College is committed to providing and supporting relevant,
substantial professional development opportunities.
Priority 4: Effective
Utilization of Resources
Goal 4A: To support its mission, Hartnell College is committed to the effective utilization of its human resources.
Goal 4B: Hartnell College is committed to having its physical plant, furnishings, and grounds maintained and replaced in a
planned and scheduled way to support learning, safety, security, and access.
Goal 4C: Hartnell College will maintain a current, user-friendly technological infrastructure that serves the needs of students
and employees.
Goal 4D:
Hartnell College is committed to maximizing the use and value of capital assets, managing financial resources,
minimizing costs, and engaging in fiscally sound planning for future maintenance, space, and technology needs.
Priority 5:
Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the real- world needs of its diverse student
population, while also developing and employing a culture of innovation that will lead to improved institutional effectiveness and
student learning.
Priority 6: Partnership
with Industry, Business Agencies and Education
Goal 6A: Hartnell College is committed to strengthening and furthering its current partnerships, in order to secure lasting,
mutually beneficial relationships between the college and the community that the college serves.