Program Planning and Assessment (PPA)
for Services, Offices & Non-Instructional 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 service/office/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
area 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 and data at Hartnell College. The result of the
process also improves institutional effectiveness.
Service/Office/
Non-Instructional Program
Dean of Academic Affairs Office
Date Completed (must be in final
form by 3/27/15)*
Date Submitted
to VP
*Please note that you should work with your colleagues and supervisor/director/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
Celine Pinet, Ph.D.
Rosa Cabrera
Ruby Garcia
Belen Gonzales
1|Page
Title/Position
Vice President of Academic Affairs
Administrative Assistant
Curriculum & Instruction Coordinator
Curriculum & Instruction Coordinator
VP/Division Head’s Comments (required): To much work for two individuals to handle. We must hire another Curriculum and
Instructional Coordinator.
Lori Kildal
_______________________
Typed Name of VP/Division Head
______________
Date
This PPA report is organized in 3 sections and 9 subsections as follows:
I.
II.
III.
Comprehensive Review – a. Overall Service/Office/Program Effectiveness,
b. Staffing Profile, and c. Service/Office/Program Goals.
Annual Review – a. Data & Trends, b. Service/Program Modality, c. Outcomes,
and d. Previously Scheduled Activities.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
 For services/offices/non-instructional programs scheduled for comprehensive review in spring 2015, please
complete Sections I, II, and III.
 For services/offices/non-instructional programs scheduled for annual review, please complete Sections II and
III.
2|Page
I.
COMPREHENSIVE REVIEW
Please complete this section for services/offices/non-instructional programs scheduled for comprehensive review
in spring 2015. Go to Section II for services/offices/non-instructional programs scheduled for annual review in
spring 2015.
A. OVERALL SERVICE/OFFICE/PROGRAM EFFECTIVENESS
1. Describe your service/office/non-instructional program in terms of its overall effectiveness over the past several
years.
Please consider the questions below in describing your area.
•
•
•
•
•
•
•
•
•
What are your area’s primary functions?
How are students/employees served by the service/office/program?
What are the unique aspects of the service/office/program?
How does the service/office/program relate to the needs of the community?
How does the service/office/program interface/collaborate with other areas on campus?
What is working well in service/program provision?
Have state and/or federal mandates/rules/certifications particular to the service/program been met?
What policies and/or practices, both institutionally and departmentally, have been implemented to improve functions over the past
few years?
What professional activities have staff recently (last three years) participated in?
Within the assigned areas of responsibility, the Office of the Dean of Academic Affairs is responsible for planning, organizing, directing and
evaluating instructional and support programs within the assigned areas of responsibility. This includes the coordination and supervision of class
schedules and faculty teaching assignments, curriculum development, staff development, and budget. The Dean supervises, evaluates, and directs
the work of assigned personnel and participates in the recruitment and hiring of personnel. The Dean is expected to establish and maintain
connections with relevant community and professional organizations and also participates in college governance and decision-making. Our area
collaborate with others parts of the college, as well as with faculty and staff to set the vision of our programs, aligned with the mission and vision of
the college. We coordinate the building of class schedules and catalog, as well as room and teaching assignments. We recruit, hire, and evaluate
staff and/or faculty as needed, and foster professional development supporting staff attendance to professional conferences and workshop, such as
the curriculum institute. We oversee our academic budgets and serve as key contact for students within our areas of responsibilities that need help
with academic concerns. We support student learning and success efforts. We provide oversight for assessment of outcomes within our areas, at
3|Page
the course, program, and institutional levels. We are the primary contact for faculty support within our area, in the areas of absences, supplies,
student programs, etc.
B. STAFFING PROFILE
1. In the table indicate the number in terms of FTE. For instance, 1 full-time staff person is 1.0, and a half-time person is .5.
Positions
Management, Supervisors
Classified Staff
Classified Staff- Part-time
Faculty Staff
Faculty – Part-time
Student Workers
Professional Experts
Total Full Time equivalent Staff
2012-13
2013-14
2014-2015
4
5
5
3 plus CDC and TWS
3 plus CDC and TWS
3 plus CDC and TWS
In CDC and TWS
In CDC and TWS
In CDC and TWS
About 18
About 19
20
About 57
About 61
About 65
0
1
1
Undertermined
Undertermined
Undertermined
NA
NA
NA
2. What staffing factors/challenges have influenced the effectiveness of the service/office/program?
Aside from their already full schedule addressing the core of curriculum, catalog and scheduling, the back room team is not only participating in
a variety of projects to build structure around process, research and software solutions (e.g. with AdAstra), but also having to respond to data needs
and support the Vice President. These include enrollment management data, section counts, section comparisons, room use reports, degree audit
data, accreditation data, and other such information. There is a significant need for support in lining up data sources so that the data we use is
coherent, so that the data is used systematically to guide enrollment management, and so that the data is used to guide building curriculum,
schedule and catalog that truly supports student success. For our efforts to function in a minimally data driven manner, not only do we need an
extra classified position, we also need a managerial position. This will allow for the structure and oversight needed to provide structure and
directions to these efforts and to bring specialized expertise in curricular and scheduling efforts in order to foster effective programming in support
of enrollment and student success.
4|Page
C. SERVICE/OFFICE/PROGRAM GOALS
1. List and describe service/office/program goals for the next comprehensive review cycle. Be sure to highlight innovative,
unique, or other especially noteworthy aspects.
In considering your service’s/office’s/program’s future goals, please review Hartnell’s vision and mission statements.
VISION STATEMENT
Hartnell College will be nationally recognized for the success of our students by developing leaders who will contribute to the social, cultural, and
economic vitality of our region and the global community.
MISSION STATEMENT
Focusing on the needs of the Salinas Valley, Hartnell College provides educational opportunities for students to reach academic goals in an
environment committed to student learning, achievement and success.
1) Provide excellent internal and external customer service by
a) Producing schedules/catalogs which address student and community needs
b) Updating schedule and catalogs processes as we continue to hone in on effectiveness in meeting student needs
II. ANNUAL REVIEW
This section must be completed for ALL services/offices/non-instructional programs, including those scheduled for
a comprehensive review in spring 2015.
A. DATA & TRENDS
1. Provide available data and information that define target recipients of the service/office/non-instructional program,
including numbers/size, types and characteristics/needs of current and potential users, students, clients, and/or other
relevant populations. List the sources of this data and information.
Total Student Headcount: After a decrease in student headcount in previous years, we started to see an increase in Fall 2013. Recovery
to previous levels of service will take some time.
5|Page
Fall 2010
9,915
Fall 2011
9,512
Fall 2012
8,470
Fall 2013
9,619
Fall 2014
9,963
The trends below appear to be mostly set by the headcount at the Main Campus and Alisal. King City and Distance Education have had a
slight decrease in students. Alisal had its largest headcount in Fall 2011.
Main Campus
Alisal Campus
King City Campus
Distance Education
Fall 2010
6,999
114
665
1,258
Fall 2011
7,041
1,326
707
1,420
Fall 2012
6,403
1,149
776
1,317
Fall 2013
6,548
1,158
712
1,326
Fall 2014
7,070
1,329
630
1,265
Number of Sections:
We are currently offering more than three as many day sections than evening college-wide. We are currently providing about 6% of our
offerings in distance education format. By comparison, 12% of courses offered through the CCCC are offered via distance.
Day (8:00am – 4:30pm)
Evening (4:30pm – 10:00pm)
Distance Education
Data pulled from EIS.
Number of Sections
758
225
63
Percentage
72.47%
21.51%
6.02%
The college experienced a drop in student headcount and sections being offered in Fall of 2012. The college experienced a recovery in Fall of
2013 and Fall of 2014 based on the data from Fall 2010 and Fall 2011.
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Fall 2014
Number of Sections
912
963
756
907
1046
Data pulled from EIS.
Note the trends across sites below. Other off campus sites are not in the data below.
Number of Sections Fall 2010
Fall 2011
Fall 2012
Fall 2013
Fall 2014
Main Campus
726
689
538
655
760
Alisal Campus
9
102
77
76
123
King City Campus
39
44
42
50
46
Distance Education
59
67
51
58
63
Data pulled from EIS.
6|Page
Male to Female Students:
We have seen an increase in percentage of male students in comparison to females.
Female
Males
Fall 2013
48
52
Fall 2014
48
52
2013 data from Virtual Fact Book V04. 2014 data from Chancellor’s Office MIS Data Mart 5/21/15.
1. Analyze and report on salient patterns and trends in this data. Given these patterns and trends in users, needs, usage
and/or other key factors, identify particularly challenging issues in service/program provision, office functioning,
and the evaluation of the service/office/non-instructional program.
The main pattern in the data above appears to be based on budget instability. Based on anecdotal reports and waitlist numbers, we are
offering fewer course sections than are needed to meet community needs. We do not have the appropriate data and resources to get the
trends and patterns necessary to fully analyze the schedule.
2. Provide any other relevant data and describe any other relevant qualitative factors that affect service/program
provision, office functioning, and the evaluation of the service/office/non-instructional program. List the sources of
this data and information.
The following graphs show significant improvement in effectiveness of classroom use on the main campus, and with the 4 to 5PM slot
starting to fill up more. Research surveys might be helpful to help determine which offerings could be used to populated Friday afternoon
and weekend and address student needs.
7|Page
8|Page
3. Analyze and report on salient patterns and trends in this data. Given these patterns and trends in users, needs, usage
and/or other key factors, identify particularly challenging issues in service/program provision, office functioning,
and the evaluation of the service/office/non-instructional program.
The increase in sections from Fall 2009 to 2011 is countercurrent to the decrease in headcount. Fall 2012 reflects the lowest number in
both these measures, with Fall 2013 to 2015 showing a partial recovery in both. Data analysis and surveys would be helpful to help
9|Page
determine which offerings would best meet student needs. For example, this would help us assess which offerings to use to populated
Friday afternoon and weekend and address student needs. As well, spread of GE patterns versus fill rates and waitlists would be of help
to determine over and under offerings. In the meantime, despite our best efforts, we do not have the appropriate data or staffing to get
the trends and patterns necessary to fully analyze the schedule.
4. Provide any other relevant data and describe any other relevant qualitative factors that affect service/program
provision, office functioning, and the evaluation of the service/office/non-instructional program. List the sources of
this data and information.
Providing excellent internal and external customer service and dynamic academic efforts as documented in weekly and monthly reports.
B. SERVICE/PROGRAM MODALITY
1. Describe the different physical locations (campuses, sites, etc.) at which, the various delivery vehicles (phone, online,
face-to-face, etc.) through which, and the times (of day, evening, week, etc.) at which the service/program is provided to
intended recipients. Consider staffing and other resources available to serve user needs for each location, vehicle, and
time specified.
The office of the Dean and related instructional areas are located in buildings D and E. The main office is typically open 8-5 Monday through
Friday. Additional support from an “evening administrator” is available on the main campus 5-7 pm Monday through Thursday and
Saturday morning during the semester. Phone and face-to-face customer service are provided at all locations. We have set as a goal to
improving access and success by providing several structured start dates within the semester as well as providing schedule information in the
catalog to facilitate education planning.
2. Compare service/program quality provided across locations, vehicles, and times. Are there differences? To what do you
ascribe the differences in your service/ program? Discuss any other relevant factors regarding diverse service/program
modalities and environments.
We strive to provide quality customer service at all locations at similar levels. Classified staff and managers meet together monthly to develop
consistent procedures and discuss continuous improvement. Limited staffing makes it difficult to provide adequate assistance when more
than one person is seeking services at the same time or at times our offices are closed and this is the case not only during peak period but
during large portions of the semesters. As well, limited resources is hindering the systematic use of data which is needed to inform planning
and decision making and best address the needs of students.
3. Describe the process to change and improve service/program quality for the more challenging locations, vehicles, and/or
times.
10 | P a g e
Full-time faculty are assigned to teach at other locations. We are working in collegial collaboration to ensure a continuing of courses are
offered at other location, for example offering the Early Childhood Education courses in sequence at the King City Center. As well, we work
collegially with our colleagues across campus to coordinate the hiring of part time faculty as needed.
11 | P a g e
OUTCOMES
SERVICE AREA OUTCOMES
Each service unit/office/non-instructional program develops its own Service Area Outcomes (SAOs). The outcomes should be directly related
to the work of the service unit/office/non-instructional program, challenging but attainable, and measureable. SAOs should articulate what
specifically is to be achieved; their measurement should assess how well the service unit/office/non-instructional program is performing.
1. Please complete the following tables.
List Service Area Outcome(s)
scheduled for assessment as previously
specified
1. Students, faculty, and staff will
use an accurate, complete
schedule available at the
published registration
deadlines.
2. Students, faculty, and staff will have
user-friendly forms and processes.
12 | P a g e
What changes have occurred in the service/office/ program as a result of
dialogue?
The fall 2014 schedule was entered from “scratch,” which resulted in 272
errors. In Fall 2015, the same process was followed and resulted in a
lessened number of error, though further tracking is needed to hone in on
the scheduling methodology for a more effective process. The Office of
Academic Affairs is currently working with an Ellucian consultant to
identify and analyze errors. We formed a team of seven (7) members for
data entry. The area Deans, working with their faculty, are working on a
student based schedule first. Every Dean was assigned their own
classrooms to work within. MSE and Nursing maximized their facilities by
assigning classes back-to-back from 8:00am to 10:00pm. We had an
upgrade of the software ASTRA, which is enhancing our abilities to better
utilize all classrooms to their limitations (whether it’s class size or class
time). Improvement is starting to occur as documented above. We are
working on timelines that incorporate catalog production, scheduling
productions, and degree audit. Communication management has been
established to notify students of cancelled classes via their Hartnell
student email addresses. We propose an Assistant Dean position, and a
Curriculum/Scheduling and Online Education Specialist. We have
reviewed data based on student needs to add courses where appropriate to
meet student needs.
Schedule Change Form and Class Notification forms have been created
and implemented. Training has been provided to all AA staff and
Was a Service Area
Outcome Assessment
Summary completed
(if expected)?
Yes.
This is an effort we will
continue
to monitor and
improve.
Yes.
3. Provide equitable academic
experiences that consistently serve the
diverse learning needs of students at
all locations.
managers regarding reports, such as CSAR, ENST, FWLR, Position IDs,
ASTRA, Scheduling input, Outcomes & Assessment. Academic Affairs
Division formed a Web Team, which created a Faculty Resource web page.
We added annotations in the catalog indicating the semester when various
courses are going to be offered. As well, we have for the first time started to
provide a systematic group of courses through late start dates to accommodate
various student needs. These two new approaches will need to become more
systematically part of our efforts in order for us to best need student needs.
List Service Area Outcome(s) scheduled for assessment in
AY 15-16
1. In service training
2. Special assignments
13 | P a g e
How will the Outcome(s) be assessed?
Via monthly time and results reports
This is an effort we will
continue.
Yes.
This is an effort we will
continue.
2. Describe how service area outcomes were specifically addressed by the
service/office/program during the past year.
Was there review and analysis of the data? How did the staff engage in discussion? Were any
interventions conducted? Are there any plans to make changes/improvements in the
service/office/program?
There were 51 changes made to the Spring 2014 schedule after 11/27/13 (as evidenced by the
number of Change Forms submitted to the Office of Academic Affairs). These results reflect
personnel changes (decreased staffing) in the Office of Academic Affairs. The fall schedule was
entered from “scratch,” which still resulted in too many errors; examination of error fields is
ongoing.
Several staff-management meetings have occurred. The focus group of administrative assistant
staff with the facilitator occurred in February 2o14.
3. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
The college needs to provide relevant data to enable completion of this PPA document. Data are
also needed to address our goals. Additional staff is needed to develop and maintain the
Academic Affairs web site (forms and information) and scheduling, curriculum and catalog
processes.
C. PREVIOUSLY SCHEDULED ACTIVITIES
This subsection focuses on activities that were previously scheduled. An activity can address many
different aspects of your service/office/program, and ultimately is undertaken to improve or enhance
your service/office/program, and keep it current.
Activity scheduled
What success has been
achieved to date on this
activity?
What challenges
existed or continue to
exist?
Produce schedules
which address
student and
community needs
The Office of Academic
Affairs is currently
working with an Ellucian
consultant to identify and
analyze errors.
Too many errors still
occurred; examination
of error fields needs to
be completed.
A new curriculum
oversight
(scheduling,
catalog, and
curriculum)
14 | P a g e
A “team approach” (vs.
one person) will continue
to be used for data entry
of the schedule.
This position was not
approved for AY 201415.
More logical
Will
activity
continue
into AY
14-15?
Yes
Will
activity
continue
into AY
15-16?*
Yes.
Yes.
Yes.
coordinator/manag
ement position has
been proposed.
scheduling procedures
are being examined
and employed (science
grid, coordination to
avoid conflicts, etc.)
* 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 service or program success?
See above.
III. ANNUAL ACTION PLAN
This section must be completed for ALL services/offices/non-instructional
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 2016-17. An
activity can address many different aspects of your service/office/program, and ultimately is
undertaken to improve, enhance, and or keep your service/office/program current. A new activity may
or may not require additional resources. The first activity listed should be the most important; the second
activity listed the second most important, etc. 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
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
15 | P a g e
Strategic
Plan
Goal(s)
No. &
Letter
(e.g.,
5A)*
Related
SAOs,
SLOs,
PLOs, or
goals
Desired
Outcome(s)
Resources
Needed
Person
Responsible
Estimated
Date of
Completion
(can be more
than one
year in
length)
Comment
Continue moving
from a manual to
automated contracts
and office hours
process submissions
processes
Automate data
upload and review
software and process
used for catalog
creation
Tighten up timelines
and submission
around scheduling
processes
4, 5
Automated
processes
Additional
staff and
training
Celine
Pinet
AY 201617
4, 5
Automated
processes
Additional
staff and
training
Celine
Pinet
AY 201516
1, 2, 4
Full
collaboration
and
participation
and meeting
deadlines
Additional
staff and
training
Celine
Pinet
AY 201617
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
*** Please complete items 2a-e immediately below
for EACH new activity. ***
1. This item is used to describe how the new activity, or continuing new activity, will
support the service/office/program.
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]
SAO 1: Students, faculty, and staff will use an accurate, complete schedule/catalog available for the
published registration deadlines.
b) Describe how this activity supports all of the following that apply:
1) Service Area Outcome (list applicable service area outcome)
2) Program level Outcome (list applicable program level outcome)
3) Course level Outcome (list applicable course level outcome)
4) Service/Program Goal (list applicable service /program goal outcome)
5) Strategic Plan Goal (list applicable strategic plan outcome)
16 | P a g e
[Begin response here]
This is our SAO 1, driven by our goal 1.a. This effort directly supports strategic goals 1 and 2.
c) Does this activity span multiple years?
☐ YES
☐ NO
If yes, describe the action plan for completion of this activity.
[Begin response here]
This will be an ongoing function of the office of the Dean of Academic Affairs office in our effort for
continual improvement.
d) What measureable outcomes are expected from this activity? List indicators of
success.
[Begin response here]
A schedule with minimal errors, class sections that meet student need.
e) What are the barriers to achieving success in this activity?
[Begin response here]
We need better data and more staff.
B. RESOURCE REQUESTS
If new/additional resources are needed for your service/office/program, 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 (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). 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 service/program to function properly to
improve student learning, such as updated equipment in a room/facility; in such case be sure to note
that the resource is NOT tied to a specific activity.
Activity No.
1.
Personnel
Supplies/
Classified
Equip (S/E)**
Staff/
Faculty
M–
Assistant Dean
2.
3.
4.
5.
17 | P a g e
Technology
Hardware/
Software (H/S)***
Contract Training Travel Library Science Projected
Services
Materials Labs Costs
$2500 $2500
$50,000
Colleague
$105,000
$50,000
C–
Curriculum/
Scheduling
Coordinator
$50k +
b
fi
C – Functional
Tech - $50k +
benefits
$5000 $2500
$57,500
(??)
$5,000 $2,500
$57,500
AAO
Administrative
Assistant I
$34k +
benefits
$2,500 $2,500
6 F. Philosophy
full time
faculty
$110,00
APPENDIX A. Strategic Priorities & Goals
(from Hartnell College Strategic Plan 2013-2018)
4.
Priority 1: Student
Access
Research
other
curriculum
manageme
nt systems
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.
18 | P a g e
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 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.
19 | P a g e