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
Date Completed (must be in final
form by 3/27/15)*
March 27, 2015
Date Submitted
to VP
Counseling Services
*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
Dr. Mark Sanchez
LaVerne Cook
Title/Position
Dean of Student Affairs, Student Success
Counselor
VP/Division Head’s Comments (required):
_Dr. Romero Jalomo_________
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
è For services/offices/non-instructional programs scheduled for comprehensive review in spring 2015, please
complete Sections I, II, and III.
è For services/offices/non-instructional programs scheduled for annual review, please complete Sections II and
III.
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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?
[Begin response here]
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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
2012-13
2013-14
2014-2015
Management, Supervisors
Classified Staff
Classified Staff- Part-time
Faculty Staff
Faculty – Part-time
Student Workers
Professional Experts
Total Full Time equivalent Staff
2. What staffing factors/challenges have influenced the effectiveness of the service/office/program?
[Begin response here]
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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.
[List and describe service/office/program goals here]
1)
2)
3)
4)
5)
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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.
In academic year 2013-2014, 5,424 students were served in the Counseling Department. These numbers include students that were
first time freshmen (high school seniors), returning students, transfer students, and Veteran’s. The Counseling Department held its first
annual Panther Prep Days in which we served 686 incoming high school students. Of these students 577 students were registered on the
main campus and 109 students were registered in King City. Many of the 5,424 students served in Counseling are first-generation, lowincome students. We are working with these students to prepare them with the skills necessary to plan and achieve a college educational
goal. We also equip our students with the skills necessary for preparing to transfer to a university or a career. In spring 2015, we are
planning to serve 800 students on Panther Prep Day Main Campus and 200 students on Panther Prep South County Educational Center.
2. 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 numbers of students we have served has held steady over the last five years. We have traditionally served approximately 5,000
students per academic year in the Counseling Department. However, with the implementation of the Student Success Act, SB 1456, we are
expected to increase the numbers of students we serve each year with three major core services: 1) Orientation; 2) Assessment; 3)
Counseling/Educational Planning. In order to maximize the amount of funding the College may receive, the Hartnell College Counseling
Department will need to ensure we are serving the maximum number of students possible on campus. Hartnell College currently maintains
a headcount of slightly over 14, 000. The Counseling Department’s goal is to find creative ways to serve as many of these 14, 000 students as
possible. In order to achieve this we will need to bring on additional counselors to serve our students. Many campuses in California began
this strategy of hiring more counselors once they were aware of the change in legislation.
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3. 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.
Ideally, in terms of increasing the service delivery of core services to students (Orientation, Assessment, Counseling/Educational
Planning), the College would receive the resources necessary to change the service delivery model to students. With approximately 5,000
graduating high school seniors each year in our service delivery area, Hartnell College would have Outreach Counselors, who would be
responsible for the delivery of core services prior to the students first day of classes at the college. This would maximize the College’s
opportunity to provide a seamless service delivery to students who plan on enrolling at the college. This would also allow the college to
maximize its pre-enrollment services to students, which in turn would maximize the college’s opportunity for State Student Success Program
and Support (SSSP) funding. When we analyze the demographics of our students (first-generation and low-income) preparing them for the
expectations of college early is critical to ensure their educational success.
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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.
Counseling services and Assessment are provided at all campus locations including (Main Campus, Alisal Campus, King City Educational
Center). In academic year 2013-2014, counseling hours were increased at all sites. This includes the number of Counseling 01, Student
Success Seminar courses being offered to students. Students are also able to send emails to Counselors with questions and receive a
response (typically within 24 hours). Counseling and Assessment services are offered in mornings, afternoons, evenings, and most
Saturdays to meet the needs of students. One of the challenges is office space as we continue to grow as a Department office space is at a
premium. We have seen an increase in students requesting services at all three locations; however, delivering additional services requires
balancing counselor availability to meet the needs of students. In July 2014, Hartnell College implemented an online orientation that is
delivered anywhere with an internet connection. The orientation is in English, Spanish, and Accessible (ADA compliant) for the visual and
hearing impaired. The orientation is required for all new incoming students with some basic exceptions e.g. student has an AA/BA degree.
Hartnell College also moved to an online student educational plan. This educational planning tool is being tested with a student pilot group
in spring 2015.
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.
In academic year 2013-2014, the Hartnell College Student Services and Counseling Department worked diligently to increase the
number of counseling hours available at all sites. This strategy has worked as funding for Matriculation was increased in academic year 1314. However, if funding is ever minimized, we will have challenges ensuring equal delivery of services across the District unless the funding
model changes and the Student Services/Counseling Department is provided with additional resources. In order to increase the
effectiveness of our delivery of services across the District, we will also need additional Information Technology support from the District.
Expanding our technology infrastructure will increase the College’s ability to more effectively serve students via online modalities.
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3. Describe the process to change and improve service/program quality for the more challenging locations, vehicles, and/or
times.
The process typically begins with data analysis, usually through student surveys on their needs at the College. In academic year
2013-2014, through the delivery of new programs e.g. Panther Prep Days, the Student Services/Counseling Department was able to identify
areas of need for resources. As we survey students, staff, and faculty on the services we are delivering, we begin to identify areas of need for
resources. The data typically suggests areas we are doing well in our service delivery and areas for improvement. As we continue to expand
our services to meet the needs of students and our community, we continue to identify potential service delivery mechanisms to reach
potential students. Through the implementation of the Hartnell College Student Success and Support Program Plan and Student Equity
Plan, we identified the need for more comprehensive academic follow up services.
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C. 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 will demonstrate increased
ability to identify an educational goal.
2. Students will identify an educational
major.
3. Students will learn the significance of
their academic progress on
educational goal completion.
What changes have occurred in the
service/office/ program as a result of
dialogue?
Was a Service Area Outcome
Assessment Summary completed
(if expected)?
Training for counselors on discussion of
educational planning for students in
counseling sessions. Also, implementation
of educational planning workshops for
students.
Development of major/career planning
workshops and an educational career
planning guide for students.
Implementation of this information in the
online orientation, covered in all
counseling courses and educational
planning workshops.
Yes
List Service Area Outcome(s) scheduled for assessment in
AY 15-16
1. Student use of the online educational planner.
2. Student experience participating in an online probation
workshop.
3. Student educational planning workshop effectiveness.
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Yes
Yes
How will the Outcome(s) be assessed?
Student Survey
Student Survey
Student Survey
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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?
DATA WAS COLLECTED AND ANALYZED IN THE FALL 2014 SEMESTER. ONCE THE DATA WAS SUMMARIZED IT WAS SENT TO THE COUNSELING
DEPARTMENT FOR REVIEW. IT WAS THEN PUT ON A DEPARTMENT MEETING AGENDA AND DISCUSSED AS A DEPARTMENT. COUNSELING FACULTY AND
STAFF WERE INCLUDED IN THE DISCUSSION AND WERE PROVIDED MULTIPLE OPPORTUNITIES TO PROVIDE INPUT ON HOW WE CAN CHANGE OUR
SERVICE DELIVERY MODEL TO BETTER SERVE STUDENTS.
3. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving these
improvements?
Assessment of data could be strengthened by developing a data warehouse where analysis and data can be stored. Through the
strengthening of our Institutional Research office, they can become more of a support and resource to assist Departments with data
collection and analysis. The challenge to achieving this year to date is the Institutional Research office lack of resources to provide this
support.
D. 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
1. Panther Prep
Days
2. Educational
Planning
Workshops
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What success has been
achieved to date on this
activity?
More seem less service
delivery to enrolling high
school students.
What challenges
existed or continues to
exist?
Ability to scale up to
serve a larger portion
of our incoming high
school freshmen.
Provides another option to Low student
students to have a
participation rates.
comprehensive visit with a
Counselor. Sessions are
held on Tuesdays and
Saturdays every week.
Will activity continue
into AY 15-16?
Will activity continue
into AY 16-17?*
Yes
Yes
Yes
Yes
Program is fully
Time it took to correct
Yes
Yes
3. SARS online
completed and ready for
the counselor listings
appointment for
implementation
in SARS.
counseling
* 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?
A. Panther Prep Days- Panther Prep Days was successful in the number of students served who completed the college
enrollment process. 686 enrolling high school students were able to develop their educational plan, register for
their first semester courses, and receive a campus tour. This was a major shift in service delivery in how we served
our incoming high school students.
B. Educational Planning Workshops- Year to date we have served 224 students in educational planning workshops.
This service delivery model is a group advising model, however, the strength of the model is students get a 3 hour
timeframe to ask Counselors a myriad of educational planning questions e.g. how do I choose a major and what
steps do I need to take to transfer to a university. In student survey data, students have overwhelmingly stated the
workshops assisted them very much in planning their educational goal.
C. SARS online appointment for counseling- Year to date we have no measurable data as the system has not been fully
implemented. It is anticipated data will be compiled and analyzed by fall 2015.
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
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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
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
Strategic Plan
Goal(s)
No. & Letter
(e.g., 5A)*
Related SAOs, SLOs,
PLOs, or goals
Desired
Outcome(s)
1. Panther Prep Days
1A; 2A
Early college preparation
Well prepared
college
students
2. Major’s Fair
2A; 2B
Knowledge on major’s
and programs of study.
3. Online probation
workshop
2A; 5A
As a result of
participating in an online
probation workshop
students will demonstrate
increased knowledge of
the significance of
maintaining strong
academic performance.
Informed
students on
college majors
and programs.
Increased
student
learning on
strong
academic
performance.
4.
5.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
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Resources Needed
Funding for logistics,
marketing, and
implementation of
the day.
Funding for logistics,
marketing, and
implementation of
the day.
Funding for the
purchase of the
online program
development
Person
Responsible
Estimated Date of
Completion (can be
more than one year
in length)
Comments
Dr. Mark
Sanchez
May 2016
Dates TBD
Dr. Mark
Sanchez
June 2016
Date TBD
Dr. Mark
Sanchez
September 2015
Date TBD
*** Please complete items 2a-e immediately below for EACH new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will support the service/office/program.
Panther Prep Days will continue to be the program model by which we prepare incoming high school students for early
college enrollment at Hartnell College. The development of two College Pathway’s Coordinator positions in Student Affairs will
continue to support our work with area high schools while also developing relationships with community based organizations,
one-stop career centers, migrant serving organizations, Adult Schools, Alternative Schools, and other community serving
organizations.
a) Describe the new activity or follow-on activity that this resource will support.
Early outreach and college preparation
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)
Panther Prep Days will support the following Service Area Outcome (SAO): 1) Students will demonstrate a higher level of college
readiness through academic counseling and college exposure.
Panther Prep Days also supports Strategic Plan Goals 1 and 2, Student Access and Success by preparing students for the rigors of
college expectation far in advance of their full enrollment.
c) Does this activity span multiple years?
☐ YES
☒ NO
If yes, describe the action plan for completion of this activity.
Not Applicable
d) What measureable outcomes are expected from this activity? List indicators of success.
1.
2.
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Students will complete the following steps three months prior to their first college semester enrollment:
Application
Orientation
3.
4.
5.
6.
Financial Aid (BOGW and FAFSA)
Assessment testing
Educational Planning
Registration
e) What are the barriers to achieving success in this activity?
To ensure success in this type of activity it is critical to have cooperation with our high school and community based organization
partners as well as the appropriate fiscal resources to support the events. Planning for this type of event needs to be embedded into the
culture of the organization.
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*** Please complete items 2a-e immediately below for EACH new activity. ***
3. This item is used to describe how the new activity, or continuing new activity, will support the service/office/program.
A Hartnell College Majors Fair would assist students by providing college majors and programs available to them on
campus. This event would be an opportunity for academic programs and Career & Technical Education programs to market their
offerings on campus. Many students are in the exploratory phase of determining a college major and this event would be a
wonderful opportunity for these programs to connect with students.
f) Describe the new activity or follow-on activity that this resource will support.
Educational planning and career readiness
g) Describe how this activity supports all of the following that apply:
6) Service Area Outcome (list applicable service area outcome)
7) Program level Outcome (list applicable program level outcome)
8) Course level Outcome (list applicable course level outcome)
9) Service/Program Goal (list applicable service /program goal outcome)
10)
Strategic Plan Goal (list applicable strategic plan outcome)
A Majors Fair will support the following Service Area Outcomes (SAO’s): 1) Students will demonstrate a higher level of college
readiness through academic counseling and college exposure. 2.) Students will identify a college major
A Majors Fair also supports Strategic Plan Goals 1 and 2, Student Access and Success by preparing students for the rigors of college
expectation far in advance of their full enrollment.
h) Does this activity span multiple years?
☐ YES
☒ NO
If yes, describe the action plan for completion of this activity.
Not Applicable
i) What measureable outcomes are expected from this activity? List indicators of success.
Students will demonstrate increased knowledge on majors and programs available at all Hartnell College locations.
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j) What are the barriers to achieving success in this activity?
In order for this program to achieve maximum effectiveness we will need all academic divisions and programs to participate in this
event. The key is broad marketing of majors and programs available to students.
*** Please complete items 2a-e immediately below for EACH new activity. ***
4. This item is used to describe how the new activity, or continuing new activity, will support the service/office/program.
The development of an online academic probation workshop for students will ensure Hartnell College has the ability to develop and
implement a consistent learning program for students focused on increasing student knowledge on the skills and strategies necessary for
college success. An online academic probation program will ensure availability of critical information 24 hours a day and from any modality
that has internet connectivity. The academic probation workshop will be available in English, Spanish, and ADA accessible. An online
program will ensure every student has access to critical information on college planning, course success, support resources e.g. tutoring,
study strategies, and other strategies for college success.
k) Describe the new activity or follow-on activity that this resource will support.
Educational planning, classroom success strategies, and college/life balance strategies.
l) Describe how this activity supports all of the following that apply:
11) Service Area Outcome (list applicable service area outcome)
12) Program level Outcome (list applicable program level outcome)
13) Course level Outcome (list applicable course level outcome)
14) Service/Program Goal (list applicable service /program goal outcome)
15) Strategic Plan Goal (list applicable strategic plan outcome)
An online academic probation workshop will support the following Service Area Outcomes (SAO’s): 1) Students will demonstrate a
higher level of college readiness through academic counseling and college exposure. 2.) Students will learn the significance of their academic
progress.
An online academic probation workshop also supports Strategic Plan Goals 1 and 2, Student Access and Success by providing critical
college success strategies to students experiencing difficulty completing their educational goals. The workshop also supports Priority 5:
Innovation and Relevance for Programs and Services
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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.
m) Does this activity span multiple years?
☐ YES
☒ NO
If yes, describe the action plan for completion of this activity.
Not Applicable
n) What measureable outcomes are expected from this activity? List indicators of success.
Students will demonstrate increased knowledge on educational planning and college success strategies to ensure achievement of
excellent academic progress.
o) What are the barriers to achieving success in this activity?
In order to implement this online academic probation workshop, Student Affairs will need maximum support from the Information
Technology Department on campus.
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*** Please complete items 2a-e immediately below for EACH new activity. ***
5. This item is used to describe how the new activity, or continuing new activity, will support the service/office/program.
The space redesign of the first floor in the Student Services building would create an environment where students will
utilize the Student Services Building as a true one-stop center for services. Through a redesign of the space, the Student Services
building would become a space more conducive to student use year round as opposed to only during peak times. Students would
be able to complete online applications for enrollment, complete the new Hartnell College orientation, the new Hartnell College
academic probation workshop (in development), schedule an appointment to meet with a Counselor, schedule an appointment
for an Assessment test, complete a Free Application for Federal Student Aid (FAFSA), and many other services.
p) Describe the new activity or follow-on activity that this resource will support.
This resource will support many of our new student services that are now online. A redesign would support students having access to
computers to complete the Hartnell College application, orientation, FAFSA, and many other student support services.
q) Describe how this activity supports all of the following that apply:
16) Service Area Outcome (list applicable service area outcome)
17) Program level Outcome (list applicable program level outcome)
18)Course level Outcome (list applicable course level outcome)
19) Service/Program Goal (list applicable service /program goal outcome)
20)
Strategic Plan Goal (list applicable strategic plan outcome)
The space redesign would increase student access to Hartnell College services and technology. Through this access to critical support
services, we anticipate increased success rates as a result of college preparation.
r) Does this activity span multiple years?
☐ YES
☒ NO
If yes, describe the action plan for completion of this activity.
Not Applicable
s) What measureable outcomes are expected from this activity? List indicators of success.
Increased completion of Hartnell College applications (online), Hartnell College orientation’s, FAFSA applications, academic
probation workshops, online student appointments, and other support services.
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t) What are the barriers to achieving success in this activity?
Funding for the purchase of furniture designed to create a more student friendly environment.
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.
Panther
Prep
Days
2.Majors
Fair
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Personnel
Classified
Staff/
Faculty
(C/F/M)*
Supplies/Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Library Facilities/Space
Materials e.g. Science
Labs
Projected
Costs
Outreach materials HardwareLaptops;
wireless
networks;
software servers
Faculty, staff
and
administrator
training on the
logistics for the
events.
Library, Gym, and
classrooms with
computers.
$10,000
Marketing materials Wireless
networks
Faculty, staff,
and
administrator
training on the
logistics for the
event
Student Center,
Steinbeck Hall
$10,000
3.Online
Probation
Workshop
4.Furniture
for 1st floor
Student
Services
redesign
Network server;
embedded
probation
software
program
Faculty and
staff training
Ergonomic furniture
for the 1st floor of the
Student Services
building. Meant to
ensure a more
student friendly
environment.
5.
* Personnel: Include a C or F after the amount to indicate Classified Staff or Faculty.
** S for Supplies, E for Equipment.
*** H for Hardware, S for Software.
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$11,000
Space and
technology
redesign to
influence a more
student friendly
environment.
$47,000
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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