Program Planning and Assessment (PPA)
for Services, Offices & Non-Instructional Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2014
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 (every five years) comprehensive review that shows evidence of
improvement and outlines long-range goals.
The Program Planning and Assessment process will improve and increase the flow of information
and data at Hartnell College. The result of the process will also improve institutional effectiveness.
Service/Office/
Date Completed (must be Date Submitted
Non-Instructional Program
in final form by 3/31/14)* to VP
Institutional Advancement/MESA
7/18/2014
7/18/2014
Program
*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
Bronwyn Moreno, MESA Project Coordinator
Loyanne Flinn, Director of Public Grant Development and Operations
Jackie Cruz, Executive Director Institutional Advancement
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 2014, please complete Sections I, II, and III.
è For services/offices/non-instructional programs scheduled for annual
review, please complete Sections II and III.
I.
COMPREHENSIVE REVIEW
Please complete this section for services/offices/non-instructional programs
scheduled for comprehensive review in spring 2014. Go to Section II for
services/offices/non-instructional programs scheduled for annual review in
spring 2014.
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?
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.
2. What staffing factors/challenges have influenced the effectiveness of the service/
office/program?
C. SERVICE/OFFICE/PROGRAM GOALS
1. List and describe service/office/program goals for the next comprehensive
review cycle—Fall 2014 through Fall 2018. Be sure to highlight innovative,
unique, or other especially noteworthy aspects.
VISION STATEMENT
MISSION STATEMENT
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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
2014.
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.
Table 1: Report on STEM course success rate for non-distance courses in Hartnell
Community College District Fall 2011, 2012 & 2013
Fall 2011
Fall 2011
Fall 2012
Fall 2012
Fall 2013
Fall 2013
California Community
Transferable Transferable Transferable Transferable Transferable Transferable
Colleges Chancellor’s
Enrollment
Success
Enrollment
Success
Enrollment
Success
Datamart
Count
Hartnell CCD Total
Rate
Count
Rate
Count
Rate
3,693
69.02%
3,801
73.03%
3,616
70.74%
3,693
69.02%
3,801
73.03%
3,616
70.74%
African-American
74
54.05%
68
69.12%
45
57.78%
American Indian/Alaskan Native
22
68.18%
13
84.62%
3
33.33%
210
81.43%
224
83.04%
205
80.00%
2,566
67.34%
2,759
71.73%
2,743
69.12%
Multi-Ethnicity
64
68.75%
79
72.15%
92
76.09%
Pacific Islander
25
76.00%
12
75.00%
20
80.00%
Unknown
294
72.11%
270
72.22%
166
80.12%
White Non-Hispanic
438
73.06%
376
77.66%
342
73.68%
Non Distance Education Methods
Total
Asian
Hispanic
Ninety percent of MESA students served in 2012-13 were “Hispanic” (Based upon self-reported
enrollment form data) . According to the Chancellor’s Datamart for 2012-13, Hartnell enrolled nearly
twice as many Hispanic students in STEM courses than any other nearby community college (including
other HSI’s.) The percentage of Hispanic Hartnell students enrolled in degree applicable STEM courses
for Fall 2012 was higher than the total percentage of Hispanic students at Hartnell college (74% versus
69%,) and the success/passage rate of Hispanic students enrolled in transferable STEM courses at
Hartnell is comparable to the success rate for all students (72% and 73% respectively).
Table 2: Report on MESA Enrollment headcount for Fall 2012 & Fall 2013
California Community Colleges Chancellor’s
Fall 2012
Fall 2013
Datamart
Unduplicated Head Count
Unduplicated Head Count
Hartnell CCD
ASEM - Achievement in a Science, Engineering, or Mathematics
MESA - Mathematics, Engineering, and Science Achievement
91
55
132
163
Enrollment of MESA students has increased from 132 fully eligible students in Fall 2012 to 163 fully
eligible students in Fall 2013 (an increase of 23.5%)
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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 STEM focused academic support components of MESA have made great contributions to the
academic success of Hispanic students in STEM at Hartnell. In addition the demand for MESA services
is increasing. MESA currently has on .50 FTE grant funded Program Assistant. In order to continue to
expand and improve services, MESA should have a full time dedicated Program Assistant.
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.
None.
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 MESA Program operates primarily from the Main Campus in Merrill Hall in the following
locations:
N-3 A: Staff Office M-F 8:00 - 5:00 & MESA Counseling Saturday 9:00 – 1:00
N-30: MESA Study Center 10:00-5:00 pm
N-3: STEM Tutorial/Learning Center (formerly SMI room) M-Th 1:00-6:00, and Saturday 10:00-2:00
Rotarium and Library: Supplemental Instruction (times vary, schedule is updated semesterly).
On the Alisal Campus, MESA offers tutoring and supplemental instruction for Computer Science
courses on Friday afternoons (times vary, schedule is updated semesterly).
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.
The MESA Program does not have in person offer services in King City due to distance and lack of
staffing.
3. Describe the process to change and improve service/program quality for the more
challenging locations, vehicles, and/or times.
The STEM MESA Counselor is now available by Skype every Saturday 9-1 pm for academic and transfer
issues.
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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/noninstructional 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
What changes have occurred in the
service/office/ program as a result of
dialogue?
Increase the number of educationally
disadvantaged students pursuing
degrees in mathematics, engineering,
science, and technology who are
eligible to transfer to a four year
college or university by accepting and
supporting 100 qualified students into
the Hartnell MESA program
Implement strategies to increase the
rate at which MESA students are
deemed transfer ready in STEM
(science, technology, engineering, and
mathematics)majors to 70 percent of
all MESA students and 100 percent of
students who complete their
educational plans.
Improve the academic performance of
MESA students by implementing
Academic Excellence Workshops and
other support services accessible to
100 percent of enrolled MESA
students
Enrollment exceeded SAO by 63%
To increase the leadership skills and
raise the educational expectations of
MESA students by implementing and
supporting MESA/STEM student
groups
To strengthen the relationships
among educators, prospective
employers in business and industry,
and MESA students; establish student
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A part time MESA counselor has been
hired to assist with development of
STEM Educational Plans. 39 MESA
students transferred in Spring 2014.
This represents a 75% transfer rate
over three years (taking into
consideration additional time for high
unit majors)
MESA Tutorial services were
expanded and relocated to Merrill
Hall for easier access for students. SI’s
received formal training and a peer
mentor SI program was implemented
to strengthen consistency and delivery
of services.
MESA played a key role in supporting
STEM student clubs through fieldtrips
and outreach opportunities. MESA
Director currently serves as the
Engineering Club Advisor.
MESA/Engineering club officers
organized and implemented 10 handson outreach events for k-12 students
MESA students worked with scientists
and engineers on projects related to
the research programs at UCSC or
industry partner sites, such as NASA
Was a Service
Area Outcome
Assessment
Summary
completed (if
expected)?
N/A
N/A
N/A
N/A
N/A
internships, and other career
opportunities
To establish and maintain
partnerships with MESA Engineering
Programs (MEP), MESA Schools
Programs (MSP), California Alliance
for Minority Participation
(CAMP),and other undergraduate
research programs in order to provide
students with optimum internship
and scholarship opportunities
Ames Research Center, the Naval
Postgraduate School, USDA
Agricultural Research Service, or the
Monterey Bay National Marine
Sanctuary.
MESA continued participation in the
South Bay MESA Alliance. The goal of
the alliance is to generate fundraising
opportunities and strengthen our
pipeline through improved student
identification and handoff, increased
awareness, and collaborative events
and activities. MESA also worked
closely with UCSC STEM Diversity
Programs, Lamaat internship in
Astrophysics, and the Engineering
Student Success Center at SJSU.
List Service Area Outcome(s) scheduled for assessment in
AY 14-15
1)Increase the number of educationally disadvantaged
students pursuing degrees in mathematics, engineering,
science, and technology who are eligible to transfer to a
four year college or university by accepting and supporting
100 qualified students into the Hartnell MESA program
2)Implement strategies to increase the rate at which MESA
students are deemed transfer ready in STEM (science,
technology, engineering, and mathematics)majors to 70
percent of all MESA students and 100 percent of students
who complete their educational plans.
3)Improve the academic performance of MESA students by
implementing Academic Excellence Workshops and other
support services accessible to 100 percent of enrolled
MESA students
4)To increase the leadership skills and raise the educational
expectations of MESA students by implementing and
supporting MESA/STEM student groups
5)To strengthen the relationships among educators,
prospective employers in business and industry, and MESA
students; establish student internships, and other career
opportunities
6)To establish and maintain partnerships with MESA
Engineering Programs (MEP), MESA Schools Programs
(MSP), California Alliance for Minority Participation
(CAMP),and other undergraduate research programs in
order to provide students with optimum internship and
scholarship opportunities
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N/A
How will the Outcome(s) be
assessed?
MESA Student Enrollment
database; COGNOS; Chancellor’s
Datamart
STEM Counselor Contacts;
workshops, transfer rates using
national clearinghouse data
Workshop sign in sheets; course
passage rates
Student leadership involvement,
events, sign in sheets, attitude
surveys
Internship participation, number
of industry partnerships
Number of partnerships
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?
MESA submits two reports annually to the Chancellor’s Office; one mid-year report in February and
one final annual report in August. The reports contain narratives of activities as well as data. In addition
to collecting internal data such as participation and attendance, the MESA Program utilizes data from
the MIS populated chancellor’s datamart to measure passage rates in STEM courses. In 2012-13, MESA
gained the ability to flag students in MIS, and that data will be searchable beginning late fall 2013,
enabling us to compare MESA student performance to the general STEM student population. As an
ultimate indicator of MESA student success, MESA tracks and monitors transfer rates. For 2014-15, we
will be updating our website and moving to an electronic registration system.
3. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
We need to improve electronic tracking measures for students using SARS. Right now we have to rely
on Google forms and docs abut this is a temporary measure. The challenges to implementing better
tracking is
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
What success has been
achieved to date on this
activity?
What challenges
Will activity
existed or continue continue into
to exist?
AY 14-15?
Will activity
continue into
AY 15-16?*
1. MESA
Recruitment,
intake and
enrollment
Developed electronic
application and intake
procedure in
collaboration with STEM
Counselor; strengthened
collaboration with
partner programs such as
EOPS and Trio
Centralized all academic
support services to
Merrill Hall, reorganized
N3 to become tutorial
Center, expanded MESA
tutoring hours,
implemented electronic
log-in, instructor and
student surveys for
supplemental
Demand for
program services
exceeds staff
capacity
Yes
Yes
Space continues to
be a challenge. We
need a larger room
for a STEM
learning center
Yes
Yes
2. Academic
Support
Services:
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instruction, and peer
training and mentoring
component
3. MESA
Hired MESA/STEM
We didn’t have a
Yes
Yes
Counseling and
Counselor; implemented counselor
Advising
skype and Saturday
previously
counseling hours
4.
Hosted first annual
Lack of
Yes
Yes
STEM/Transfer
STEM Welcome and 2nd
staffing/Advisor
Events and
annual STEM Awards
involvement to
Fieldtrips
dinner; conducted six
serve as
STEM themed university chaperones
fieldtrips
5. Advancement Participated in STEM
None
Yes
Yes
and Fundraising Culture of Philanthropy
Developed regional
consortium for
submission of CCPT
proposal, submitted First
in the World (FITW)
proposal to increase
transfer success
* For each activity that will continue into AY 2015-16 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?
The MESA Program has nearly doubled student enrollment from 2011 to 2013, increasing from
approximately 150 students served to almost 300, all while strengthening the quality and frequency of
student services such as tutoring, fieldtrips and workshops. In 2013-2014. We increased fully eligible
MESA student enrollment by an additional 23.5%
In Spring 2014, MESA served 204 unduplicated students through its Math and Science tutoring
program, for a total of 804 visits and nearly 2000 total contact hours. 90% of MESA students served in
2012-13 were Latino (Hispanic by state of California definition.) The STEM focused academic support
components of MESA have made great contributions to the academic success of Hispanic students in
STEM at Hartnell. According to the Chancellor’s Datamart for 2012-13, Hartnell enrolled nearly twice
as many Hispanic students in STEM courses than any other nearby community college (including other
HSI’s.) The percentage of Hispanic Hartnell students enrolled in degree applicable STEM courses for
Fall 2012 was higher than the total percentage of Hispanic students at Hartnell college (74% versus
69%,) and the success/passage rate of Hispanic students enrolled in transferable STEM courses at
Hartnell is comparable to the success rate for all students (72% and 73% respectively).
MESA has successfully supported STEM majors towards successful transfer. From 2011-2012 to 201213, MESA doubled the number of transfers. In 2013, 34 MESA students successfully transferred to a
four year university in pursuit of STEM degrees. In 2014, 39 MESA students transferred to a four year
university in pursuit of STEM degrees, representing a 15% increase.
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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
2014.
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 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.
1. List information concerning new projects or activities planned. Please keep in mind that
resources needed, if funded, would not be approved until spring 2015 and provided until
FY 2015-16. Ongoing activities involving resources that will no longer be available from
grant funds starting FY 2015-16 must be planned for appropriately.
Activity
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)
1. MESA
Recruitment,
intake and
enrollment
1A,2A,
2B,4C,
5A
SAO #1
Maintain at least
100 fully eligible
enrolled MESA
members
Additional staff
support (.50
classified program
assistant)
Ongoing
2. Academic
Support
Services:
1A,2A,
2B, 5A
SAO #3
3. MESA
Counseling
and Advising
1A,2A,
2B,4C,
5A
SAO #2
Additional staff
support (.50
classified program
assistant)
Additional Staff
support (.25
faculty counselor
beginning in 2015)
MESA
Counselor
Ongoing
4. STEM/
Transfer
Events and
Fieldtrips
1A,2A,
2B, 4A,
4C, 5A
SAO #’s
2,4
Increase course
passage rates and
completion rates
for MESA students
Improved access to
STEM counseling
and transfer
support. 100% of
fully eligible MESA
students have an
updated Ed plan
80% of MESA
students participate
in at least one
STEM or Transfer
related event
Develop three new
partnerships per
year; generate
additional revenue
for program and
college through
public and private
grants
MESA Director,
MESA
Counselor,
Program
Assistant
MESA Director,
, Program
Assistant
Additional staff
support (.50
classified program
assistant)
MESA Director,
, Program
Assistant
Ongoing
N/A
MESA Director
Ongoing
5.
Advancement
and
Fundraising
1A, 5A,
6A
SAO #’s 5,
6
*** Please complete this page for each new activity. ***
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Ongoing
ACTIVITY 1: MESA Recruitment, intake and enrollment
1a)Describe the new activity or follow-on activity that this resource will support.
Conduct recruitment presentations and events; provide enrollment intake and orientation to all new
applicants; review MESA eligibility criteria including financial aid analysis
1b)Describe how this activity supports any of the following:
1)
2)
3)
4)
5)
Service Area Outcome
Program level Outcome
Course level Outcome
Service/Program Goal
Strategic Priority Goal
Supports SAO 1 and Strategic Priority Goals (SPG) 1A, 2A, 2B,4C, 5A by increasing the number of
students who receive MESA services in an efficient manner
1c)Does this activity span multiple years?
YES
NO
If yes, describe the action plan for completion of this activity.
Yes, this activity is ongoing each Fall and Spring for the life of the program.
1d)What measureable outcomes are expected from this activity? List indicators of
success.
Number of enrolled MESA students, number of fully eligible MESA students
1e)What are the barriers to achieving success in this activity?
Not enough staff to complete enrollment and intake processes, not enough staff to adequately serve
enrolled MESA students
ACTIVITY 2: Academic Support Services
2a) Describe the new activity or follow-on activity that this resource will support.
Tutoring, Supplemental Instruction, and Academic Support Workshops for STEM students
2b)Describe how this activity supports any of the following:
1)
2)
3)
4)
5)
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Service Area Outcome
Program level Outcome
Course level Outcome
Service/Program Goal
Strategic Priority Goal
Supports SAO 3 and SPG’s 1A,2A, 2B, 5A by improving student access to support, student success, and
innovative strategies
2c)Does this activity span multiple years?
YES
NO
If yes, describe the action plan for completion of this activity.
Yes, this activity is ongoing each Fall and Spring for the life of the program
2d)What measureable outcomes are expected from this activity? List indicators of
success.
STEM student success rates, course passage rates
2e)What are the barriers to achieving success in this activity?
Need additional administrative support to assist with coordination of 30+ student employees. Need
larger space to accommodate student demand for tutorial services
ACTIVITY 3: MESA Counseling and Advising
3a)Describe the new activity or follow-on activity that this resource will support.
Provide individualized support and advising to STEM majors. Maintain current Educational plans for
all MESA students
3b)Describe how this activity supports any of the following:
1)
2)
3)
4)
5)
Service Area Outcome
Program level Outcome
Course level Outcome
Service/Program Goal
Strategic Priority Goal
Supports SAO 2 and SPG’s 1A, 1A,2A, 2B, 4C, 5A by ensuring that educationally disadvantaged students
receive the support necessary to complete and transfer
3c)Does this activity span multiple years?
YES
NO
If yes, describe the action plan for completion of this activity.
YES this activity is ongoing for the life of the program
3d)What measureable outcomes are expected from this activity? List indicators of
success.
Number of MESA students with current Ed Plans, number of MESA students who transfer to four year
institutions
3e)What are the barriers to achieving success in this activity?
MESA/STEM Counselor is grant funded
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ACTIVITY 4: STEM/Transfer Events and Fieldtrips
4a)Describe the new activity or follow-on activity that this resource will support.
Plan and implement events such as STEM Welcome, STEM Awards Banquet, STEM Transfer Days and
other fieldtrips to universities and industry sites
4b)Describe how this activity supports any of the following:
1)
2)
3)
4)
5)
Service Area Outcome
Program level Outcome
Course level Outcome
Service/Program Goal
Strategic Priority Goal
This Activity supports SAO ’s 2 and 4 and SPG’s 1A, 2A, 2B, 4A, 4C, 5A by motivating and engaging
students and connecting them to services and opportunities.
4c)Does this activity span multiple years?
YES
NO
If yes, describe the action plan for completion of this activity.
YES this activity is ongoing for the life of the program
4d)What measureable outcomes are expected from this activity? List indicators of
success.
Number of events and fieldtrips, attendance and participation
4e)What are the barriers to achieving success in this activity?
Need additional administrative support
ACTIVITY 5: Advancement and Fundraising
5a)Describe the new activity or follow-on activity that this resource will support.
Work with the office of Institutional Advancement to develop new partnerships and collaborate on
grant proposals
5b)Describe how this activity supports any of the following:
1)
2)
3)
4)
5)
Service Area Outcome
Program level Outcome
Course level Outcome
Service/Program Goal
Strategic Priority Goal
This activity supports SAO’s 5 and 6 and SPG’s 1A, 5A, 6A by creating new programs and opportunities
for students while continually improving partnerships and program approaches
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5c)Does this activity span multiple years?
YES
NO
If yes, describe the action plan for completion of this activity.
This activity will be ongoing
5d)What measureable outcomes are expected from this activity? List indicators of
success.
Number of new partnerships, number of grants awarded and dollars received
5e)What are the barriers to achieving success in this activity?
Demands on staff time
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 (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. 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.
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Library
Materials
Science
Labs
N/A
N/A
N/A
N/A
N/A
N/A
N/A
2.
.50 C
N/A
N/A
N/A
N/A
N/A
N/A
N/A
4.
.50 C
N/A
N/A
N/A
N/A
N/A
N/A
N/A
3.
.25 F
N/A
N/A
N/A
N/A
N/A
N/A
N/A
5.
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Activity
No.
Supplies/
Equipment
(S/E)**
1.
Personnel
Classified
Staff/
Faculty
(C/F/M)*
.50 C
* Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager.
Projected Costs
MESA Program
Assistant:
$45,649 @ 50%
FTE + 40%
benefits=
$31,9534
MESA Parttime counselor:
Column B Step
3: 59,300
@.20=$11,860
N/A
** S for Supplies, E for Equipment. If additional supplies, for example, are needed for ongoing activities, this
should be requested through the budget rollover process.
*** H for Hardware, S for Software.
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