Program Planning and Assessment (PPA) for Services, Offices & Non-Instructional Programs. Comprehensive Review, Annual Review & Action Plan

Transcription

1 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

2 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. Comprehensive Review a. Overall Service/Office/Program Effectiveness, b. Staffing Profile, and c. Service/Office/Program Goals. II. Annual Review a. Data & Trends, b. Service/Program Modality, c. Outcomes, and d. Previously Scheduled Activities. III. 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 P a g e

3 I. COMPREHENSIVE REVIEW Please complete this section for services/offices/non-instructional programs scheduled for comprehensive review in spring Go to Section II for services/offices/non-instructional programs scheduled for annual review in spring 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] 3 P a g e

4 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 2. What staffing factors/challenges have influenced the effectiveness of the service/office/program? [Begin response here] 4 P a g e

5 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) 5 P a g e

6 II. ANNUAL REVIEW This section must be completed for ALL services/offices/non-instructional programs, including those scheduled for a comprehensive review in spring 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 , 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. 6 P a g e

7 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. 7 P a g e

8 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 , 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 s 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 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 , 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 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. 8 P a g e

9 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 , 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. 9 P a g e

10 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? 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. Was a Service Area Outcome Assessment Summary completed (if expected)? Yes Yes Yes List Service Area Outcome(s) scheduled for assessment in AY How will the Outcome(s) be assessed? 1. Student use of the online educational planner. Student Survey 2. Student experience participating in an online probation Student Survey workshop. 3. Student educational planning workshop effectiveness. Student Survey 10 P a g e

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12 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 What success has been achieved to date on this activity? What challenges existed or continues to exist? Will activity continue into AY 15-16? Will activity continue into AY 16-17?* 1. Panther Prep Days 2. Educational Planning Workshops More seem less service delivery to enrolling high school students. Provides another option to students to have a comprehensive visit with a Counselor. Sessions are held on Tuesdays and Saturdays every week. Ability to scale up to serve a larger portion of our incoming high school freshmen. Low student participation rates. Yes Yes Yes Yes 12 P a g e

13 3. SARS online appointment for counseling Program is fully completed and ready for implementation Time it took to correct the counselor listings in SARS. * For each activity that will continue into AY and that requires resources, submit a separate resource request in Section III. Yes Yes 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 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 A. NEW ACTIVITIES This subsection addresses new activities for, and continuing new activities into, AY 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 13 P a g e

14 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. NEW CURRICULUM b. FURTHER DEVELOPMENT OF THE PROGRAM OR SERVICE c. GRANT DEVELOPMENT AND PROPOSALS d. FACULTY AND STAFF TRAINING e. MARKETING/OUTREACH f. ENROLLMENT MANAGEMENT g. STUDENT SERVICES h. ADMINISTRATIVE SERVICES i. SUPPORT OPERATIONS j. FACILITIES 1. List information concerning new projects or activities planned. The first activity listed should be the most important; the second activity listed the second most important, etc. Please keep in mind that resources needed, if funded, would not be approved until spring 2016 and provided until FY Ongoing activities involving resources that will no longer be available from grant funds starting FY must be planned for appropriately. 14 P a g e

15 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) Comments 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 A; 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. 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 Dr. Mark Sanchez Dr. Mark Sanchez Dr. Mark Sanchez May 2016 June 2016 September 2015 Dates TBD Date TBD Date TBD * See Appendix A for a list of the 11 goals in the college s Strategic Plan. 15 P a g e

16 16 P a g e *** 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. Students will complete the following steps three months prior to their first college semester enrollment: 1. Application 2. Orientation

17 3. Financial Aid (BOGW and FAFSA) 4. Assessment testing 5. Educational Planning 6. 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. 17 P a g e

18 *** 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. 18 P a g e

19 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 19 P a g e

20 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. 20 P a g e

21 *** 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. 21 P a g e

22 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. Personnel Classified Staff/ Faculty (C/F/M)* Supplies/Equipment (S/E)** Technology Hardware/ Software (H/S)*** Contract Services Training Travel Library Materials Facilities/Space e.g. Science Labs Projected Costs 1. Panther Prep Days Outreach materials Hardware- Laptops; wireless networks; software servers Faculty, staff and administrator training on the logistics for the events. Library, Gym, and classrooms with computers. $10,000 2.Majors Fair Marketing materials Wireless networks Faculty, staff, and administrator training on the logistics for the event Student Center, Steinbeck Hall $10, P a g e

23 3.Online Probation Workshop 4.Furniture for 1 st floor Student Services redesign 5. Network server; embedded probation software program Ergonomic furniture for the 1 st floor of the Student Services building. Meant to ensure a more student friendly environment. Faculty and staff training Space and technology redesign to influence a more student friendly environment. $11,000 $47,000 * 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. 23 P a g e

24 APPENDIX A. Strategic Priorities & Goals (from Hartnell College Strategic Plan ) 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. 24 P a g e

25 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. 25 P a g e