College of the Redwoods - Instructional Program Review
College of the Redwoods
Comprehensive
Instructional Program Review
Early Childhood Education
College of the Redwoods - Instructional Program Review
Signature Page
Programs of Study Early Childhood Education
Degrees:
AS in ECE
Certificates:
Certificate of Achievement
Subject Areas Reviewed:
ECE
We certify that this program review document represents the plans, goals, and critical analysis of this
instructional program. Please enter name and signature
Author(s):
Sydney Fisher-Larson
Date: 9/25/09
P. Freneau & A. M. Woolley
9/25/09
Date:
Division Chair:
Date:
Dean / V. P.:
Validation:
College of the Redwoods - Instructional Program Review
Responding to Questions
The document includes questions to which programs respond. After each question is an answer box. If
you type your response in the answer box, it will expand to contain your complete answer. Any kind of
formatting can be included in the answer box, including different typefaces. Some formatting (such as
bulleted lists) can affect the borders of the answer box, but this can be cleaned up using the usual Word
formatting commands.
For information on Program Review:
If you have questions about the College of the Redwoods Program Review process or the Program
Review Word document, contact:
Marjorie Carson
Vice President of Instruction
marjorie-carson@redwoods.edu
For questions regarding data included in this document, please contact:
Martha Davis
Director, Institutional Research
707-476-4364
martha-davis@redwoods.edu
College of the Redwoods - Instructional Program Review
Table of Contents
The table of contents allows access to all pages of the document.
Overview
Program Overview ......................................................................................................................... 5
Section 1. Demand, Success, and Retention
Section 1.01. Demand, Fill Rates & Success ............................................................................. 7
Section 1.02. Degrees and Certificates Awarded ..................................................................... 19
Section 1.03 Benchmarking Completions……………………………………………………19
Section 2. Learning Outcomes and Curriculum
Section 2.01. Program & Student Learning Outcomes ............................................................ 22
Section 2.02. Course Sequencing, Curriculum, Pre-requisites, Co-requisites, and Advisories on
Recommended Preparation
Section 3. Program Management
Section 3.01. Efficiency ........................................................................................................... 27
Section 3.02
Program Advisory Committees……………………………………………..…27
Section 4. Faculty
Section 4.01.
Section 4.02.
Section 4.03.
Section 4.04.
FTEF, Adjunct FTEF, and Full-Time/Part-Time Ratio ..................................... 29
Teaching/Service Time....................................................................................... 30
Projected Personnel Needs …………………………………………………..31
FT Faculty Development Activities .................................................................. 31
Section 5. Plans
Section 5.01.
Section 5.02.
Section 5.03.
Section 5.04.
Planning Assessment .......................................................................................... 32
Resources............................................................................................................ 34
Student Services Resources ................................................................................ 35
Budget ............................................................................................................... 36
Section 6. Program Review Process Assessment
Section 6.01
Section 6.02
Assessment of Self Study ................................................................................... 37
Assessment of Self Study ................................................................................... 37
College of the Redwoods - Instructional Program Review
Overview
Please give a brief overview of your instructional program. Describe the relationship of your
program to the mission of the college.
College of the Redwoods Mission Statement
The Redwoods Community College District has a commitment both to our students and to our
community. We are committed to maximizing the success of each student with the expectation that each
student will meet her or his educational goal, achieve appropriate learning outcomes in his/her courses
and programs, and develop an appreciation for life-long learning. In partnership with other local
agencies, we are also committed to enriching the economic vitality of the community whom we serve.
The following are three equally important, primary missions of the Redwoods Community College
District:
1. Associate Degree and Certificate Programs
2. Academic and Transfer Education
3. Professional and Technical Education
Program
The Early Childhood Education Program at College of the Redwoods provides students the course work
necessary to complete an Associate of Science Degree, a Certificate of Achievement, to meet the criteria
to be a teacher or a director for a Title 22 Licensed Child Care Facility, to earn a Child Development
Permit allowing work in a Title 5 program from the Assistant to the Program Director level, and to
transfer to a CSU as a Child Development major. (The Child Development Permits are issued by the
California Commission on Teacher Credentialing and are required to work in State-funded child care
and development programs. There are six levels of permits ranging from a 6-unit permit to one
requiring a Bachelors Degree. Students can complete five of the six permits at College of the
Redwoods.)
Del Norte, Humboldt, coastal Mendocino, and western Trinity Counties all rely on College of the
Redwoods to provide educated and licensed or credentialed staff for their early childhood education
programs. Child Care and Development Programs contribute directly to the economic development of
these communities by employing staff and spending money in their communities. These programs also
contribute to the economic development by providing child care services to allow parents to work.
The ECE Program prepares students to enter the child care and development field and also provides
courses to enhance the skills of those currently employed in the field.
The ECE Program works with Community Care Licensing, local First 5 Commissions, Local Child Care
Planning Councils, and professional organizations to leverage funding and to ensure that the needs of
children and families and those caring for those children receive the best services possible.
In 2004 The Work Life Alliance (a collaborative between First 5 Humboldt, Humboldt Child Care
Planning Countil - Humboldt, and the Work Force Investment Board) entitled "The Economic Impact of
the Child Care Industry in Humbold County". This report discusses the contributions of high quality
College of the Redwoods - Instructional Program Review
child care and development programs to the economic well-being of our communities and recognizes
the role CR plays in ensuring access to a future child care workforce.
.
The recommendations from this report are shown below.
"Now is the time for government, business, the child care industry, and the general public to work
together to ensure that:
development and education strategies.
the benefits of these programs to children and the county’s future economy.
families in Humboldt County.
Community Organizations strategies:
-making: How will this affect Humboldt County’s
youngest citizens?
ines to child care providers in rural
areas.
nontraditional stakeholders to ensure that the educational requirements to meet the Child Care Licensing
Standards and Teacher Credentialing Requirements are affordable and accessible to the present and
prospective child care workforce in Humboldt County."
(For more information go to: http://www.buildingchildcare.org/uploads/pdfs/ca-countyeirs/humboldtexecsum.pdf)
College of the Redwoods - Instructional Program Review
Section 1
Demand, Success, and Retention
This section relates to the following goal(s) of the college
Strategic Master Plan:
Goal 4.
Goal 5.
Contribute to the economic, cultural and social well-being of the North coast community
Ensure student access
1.01. Demand, Fill Rates & Success
Analyze the enrollment and success data provided by Research & Planning and answer the following
questions.
Part 1. Enrollments
For the purposes of these charts here, course sections have been broken down by class start time. The
definitions for each start time are as follows:
 Early Morning
Before 10:00AM
 Prime Time
From 10:00AM to 2:30PM
 Late Afternoon
From 2:30PM to 5:30PM*/6:00PM
 Evening
5:30PM*/6:00PM and later
 Weekend
Saturday or Sunday classes
 TBA
No scheduled start time
* Evening is defined differently for semesters prior to Fall 2009
Each classification was weighted according to the following schedule:
 Weekend
 Evening
 Late Afternoon
 Early Morning
 Prime Time
If a section had start times that fell into more than one category, it would be placed in the higher
weighted category. For example, if a section met on a Saturday and started at 10:30AM, it would be
considered a Weekend section.
Note: Tables are provided by Program for overall for non-AA programs. Data include all
Distance Education Courses.
Tables are provided on a district-wide basis for Liberal Arts Areas Of Emphases
Data from the 2008-2009 Academic Year is currently incomplete. This data will be
subject to change upon the completion of the 2008-2009 Academic Year. Due to data
factors, some of the tables in this document include data for that year, others do not.
College of the Redwoods - Instructional Program Review
Table 1.01A. Enrollments
Number of students enrolled at census date
2004
2005
Early Morning
Prime Time
Late Afternoon
Evening
Weekend
TBA
Total
52
82
27
467
16
47
691
Enrollment
2005
2006
2006
2007
3
20
102
100
125
133
249
177
17
7
26
21
522
458
2007
2008
107
136
210
99
552
2008
2009
-
500
2004
2005
400
43
155
225
219
642
300
2005
2006
200
2006
2007
100
2007
2008
Early
Morning
Prime Time
Late
Afternoon
Evening
Weekend
TBA
2008
2009
Number of students enrolled at census date (total enrollment district wide)
Early Morning
Prime Time
Late Afternoon
Evening
Weekend
TBA
Total
2004
2005
8,107
13,631
4,775
5,645
587
6,641
39,386
2005
2006
7,468
12,702
4,127
4,671
441
6,944
36,353
2006
2007
6,602
11,520
3,588
3,968
320
5,366
31,364
2007
2008
6,426
11,526
4,801
4,579
238
5,912
33,482
2008
2009
5,812
11,667
5,002
4,926
477
5,584
33,468
16,000
14,000
12,000
10,000
8,000
6,000
4,000
2,000
0
2004
2005
2005
2006
2006
2007
2007
2008
Early Morning Prime Time
Late
Afternoon
Evening
Weekend
TBA
2008
2009
Table 1.01B. Weekly Student Contact Hours (WSCH)
Early Morning
Prime Time
Late Afternoon
Evening
Weekend
TBA
Total
2004
2005
540
378
126
3,159
9
360
4,572
WSCH
2005
2006
2006
2007
216
378
648
540
288
630
1,530
540
9
9
378
621
3,069
2,718
2007
2008
162
612
774
594
2,142
2008
2009
162
522
648
414
1,746
2007
2008
2008
2009
3,500
3,000
2,500
2,000
1,500
1,000
500
-
2004
2005
2005
2006
2006
2007
2007
2008
Early
Morning
Prime Time
Late
Afternoon
Evening
Weekend
TBA
2008
2009
Table 1.01C. Number of Section
2004
2005
Early Morning
Prime Time
Late Afternoon
Evening
Weekend
TBA
Total
6
6
2
42
1
5
62
Sections
2005
2006
2006
2007
2
4
9
7
6
10
20
9
1
1
4
7
42
38
0
4
9
12
0
8
33
0
3
8
10
0
8
29
45
40
35
30
25
20
15
10
5
0
2004
2005
2005
2006
2006
2007
2007
2008
Early
Morning
Prime Time
Late
Afternoon
Evening
Weekend
TBA
2008
2009
Table 1.01D. Fill Rate
Percentage of available seats filled (census enrollment divided by class size)
Early Morning
Prime Time
Late Afternoon
Evening
Weekend
TBA
Total
2004
2005
58%
55%
42%
53%
46%
39%
52%
Fill Rates
2005
2006
2006
2007
60%
43%
46%
62%
63%
46%
51%
59%
49%
20%
23%
15%
49%
47%
2007
2008
0%
76%
48%
54%
0%
41%
52%
2008
2009
0%
51%
56%
70%
0%
76%
66%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2004
2005
2005
2006
2006
2007
2007
2008
Early
Morning
Prime Time
Late
Afternoon
Evening
Weekend
TBA
2008
2009
College of the Redwoods - Instructional Program Review
Table 1.01E.
FTES
Early Morning
Prime Time
Late Afternoon
Evening
Weekend
TBA
Total
2004
2005
7.27
6.78
3.12
58.01
0.27
7.34
82.8
FTES
2005
2006
0.63
12.86
12.27
32.77
0.24
4.47
63.25
2006
2007
3.02
12.55
15.7
21.56
0.07
3.96
56.86
2007
2008
0.00
8.89
19.15
28.75
0
14.91
71.71
2008
2009
0.00
4.90
23.19
30.17
0
25.3
83.56
70.00
60.00
50.00
40.00
30.00
20.00
10.00
0.00
2004
2005
2005
2006
2006
2007
2007
2008
Early
Morning
Prime Time
Late
Afternoon
Evening
Weekend
TBA
2008
2009
Review and analyze the fill rate data (Tables 1.01 A-E) provided by Institutional Research and answer
the following questions:
1. Overall, is your enrollment increasing, decreasing, or remaining the same?
Over the past five years the student head count is ECE has fluctuated from a low of 458 to a high of
691. Last academic year the head count was 642. Between 2001 and 2005 there was a Retention
Incentive Program (RIP) funded by local First 5 Commissions. This program provided financial
rewards for people working with young children in licensed child care facilties. This program
contributed to the increase in ECE course enrollment. The RIP underwent significant changes in the
2005-2006 year which could explain the drop in enrollments at that time. The RIP funding ended at the
end of FY 2008-2009. We will be watching to see how this change effects enrollment.
A recent mandate to Head Start programs nation-wide requires staff in their programs to have Associate
Degree in ECE. This may be a factor in the enrollemnt increase in the 2008-2009 year.
Another change in the community is that the Temporary Assistance for Needy Families (TANF) has
identified early childhood education as a field in which participants can become workforce-ready within
the limited window allowed for education and traning. This welfare reform program may also
contribute to increases in enrollment.
In Fall 2008 a revised ECE curriculum was implemented. This curriculum brought CR's ECE program
into alignment with a State-wide program to create an eight-course package that is consistent across
California communty colleges. This revision reduced the number of units in some courses and removed
labs from three courses. This has decreased the number of student contact hours.
Since the Child Development Permits require students to complete general education courses as well as
ECE courses, ECE enrollment increases also contribute to increases in GE enrollments.
2. Is your enrollment growing/declining for sections scheduled at particular times, or is the growth
consistent? Review the detailed data by course to see if there are trends in specific courses.
The most significant change in enrollment patterns is due to the addition of online courses. Online
courses and evening courses have the most students enrolled. This is probably due to the number of
students who already work full-time in the ECE field and to the rural nature of our district.
Another significant change appears to be the number of sections of ECE courses offered district-wide
which has dropped from a high of 62 in 2004-2005 to 29 in 2008-2009. The number of sections between
2004 and 2007 is artificially inflated because lectures and labs used to be listed as separate sections and
in some cases there were up to nine different lab sections for a single lecture to control the number of
College of the Redwoods - Instructional Program Review
students enrolled in a specific lab time. In reality the number of sections has changed very little ranging
from 24 to 28 sections. The section fill rates have gone from 52% in 2004-2005 to 66% in 2008-2009.
The FTEs in 2008-2009 were the highest they have been in the past 5 years.
Between the 2004-2005 and the 2005-2006 years evening enrollments decreased from 467 to 249. In
the 04-05 year there were 22 sections offered throughout the district in the evenings and in 05-06 there
were 16. Part of the explanation for this reduction is that the Del Norte Campus, in response to students'
needs changedevening courses from 6:00 to 9:00 PM to 5:00 to 8:00 PM. This meant those evening
enrollments were counted in late afternoon. When that number is added back into evening enrollment,
the evening reduction is closer to 100 students. There were three fewer evening sections taught at the
KT Site which further explains the drop in evening enrollment. As discussed in Question 1 above, the
changes in the Retention Incentive Program may have had an influence on the reduced numbers of
students enrolling in ECE courses in the evenings.
The fill rates indicate a strong interest in online courses with a fill rate of 76% and for evening classes
with a fill rate of 70%. There are no early morning ECE courses offered in the district. Enrollment in
the prime-time and late afternoon sections is 51% and 56% respectively. The fill-rates in online and
evening offerings seem to indicate that these courses meet students' needs.
There are some ECE students who are uncomfortable taking online courses. Since we do not have
information about students' goals and needs at entrance, we do not know if students are taking more
evening courses, because the courses are offered in the evening or because they prefer evenings (due to
work and family schedules.) If we had good data about the students when they entered the program we
could be more strategic in our scheduling.
College of the Redwoods - Instructional Program Review
1.01F. Course Success Rates
Percentage of students enrolled at census receiving a grade of A, B, C, or Credit
2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled
ECE-1
68%
126
54%
57
72%
120
58%
64
67%
118
ECE-10
67%
15
ECE-10LB1
3
100%
1
ECE-10LB2
67%
3
50%
2
50%
2
ECE-10LB3
94%
17
100%
7
88%
8
88%
24
ECE-10LC
90%
20
67%
12
82%
11
88%
25
ECE-11
70%
10
85%
20
ECE-12
86%
22
88%
8
89%
45
65%
48
59%
27
ECE-13
69%
13
68%
19
68%
37
ECE-14
94%
17
90%
10
83%
35
ECE-18
80%
25
98%
43
83%
35
72%
65
65%
52
ECE-2
63%
127
ECE-20
75%
12
100%
16
85%
13
67%
27
ECE-21
85%
20
ECE-23
100%
9
47%
30
ECE-24
100%
2
ECE-2M
78%
18
71%
17
ECE-2Y
67%
124
72%
89
67%
95
69%
113
ECE-40
67%
3
60%
5
100%
1
ECE-5
62%
84
65%
126
64%
98
76%
96
63%
103
ECE-6
61%
38
ECE-6CH
67%
45
83%
46
67%
18
86%
49
ECE-6FA
93%
27
85%
27
81%
16
90%
29
ECE-7
79%
71
80%
45
76%
41
70%
61
56%
71
ECE-9
79%
42
75%
8
100%
5
92%
24
54%
56
ECE-99
88%
56
100%
17
100%
7
Total
75%
746
75%
582
73%
507
74%
622
63%
736
Review the program success rates in the table above (1.01F) and use the text box below to answer
the following questions. Be thorough and be sure to touch on any significant change in the data.
1) Identify overall changes in success rates. To what do you attribute these changes?
2) How do course success rates compare to the overall success rates for the program?
3) Provide a plan (if necessary) within Section 5.01 for adjusting to changes in success and
retention. SLO and PLO assessment results might help to determine the required adjustments.
ECE success rates have been fairly consistent over time. In some cases what could look like significant
changes are based on numbers which are statistically insignificant. (Five unsuccessful students out of 15
is 33% while five out of 35 students 15%.) These statistic also do not differentiate between students
who stopped attending class versus students who earned a D or F. Since many ECE students are
working women with families, there are often circumstanses beyond their control that lead them to stop
attending classes. Some ECE students on the Eureka Campus suggested that success rates may be
correlated to an instructor's experience teaching the course. We do not have the data to verify or
disprove this but it is an interesting hypothesis.
The significant decrease in the 2008-2009 academic year is due to the addition of online courses to the
ECE program. All but one of the courses with a success rate under 60% were online courses.
As more students become familiar with the self-discipline and skills required for success in online
courses, and with the support of the Distance Education Division, we anticipate that these success rates
will increase. We also believe that an online orientation course taken prior to enrollment in online
courses would increase student success.
College of the Redwoods - Instructional Program Review
Program success rates are very difficult to assess in Early Childhood Education. Because we do not
detemine the students reason for taking ECE courses when they first enroll, we cannot determine if the
goal was met. Many students plan to take only 6 units to enable them to work as a substitute in a
licensed child care facility. Some plan just to complete 12 units to meet Title 22 teacher qualifications.
Other students already have a Bachelor's Degree and need only 12 ECE units and a field work course.
Unlike other programs, a student may come to CR with one three-unit ECE course from another college,
then complete three courses here and have met her goal. Since we do not have a way to detemine a
student's goal upon entering the college, we currently have no way to assess if the student goal is or is
not met.
College of the Redwoods - Instructional Program Review
Table 1.01G. Course Success Demographics
Early Childhood Education Success by Demographics
CR Overall
Program Overall
Ethnicity Group
African-American
American Indian/Alaskan Native
Asian
Hispanic
Pacific Islander
White
Unknown
Age Group
17 or less
18 to 21
22 to 25
26 to 30
31 to 40
41 to 50
51 and over
Gender Group
Female
Male
2005 - 2006 2006 - 2007 2007 - 2008
67%
68%
68%
74%
73%
75%
14%
71%
84%
81%
0%
76%
74%
33%
81%
73%
79%
67%
73%
57%
69%
76%
84%
71%
100%
74%
74%
0%
53%
67%
70%
84%
85%
84%
0%
50%
63%
80%
81%
82%
85%
100%
59%
72%
75%
84%
84%
87%
77%
58%
74%
54%
75%
58%
Comment on data comparisons among the ethnic, age and gender breakdowns.
Early Childhood Education students succeed at higher rates than the CR community as a whole. The
lowest success rates are among the 18 to 21 year old students. This is a time in life when students are
exploring career options. Many students, when they realize that the future in the ECE field comes with
low pay and minimal benefits, drop out of the program. This may also be a factor in the low level of
success for men in the program.
The higher rates for students aged 22 and older can probably be attributed to students already working in
the ECE field and needing courses to keep their job or to move into a higher position. They have a
strong motivation to successfully complete courses.
College of the Redwoods - Instructional Program Review
College of the Redwoods - Instructional Program Review
Table 1.01H. Course Retention Rate
Percentage of students enrolled at census receiving a grade other than W (Withdraw)
ECE-1
ECE-10
ECE-10LB1
ECE-10LB2
ECE-10LB3
ECE-10LC
ECE-11
ECE-12
ECE-13
ECE-14
ECE-18
ECE-2
ECE-20
ECE-21
ECE-23
ECE-24
ECE-2M
ECE-2Y
ECE-40
ECE-5
ECE-6
ECE-6CH
ECE-6FA
ECE-7
ECE-9
ECE-99
Total
2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled
89%
126
81%
57
85%
120
80%
64
87%
118
80%
15
67%
3
100%
1
100%
3
100%
2
100%
2
94%
17
100%
7
100%
8
96%
24
95%
20
92%
12
100%
11
96%
25
80%
10
90%
20
95%
22
100%
8
100%
45
81%
48
89%
27
100%
13
79%
19
86%
37
94%
17
100%
10
86%
35
92%
25
98%
43
97%
35
85%
65
88%
52
89%
127
92%
12
100%
16
85%
13
89%
27
90%
20
100%
9
87%
30
100%
2
83%
18
94%
17
96%
124
87%
89
93%
95
87%
113
67%
3
60%
5
100%
1
89%
84
88%
126
86%
98
91%
96
86%
103
79%
38
89%
45
91%
46
89%
18
92%
49
93%
27
96%
27
88%
16
100%
29
97%
71
89%
45
93%
41
90%
61
82%
71
95%
42
100%
8
100%
5
96%
24
82%
56
91%
56
100%
17
100%
7
92%
746
90%
582
90%
507
89%
622
86%
736
Review the program retention rates in the table above (1.01H) and use the text box below to answer
the following questions. Be thorough and be sure to touch on any significant change in the data.
1) Identify changes in retention rates. To what do you attribute these changes?
2) Review retention rates by course. How do course retention rates compare to the program rate
overall?
3) Provide a plan (if necessary) within Section 5.01 for adjusting to changes in success and retention.
SLO and PLO assessment results might help you determine needs.
The most significant changes in retention rates appear to be in courses offered in an online format.
There are several possible explanations. One is that ECE offered courses online earlier than many other
programs and there were students enrolled in ECE courses who had no knowledge of or real interest in
the field. These students were looking to have a "full load" online. As a result the field-specific course
content did not inspire these students.
The other reality of online courses is that to be successful online students must be focused and selfdisciplined. Many community college students, including ECE students, need support to succeed in
online courses. Since many of our students are returning students, many who are working full-time, and
many who have families, they often have family situations that make course completion difficult.
We will be working with the DE Dean to develop strategies to support online students and ensure their
success. We will continue to advocate for an online orientation to be completed prior to enrollment in
online courses.
College of the Redwoods - Instructional Program Review
College of the Redwoods - Instructional Program Review
Table 1.01I Overall Success Rate in Courses in Major by Students’ English and Math Level
ECE-1
ECE-11
ECE-12
ECE-13
ECE-14
ECE-18
ECE-2
ECE-20
ECE-40
ECE-5
ECE-6
ECE-7
ECE-9
Total
ECE-1
ECE-11
ECE-12
ECE-13
ECE-14
ECE-18
ECE-2
ECE-20
ECE-40
ECE-5
ECE-6
ECE-7
ECE-9
Total
PASSED 1A
ENGL-1A
ENGL-150
ENGL-350
READ-360
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
70%
33
64%
66
56%
73
54%
48
45%
11
73%
94
100%
3
60%
5
100%
3
100%
2
100%
1
83%
6
80%
15
75%
12
45%
11
67%
3
0%
1
83%
46
70%
10
64%
14
33%
3
100%
1
0%
1
74%
27
80%
5
80%
5
80%
5
50%
2
70%
10
93%
15
70%
23
67%
18
91%
11
33%
3
89%
28
25%
4
40%
5
27%
11
36%
11
20%
5
88%
25
71%
14
58%
12
100%
2
100%
1
93%
27
33%
3
100%
2
76%
45
63%
75
67%
64
54%
41
32%
19
75%
114
63%
8
43%
7
63%
8
100%
2
100%
1
58%
12
78%
23
78%
41
56%
25
54%
13
75%
4
73%
62
63%
8
67%
15
63%
8
100%
3
33%
3
83%
30
74%
186
66%
282
60%
231
59%
138
39%
49
78%
481
TRANSFER-LVL
MATH-120
MATH-380
MATH-375
MATH-371
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
74%
38
54%
13
52%
52
57%
72
71%
34
68%
116
100%
1
100%
2
33%
3
100%
6
100%
4
75%
4
86%
14
43%
7
75%
12
43%
7
100%
1
81%
47
67%
12
64%
11
67%
3
25%
4
50%
2
79%
24
100%
3
80%
5
100%
4
50%
4
0%
1
70%
10
72%
18
89%
9
80%
15
75%
20
67%
6
87%
30
33%
3
33%
3
29%
7
33%
18
100%
2
75%
28
86%
7
56%
9
75%
8
86%
7
88%
25
33%
3
100%
2
80%
40
80%
25
50%
52
65%
60
66%
41
67%
140
50%
8
50%
4
80%
5
63%
8
100%
1
58%
12
76%
21
60%
15
71%
21
76%
25
75%
20
68%
66
44%
9
56%
9
71%
7
78%
9
86%
7
85%
26
73%
177
65%
112
60%
191
63%
240
71%
119
73%
528
1. What pattern can be identified in the program success rates based on the students’ skill level in
English and Math? Has the success rate changed since the last review?
Students who have successfully completed ENGL 1A have the higest overall success rate in ECE
courses (74%). Students enrolled in ENGL 1A have a 66% success rate. The success rates diminish
with each lower-level of English completed. These success rates seem to support the English 150 as a
recommend prepartion for most ECE courses. (The highest percentage is the "unknown" category. This
may be because many students taking ECE courses have already completed a degree and are taking ECE
courses for a career change or as a requirement of their current job.)
Math levels do not seem to have quite the same relationship to ECE course success as do English course
levels. Students at MATH 371 are more successful than students at the MATH 120 level.
2. How has the program responded to these patterns or changes, and how will the program respond in
the future?
Given the success rates in correlation to English course enrollment, the ECE Program will continue to
have English 150 as a recommended preparation for ECE courses. We will also encourage ECE faculty
College of the Redwoods - Instructional Program Review
to share this infomation with enrolled students when discussing the recommended preparation. We
believe that if students understand success in English courses will enhance their success in ECE, they
will be more likely to enroll in English courses earlier in their time at CR.
College of the Redwoods - Instructional Program Review
1.02. Degrees and Certificates Awarded
(If the review is a program of study leading to a degree or certificate)
Title
Early Childhood Education
Early Childhood Education-School Age
Award
Certificate of Achievement
Certificate of Completion
Associate of Science
Early Childhood Education-Special Needs
CIP Code TOPS Code
19.0706
130500
19.0706
130550
Associate of Science
13.1015
130520
ECE, Childhood Education-Preschool
Associate of Science
19.0706
130540
ECE, Infant/Toddler Care & Intervention
Associate of Science
19.0706
130590
ECE.AS.Early Childhood Education
Associate of Science
20.0201
130500
ECE.CA.Early Childhood Education
Certificate of Achievement
Certificate of Completion
19.0706
130500
AS
Certificates
Total
2003
2004
14
27
40
2004
2005
13
16
29
2005
2006
3
7
10
2006
2007
8
25
33
2007
2008
10
21
30
2008
2009
5
16
21
30
25
20
AS
15
Certificates
10
5
0
2003
2004
2004
2005
2005
2006
2006
2007
2007
2008
2008
2009
Given the enrollment, success and retention data, comment on the number of completions listed in the
data above.
As a result of the curriculum revision of 2008 the Early Childhood Education Program now only offers
one Associate of Science degree and one, 12-unit Certificate of Achievement. There are plans to
develop an Associate of Arts ECE Transfer Degree to ease the transition of students from CR to CSU
Child Development Majors.
During the Retention Incentive Program (RIP) (discussed earlier in the document) there was high
motivation and financial incentives for students to complete their Associate of Science Degree in ECE.
The number of degree completions for 2003-2004 and 2004-2005 years are probably completions by
students who were near finishing prior to the start of the RIP. Once those close to completion attained
their degrees the number of students completing has slowed. Changes in the English and math GE
requirements have also made completion more challenging for some ECE students.
During the 2006-2007 and the 2007-2008 years faculty made serious efforts to have students apply for
the Certificate. During the 2008-2009 years there was some confusion in enrollment services and
counseling and advisng about the existence of the Ceritificate (because the CCCCO was unable to post
the certificate on the web site) so students were not encouraged by counseling and advising to apply.
We believe that issue is resolved and students will be able to get the information they need to apply for
the certificate. (Advising challenges will be discussed later in this document.)
College of the Redwoods - Instructional Program Review
1.03. Benchmarking Completions
For Career Tech Ed Areas only: How does program’s completion data compare with the state target for
your program?
Career Technical CR
State
Area
Expectation
# of Degrees
# of Certificates
1. Comment on differences between CR completion rates and those expected by the State for Career
Tech Ed Areas.
NA
2. Describe any information you may have on employment of program graduates within this field.
Since there is currently no formal method to track CR's ECE students after they leave the College we do
not have any data on employment after CR enrollment. We do know, anecdotally that nearly every child
care and development program in our district employs staff who have taken at least one ECE course at
College of the Redwoods.
According to the California Labor Market Information web site the job openings for "Preschool
Teachers" in California as a whole will increase by 19.6% in the next eight years. This increase
combined with job openings due to replacements will total 19,900 new positions between now and 2016.
The same web site suggests that there will be 40 openings for preschool teachers in the next eight years
in the North Coast Region (including Humboldt, Del Norte and Mendocino Counties).
On the same web site under the title "Child Care Worker" suggests that the demand in this job title
increased by 34.2% between 1998 and 2008. There were no specific North Coast statistics for this job
title.
We do not believe that these statistics accurately reflect the job market for early care and education
programs in our district. Northcoast Children's Services (NCS), the largest employer of preschool
teachers and aides has, according to Kathy Montagne, executive director, hired 30 people in the past
year and anticipates hiring another 15 in the next six months. Ms. Montagne also pointed out that many
of the current teachers are “of a certain age” and will be retiring in the next several years creating an
even grater need for qualified teachers.
There are 70 licensed preschool centers, nine licensed school-age centers, and eight infant-toddler
centers in our college district with at least two additional applications pending. Since NCS has hired and
will hire 45 people in 18 months, it is clear that the Department of Labor prediction of 40 openings for
preschool teachers in the next eight years in unrealistic.
We continue to hear from employers that they are challenged when seeking qualified teachers and aides
to staff their programs. On October 7, 2009, the teacher/director at the infant-toddler program at Fortuna
College of the Redwoods - Instructional Program Review
High School explained that she has been attempting, unsuccessfully, to hire a qualified teacher since
late August. There is a definite need for qualified early childhood educators in our region..
3. If applicable, complete the table below with the number of program students who have transferred to
a 4-year institution after being enrolled in this program. Also provide the number of those students who
ultimately graduated from the transfer institution.
Transferred
Graduated from
Transfer
Institution
Students who
completed
Students no longer
enrolled w/o
completion
4. Describe any information you may have on transfer of students enrolled in this program
Again, since there is no college-wide tracking system we do not know if our students transfer or to
which instituion they transfer. Once again, anecdotally we know that two students transferred into the
Humboldt State University Child Development Department in Fall 2008 and one in Fall 2009.
College of the Redwoods - Instructional Program Review
Section 2
Learning Outcomes & Curriculum
This section relates to the following goal(s) of the college
Strategic Master Plan:
Goal 1:
Enable student attainment of educational goals
2.01. Program and Student Learning Outcomes
1. List program learning outcomes for each degree or certificate within this program area. Group
these by the specific degree or certificate, using the following table to align program student
learning outcomes with courses in which each program learning outcome is addressed.
Program Learning Outcome
1 Integrate an understanding of
typical and atypical development of
children birth to age eight to high
quality care and education of young
children.
2 Design, implement and evaluate
environments and curriculum that
support positive, developmental
play and learning for all
children.
3 Apply effective guidance and
interaction strategies that support
all children’s social learning,
identity and self-confidence.
4 Develop strategies that promote
partnerships between programs,
teachers, families and their
communities.
5 Demonstrate ethical standards
and professional behaviors that
deepen understanding and
Course (s) Addressing PLO
ECE 1
ECE 2
ECE 6
ECE 11
ECE 14
ECE 15
ECE 1
ECE 7
ECE 9
ECE 10
ECE 11
ECE 14
ECE 15
ECE 18
ECE 1
ECE 2
ECE 7
ECE 9
ECE 11
ECE 14
ECE 15
ECE 18
ECE 5
ECE 12
ECE 13
ECE 18
ECE 20
ECE 1
ECE 7
ECE 9
College of the Redwoods - Instructional Program Review
knowledge, and commitment to the
Early Childhood Education
profession.
ECE 10
ECE 18
ECE 20
2. Describe how program learning outcomes are being assessed, and how those assessments are
being documented and used to meet the program objectives. Attach annual update tables as an
Appendix to document your progress in this area.
Spring 2009 was the first time that any attempt was made to assess the program learning outcomes for
the ECE program. Students enrolled in the Eureka cap-stone ECE course, ECE 10 - Field Experience in
ECE were ask to include in their portfolios an explanation of how they demonstrated mastery of the
program learning outcomes. The answers will be reviewed this Fall by two ECE faculty other than the
course instructor. A table summarizing the results will be created and shared with ECE faculty, the
Program Review Committee and College administration.
The ECE faculty (both full-time and associate) will plan to get together in late Fall or early Spring
semester to develop a consistent method to assess student success throughout the district in meeting the
program learning outcomes.
3. Describe how program-specific course learning outcomes (Student learning outcomes for
courses) are being assessed, and how these assessments are being documented and used to meet
program objectives. Attach annual update tables as an Appendix to document your progress in
this area.
In Spring 2009 on the Eureka campus one faculty member began to assess course specific learning
outcomes. In three online courses students were requested to demonstrate mastery of one of the course
SLOs. Those responses will be reviewed by two faculty other than the faculty member teaching the
course this Fall semester. A table summarizing the results will be created and shared with ECE faculty,
the Program Review Committee and College administration.
In Fall 2009 faculty across the district will agree on one SLO per course taught across the district to
assess. The results will be reviewed two faculty members who did not teach the student. As stated
above the ECE faculty (both full-time and associate) will plan to get together in late Fall or early Spring
semester to develop a consistent methods to assess student success throughout the district in meeting the
course learning outcomes.
4. Describe how your learning outcome assessment results (both for PLOs and SLOs) are being
discussed within your program and within the wider district and community. This may include
methods to ensure there is input and feedback from Students, Faculty, Associate Faculty,
Administrators, and/or Advisory Groups.
The results of the PLO and SLO summaries will be shared with faculty across the district and with the
ECE Advisory Committee (which includes a student) and th Del Norte Local Child Care Planning
Council which serves as an advisory for the Del Norte Campus ECE Program. They will also be shared
College of the Redwoods - Instructional Program Review
with our Dean. The results of these discussions will be considered when assessing the ways topics are
approached in classes and revising course outlines in the future.
5. Describe how you have tied the results of learning outcomes assessments (both for PLOs and
SLOs) to requests for resources, including budgets, equipment, facilities, and staffing.
We have not yet tied PLO or SLO results to program planning. This Fall or Spring when we meet
together as a program will be our first opportunity to begin that process.
2.02 Course Sequencing, Curriculum, Pre-requisites, Co-requisites, and Advisories on
Recommended Preparation
1. Outline the curriculum as it is being implemented for a full-time student completing each degree or
certificate in this program. The outline should include course number, course, title, units, lecture
hours, and lab hours for each semester for the complete curriculum. Indicate if any of the courses
requires a pre- or co-requisite
Semester
See
2.
Course Number
Course Title
attached
Units
Lecture
Hours
Lab
Hours
Pre or
Coreq.
matrix
Comment on availability of courses listed in the program curriculum outline. Are specific required courses only
available during specific semesters, days, or times. How does this influence a student’s ability to complete the program
of study?
Due to the important obligation College of the Redwoods has to provide the education of the early
childhood workforce in our district, ECE courses have historically been offered even with low
enrollment. When courses are cancelled based on low enrollments, students are unable to meet Title 22
- Community Care Licensing requirements to keep or get a job in the ECE field.
In Spring 2008 online courses were offered for the first time. The ECE faculty decided to keep the Title
22 "core" courses and lab courses (ECE 1, 2, 5, 7, and 10) as face-to-face courses (to ensure that each of
the communities in our district would be able to develop and support an ECE community) but to convert
other courses to online.
Currently ECE 6, 9, 11, 12, 13, 15, 18, 20, and 23 have been approved to be taught on line. This change
means that even in Eureka, where it is sometimes difficult to fill courses, and especially in Del Norte,
Mendocino, and Hoopa students should be able to complete the AS Degree. We would like students
throughout the District to equal access to ECE courses. The online format provides improved access.
Students who do not thrive in the online community still have challenges completing degrees.
Historically ECE courses in Eureka have rotated between day and evening to enable students requiring
all day or all night classes the opportunity to complete the program. This serves the needs of those
students who are uncomfortable taking online courses.
College of the Redwoods - Instructional Program Review
We are still too new in the online offering of courses to know if online and face to-to-face courses were
offered simultaneously if both would fill. We have a commitment to offering the non-core and lab
classes online to ensure that students on campuses other than Eureka can complete programs. We do
know that since online courses have been offered, they fill before face-to-face courses.
ECE 10 is generally under-enrolled but it is the cap-stone course and is necessary for the AS Degree and
for the Child Development Permits (issued by the California Commission on Teacher Credentialing).
We belive that there should be a commitment throughout the district to ensure that the courses which are
not available online are offered at all campuses in a reasonable rotation, even when enrollment is low,
and that students be encouraged to enroll in online courses to complete their degrees.
We recognize that the online format is not ideal for every student but as the college develops support
services for online students, this should be less of an issue. Offering these courses online gives stuents
thoroughout the district equal access to the ECE curriculum.
Both the Eureka and Del Norte campuses have developed a course offering martix to enable students to
know when specific courses will be offered face-to-face onad online. Students on the Mendocino
campus would be served if a predictable course offering plan was developed there too. Given the lower
numbers, they should focus on offering ECE 1, 2, 5, 7, and 10 only at the campus (in a two or even three
year roatation) and advise students to use the online courses to complete their degrees.
See attached Course Offering Matrix for Eureka and Del Norte Campuses.
3a. Refer to the curriculum outline in question #1. Would adding a prerequisite or advisory to any course within the program
increase the success rate within the course?
Currrently all ECE courses have a recommended preparation of ENGL 150. Given the data indicating
student success based on English course enrollment and completion this seems like a reasonable
advisory.
The courses which include curriculum development (ECE 7, 11, 14, 15, and 23) also have a
recommended preparation of ECE 2, Child Development. This is based on our belief that students need
to understand typical and atypical development in order to plan appropraite learning opportunities for
children. We believe this is a reasonable advisory.
The three administration courses recommend that students complete the Title 22 "core course", ECE 2,
5, and 7, prior to enrollment. Since these are higher level courses we believe that students need to have
a basic understanding of the field prior to enrollment.
The only course with a pre-requisite is the cap-stone course, ECE 10 - Field Experience in ECE. The
prequisite of ECE 7 - Introduction to Early Childhood Curriculum is necessary since this course is the
opportunity for students to implement curriculum.
We are hesitant to add pre-requisites since the ECE program is fairly small and course availability,
especially in Del Norte, Mendocino, and Hoopa is limited. Pre-requisites could seriously hamper
students ability to complete their educational goals in a timely manner.
College of the Redwoods - Instructional Program Review
3b. Are there drawbacks to current prerequisites or advisories to any of the courses.
None noted.
4a. As part of your self-study, review and summarize the development of curriculum in the program, including any changes
in required prerequisites or corequisites.
The Early Childhood Education Program at College of the Redwoods is participating with other
community colleges throughout the State in the "Curriculum Alignment Project" (CAP) to develop an
aligned "Lower Division Eight". This is a core of eight courses with similar course titles, descriptors
and SLOs at each of the participating colleges. This alignment will enable students to easily transfer
from one community college to another. The recent curriculum revisions were to bring our ECE courses
into alignment with this project.
The second tier of the CAP project is to develop a program (versus course to course) articulation with
participating CSUs. We anticipate by November of 2009 that we will have this articulation in place with
Humboldt State University's Child Development Department.
4b.Use the grid below to report recent additions, deletions, or revisions of courses.
Semester
Course
ECE 1, 2, 5, 6,
7, 9, 10, 18
ECE 15
ECE 20
ECE 11, 14, 23
ECE 12, 13
Year Course Outline
Last Updated
3/13/09
Year Next
Update Expected
Spring 2014
5/9/08
4/11/08
2/8/08
11/9/07
Spring 2013
Spring 2013
Spring 2013
Fall 2012
College of the Redwoods - Instructional Program Review
Section 3
Program Management
This section relates to the following goal(s) of the college
Strategic Master Plan:
Goal 2:
Goal 3:
Develop and manage human, physical and financial resources to effectively support the
learning environment
Build a culture of assessment
3.01. Efficiency (FTES, WSCH, FTEF, FTES per FTEF)
Instructions: Analyze the FTES, WSCH (Weekly Student Contact Hours), FTEF, and WSCH per FTEF
(Full-Time Equivalent Faculty) data provided by Institutional Research and answer the following
questions.
Table 3.01A. FTES, FTEF, and Efficiency
(Fall and Spring semesters only) (FTES: Full-Time Equivalent Students, WSCH: Weekly Student
Contact Hours, FTEF: Full-Time Equivalent Faculty)
FTES
WSCH
FTEF
FTES per FTEF
2005 - 2006
2006 - 2007
2007 - 2008 2008 - 2009
94.97
75.56
124.24
122.6
7497
5607
4032
2646
3.5
3.04
4.14
3.3
27.13
24.86
30.01
37.15
Describe dynamics and developments related to the trends listed in Table 3.01A above.
The most obvious change shown in this table is the reduction in Weekly Student Contact Hours. When
the ECE curriculum was revised lab components were removed from three courses. Having labs in five
courses (rather than the current two courses) made it difficult for students, especially those already
working in the field, to complete the program. This change has benefitted stuents who want to complete
ECE courses, the certificate, and the degree/
This reduction in lab hours also increased the FTES per FTEF thereby diminishing the cost of offering
the ECE Program.
The increses in FTES coincides with both the elimination of lab components in three course and the
addition of online courses into the program. These two changes appear to have made ECE courses more
accessible to students who want them.
3.02. Program Advisory Committees
1. Describe how program advisory committee activities have helped to improve the program.
College of the Redwoods - Instructional Program Review
The Early Childhood Education Advisory Committee meets twice a year and includes representatives
from industry (private, non-profit, State-funded, and federally-funded), our CSU partner, and local
agencies which work with families and children, and a student.
The committee has participated in discussions about courses, transfer issues, job-market needs, and
funding decisions for the ECE program's grants.
The Del Norte Campus uses the Del Norte Local Child Care Planning Council as site-specific advisory
committee.
2. Attach an appendix to this report that includes the membership, agendas, and minutes of
program advisory committee meetings.
College of the Redwoods - Instructional Program Review
Section 4
Faculty
This section relates to the following goal(s) of the college
Strategic Master Plan:
Goal 1:
Goal 2:
Enable student attainment of educational goals
Develop and manage human, physical and financial resources to effectively support the
learning environment
4.01. FTEF, Associate FTEF, and FT/PT Ratio
Instructions: Analyze the data on FTEF, adjunct FTEF, and the full-time/part-time ratio provided by
Institutional Research and answer the following questions.
Table 4.01A. FTEF and Full-Time/Part-Time Ratio
(Fall and Spring semesters only)
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
FTEF % of Total FTEF % of Total FTEF % of Total FTEF % of Total
Associate Faculty
1.55
47% 0.80
23% 0.47
13% 1.37
52%
Regular Staff/Non-Overld 1.12
53% 1.63
77% 2.67
87% 1.37
48%
Total
2.67
100% 2.43
100% 3.14
100% 2.73
100%
1. What do the program data indicate? Identify any important trends and explain if necessary.
The ECE Program staffing is complex. There is one full-time ECE faculty on the Del Norte Campus but
he is qualified to teach in other areas and does not teach a full-load of ECE courses. All courses taught
at Mendocino and Klamath-Trinity are taught by Associate Faculty.
At the Eureka Campus there are two full-time ECE faculty. The pool of assosciate facult is strong. The
first full-time ECE faculty on the Eureka Campus was on leave for a number of years. During that time
a new full-time faculty member joined the faculty. In 2007-2008 the original faculty member returned
to her faculty position.
In the 2007-2008 academic year all three faculty were teaching. In the 2008-2009 year, the second ECE
faculty member in Eureka was on leave. This explains why the full-time faculty numbers vary so
significantly. When both of the Eureka faculty are teaching full-time there are no opportunities for
Assoicate Faculty to teach, since enrollment can only sustain the sections needed to complete the faculy
member loads.
2. Does the FT/PT ratio affect the program? Are new faculty needed?
The full-time/part-time ratio does affect the ECE Program on the Eureka Campus. As stated above,
enrollments in ECE do not sustain more than two full-time faculty loads. Until enrollements increase
the College cannot hire associate faculty members who work in the local Early Childhood with strengths
is areas other than those of the full-time faculty.
There is no need for additional ECE faculty.
College of the Redwoods - Instructional Program Review
4.02. Teaching/Service Time
Instructions: Fill in the data below and answer the questions that follow.
Table 4.02A. Teaching/Service Time
FT Instructor Name
Sydney Fisher Larson
Currently
on leave
(yes/no)
No
Phil Freneau
No
Ann Marie Woolley
Yes 0809
partial
09-10
Retired
in last 2
years
FT hired
in last 3
years
Load
Reduction*
4.5 in
Spring
2010
Usually
teaches
part of his
load in
Psychology
*e.g. reassignment, etc.
1. Given the data, how have these activities impacted the program?
The reassigned time and the load outside the ECE curriculum does not limit student access to courses.
2. Will these and any other activities affect the program in the future?
Unless there is a huge increase in enrollment in the ECE Program, the limited reassigned time will not
harm the program. If anything, the program would suffer without the reassigned time due to the
extensive community and state-wide obligations requiured to keep CR's ECE program current.
College of the Redwoods - Instructional Program Review
4.03. Projected Personnel Needs
1.
Describe how faculty and staff availability impacts this program. Include in the impact statement,
how Program Learning Outcome assessments are linked to the program needs.
The ECE program is fortunate to have an associate faculty pool that are ready and willing to step in
when necessary. The program is able to meet the Program Learning Outcomes with the current full-time
and associate faculty.
Note: New or replacement positions may be requested using the process described in the annual
update template (sections 6 and 7).
4.04. FT Faculty Development Activities
1. How have Faculty Professional Development Activities affected the program? Provide examples of
how these activities have improved program and course learning outcomes.
There are many professional development activities in the Early Childhood Education field but most of
them are out of the area and involve travel and hotel expenses. Historically ECE faculty have used their
involvement with grants or community organizations to provide funds for these professional
development activities.
The area coordinator's involvement in the Faculty Initiative Project and the Curriculum Alignment
Project has given CR (and other rural community colleges) a voice in these State-wide efforts and has
ensured the CR receives current information about what is happening in the State.
The California Department of Education - Child Development Division has created opportunities for
community college faculty to have a voice in some of their initiatives as they are developed including
the Preschool Learning Foundations and the Preschool Curriculum Frameworks. We are able to use our
experiences working with students to help the framers of these documents create tools that will support
preschool teachers and children.
The Coordinator of the California Early Childhood Mentor Program and the TANF-Careeres in Child
Development grants also has professional development opportunites available through the grant.
This year we are fortunate to have funding through Career and Technical grants to pay for the full-time
faculty to attend the National Association for the Education of Young Children conference in
Washington, DC in November. (Due to a leave only two of the three will attend.)
Early childhood education is a field that changes and evolves rapidly. In order to effectivly serve our
students we must stay current in the field.
College of the Redwoods - Instructional Program Review
Section 5
Plans
This section relates to the following goal(s) of the college
Strategic Master Plan:
Goal 1:
Goal 2:
Goal 3:
Goal 4:
Goal 5:
Enable student attainment of educational goals
Develop and manage human, physical and financial resources to effectively support the
learning environment
Build a culture of assessment
Contribute to the economic, cultural and social well-being of the North coast community
Ensure student access
5.01. Planning Assessment
Summary, Goals, and Recommendations
1. Summary
Describe the Program Strengths (Consider how these strengths can be marketed to the community and
provide suggestions to PR department)
The ECE Program at College of the Redwoods has positive working relationships with local agencies
serving families and children (including First 5 Mendocino, Del Norte, and Humboldt, Local Child Care
Planning Councils, local child care Resourse and Referral agencies, local Associations for the Education
of Young Children, Child Development Department at Humboldt State University) and state-wide
(including the Early Childhood Mentor Program, the Child Development Training Consortium, TANFCDC, Curriculum Alignment Project, Faculty Initiative Project.)
Faculty are accessible to students and help them determine the courses needed to meet their educational
goals and attain the appropriate certification to work in the ECE field.
XXX Add LCCPC info re economics
Describe the Program Weaknesses
The major program weakness is that because the program is small and low enrollment causes class
cancellations, it is difficult for students, especially in the outlying areas of the district, to complete the
courses necessary to fulfill their educational goals in a timely manner.
2. Vision and Goals
a. Based upon data from California 2025 and/or data from Institutional Research, briefly describe how
you would like your discipline to evolve in the next five years. In what ways does your current state
differ from your desired state?
College of the Redwoods - Instructional Program Review
1. Develop a method to determine students' academic goal upon entry to CR and to determine their
academic and work success after leaving CR.
2. Ensure that there is a clear path for students to meet their educational goals.
3. Provide a course offering matrix with predicatable course offerings for all campuses to give students
the opportunity to plan their educational journey at CR.
4. Formalize the relationship between CDC and ECE instruction and include tasks realted to that
collaboration in the area coordinator job description.
5. Develop a way to include ECE faculty in student advising to ensure that students are given clear and
accurate advise on how to meet Title 22 and Title 5 regulations.
6. Formalize the program to program articulation agreement between College of the Redwoods and
other California Community Colleges and participating CSUs.
b. What specific goals and objectives would you like to achieve to move you toward your vision?
1. Receive communication from Admissions and Records or Institutional Research clarifying student
goals at entry, progress towards their goals, and success in the job market after they leave CR.
2. Develop two year (or more) course offering matrices for campuses so students can plan their
educational path.
3. Distribute the ECE brochure widely throughout the district. (Including the to-be-developed Spanish
language version.)
4. Formalize and compensate the role of the ECE area coordinator as liasison between the Eureka
Campus Child Development Center and ECE instruction. (The role of the CDC Director in this
collaborative process is made clear in the existing job decription.)
5. Develop a way to ensure that ECE students receive accurate and appropriate advising to ensure they
achieve meet the Ttile 22 and TItle 5 regulations in a timely manner.
6. Formalize atriculation agreements with CSUs (starting with HSU) participating with California
Community Colleges in the Curriculum Alignment Project and with high schools that have early
childhood programs within our district.
c. What support from the college or district is needed to help you achieve your goals and objectives?
The college needs to develop a method to assess student goals, progress towards those goals, and
success after completion.
The college needs to ensure that the role of the area coordinator includes (as the job description of the
CDC director aleady includes) the collaboration between instruction and practice.
ECE students need to receive advising that helps them reach their educatational goals without any missteps or incorrect advising.
d. What documentation/evidence will demonstrate that you are making progress toward achieving your
goals, objectives, and vision?
College of the Redwoods - Instructional Program Review
The ECE program at CR was the first of the community colleges in California to have its "lower
division eight" courses aligned and approved by the curriculum project. We have met with the
Department Chair from HSU's Child Development Department, HSU's Articulation Officer, and CR's
Articulation Officer and are hopeful that the program articulation will be in place by the end of Fall
Semster 2009.
Fortuna High School, the only local high school with an early childhood program, just hired a new
teacher. We are in the process of establishing a working relationship with her.
A new ECE Program brochure was developed last academic year and will be translated into Spanish this
year. A program poster in currently in development.
3. Recommendations
List recommendations for program improvement generated by this report in the box below. List these
by number and use these numbers in the Quality Improvement Plan described below. (copy and paste
one QIP grid for each recommendation)
see attached
4. Completing the Quality Improvement Plan (QIP)
The Quality Improvement Plan (QIP) is intended to assist the program in thinking and planning for a
minimum of the next three years. The purpose of the QIP is to provide a format for translating both the
comprehensive review recommendations into actions for improving or maintaining the quality of the
program; it is also a mechanism for administrators to determine input to the planning process. Because
this document will be used to inform planning processes, it is very important that all the requested
information be provided.
QIP Chart Format
Recommendation #
Recommendation
Planned Implementation Date
Estimated Completion Date
Action/Tasks
Measure of Success/Desired Outcome
Estimated Costs
Who is responsible?
Consequence if not funded
See attached
5.02. Resources
Resource requests may be included in the annual review only
1. Describe how resource availability impacts this program. Include in the impact statement, how
Program Learning Outcome assessments are linked to the resource needs. Resources may include
College of the Redwoods - Instructional Program Review
alteration or additions to existing facilities, as well as technology including computer equipment and
software, or any other equipment to support your discipline or program of study.
There has never been a program specific budget for the ECE Program from the College. (When
ECE was moved from HCOMM Division to ALSS Division, no funding followed the program.)
The ECE Program has, in the past several years had the following grant funds for the following
purposes:
* Child Development Training Consortium - textbook loan program (very limited but on-going
funds)
* Early Childhood Mentor Program - curriculum support resources (very limited but on-going funds)
* TANF - CDCareers - supports to low-income students pursueing a career in ECE (limited and
decreasing funds - continuation of funding after ARRAis doubtful)
* CTEA - 2008-2009 ECE classroom technology and ELL tutoring, 2009-2010 ECE instructional
materials and ELL tutoring
*Career and Technical Programs - staff development funds to allow faculty to attend an out-of area
conference
* Humboldt Retired Teaches Association - instructional videos in 2007-2008
* CR Action Plan in collaboration with the CDC for computers in the ECE classroom to support
teaching of electronic portfolio development
ECE faculty will continue to pursue funding opportunities as they come available, especially those
funds which will enable us to ensure the students are able to meet the program and course SLOs..
Note: Requests for resources should be described through the processes described in the annual
update template (sections 8 and 9).
5.03. Student Services Resources
Student Services Resources include Admission & Records, Financial Aid, Career Services, DSPS,
EOPS, CalWORKS, Residence, Upward Bound and Student Conduct.
1. Describe how Student Services Resources availability impacts this program.
Generally Student Services personnel and programs are very helpful to ECE students and faculty.
There is one area that need improvement.
As mentioned in our annual program review last year and again in the Summary, Goals, and
Recommendations section of this document, our biggrest challenge is with the advising ECE
students receive. ECE is a complicated field and it is not easy for someone from outside the field to
navigate. The problem is not that the advisors are insenstive to the needs of our students, it is that
the field is too complicated for someone who must also know the issues of every other program at
the College.
College of the Redwoods - Instructional Program Review
The unfortunate result of this is that our students are often misadvised in ways that increase the time
it takes them to meet their educational goals. We believe that there should be a system to support
faculty advising for ECE students with appropriate compensation.
5.04. Budget
Budget Resources
Consider the following budget categories:
 Supply and Printing,
 Equipment Replacement, Repair and Maintenance
 Professional Development
 Work-Study
 Additional Items
1. Is the funding for these areas adequate? If not, describe the impact of unaddressed needs on your
discipline or program. If the program receives restricted funding, describe how this impacts the
program.
Since there is not now, nor has there ever been a specific ECE Program budget, it is difficult to say if
our budget is adequate. We historically rely on grants to enrich our program.
ECE faculty are committed to reducing printing costs by posting assignments to MyCR. We do not
need Work Study students.
We have been frustrated by the difficulty in getting technical equipment installed in the ECE Eureka classroom. We had the equipment for a "smart" classroom in the warehouse from November
2008 until the very end of June 2009 (at which point we would have been in breach of our agreement
with the CTEA funder.)
Our students should have benefitted from this equipment in Spring 2009 semster but are just now, in
Fall 2009 able to have access to the educational enhancement provided by this equipment.
College of the Redwoods - Instructional Program Review
Section 6
Program Review Process Assessment
This section relates to the following goal(s) of the college
Strategic Master Plan:
Goal 3: Build a culture of assessment
6.01. Assessment of Self Study
1. What changes will make the self-study process more helpful to you?
The ECE Program self-study process would be more meaningful if we had accurate data on students'
educational goals at entry, their success (or lack thereof) at exit, and their employment history after
leaving CR. This information would allow us, as faculty, a level of self-reflection and assessment
that we currently cannot engage in because we do not have the necessary data.
6.02. Optional Program Summary
1. This is an opportunity for you to comment on the overall value and health of the Program.
The ECE Program at College of the Redwoods is the primary educator of the child care and
development workforce in our district. Private and public early childhood education programs rely
on College of the Redwoods to offer the courses their employees need to meet licensing regulations
and for State and Federally funded programs, to meet their funding terms and conditions.
The availability of the child care workforce in our district has a direct impact on the entire
workforce. If working parents do not have access to child care, they cannot work. The ECE
Program at College of the Redwoods plays an import role in the economic health of our
communities.
We are fortunate to have a program and a faculty who are deeply committed to educating high
quality educators and caregivers of our youngest citizens.