August 2013
institutional
effectiveness
report
COLLEGE
OF THE
REDWOODS
2012-2013
1 Institutional Effectiveness Report | 2012‐2013 Contents
2 Overview 2 2012‐2013 Annual Planning Actions Progress Summary of Planning Indicators & Progress 2 Student Success 6 Community Education 7 Fiscal & Operational Sustainability 9 Continuous Quality Improvement 10 Technology 12 Effectiveness of the Integrated Planning Process 14 Integrated Planning Summit 15 Committee Restructuring 16 Revised Integrating Planning Model 18 Assessment of Student Learning Outcomes 19 Emerging Themes: Data & Interpretation from Program Review 20 Effectiveness of Strategic & Education Master Planning 21 Institutional Effectiveness Scorecard 26 Integrated Planning Annual Timeline 27 2013‐2014 Annual Plan INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012‐2013
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2012-2013 Annual Planning Actions Progress
 Overview
The College of the Redwoods Strategic Plan and the Education Master Plan contain goals that
drive the institution. Each year, an annual plan is created with action items that are driven by
these goals. This report begins with a progress update on each action in the 2012-2013 plan,
each prefaced by an overview of related institutional data indicators.
Summary of college indicators related to Strategic and Education Master Plan Goal 1: Student Success
 Persistence
Continued enrollment of students from one term to another has been an ongoing challenge for
the college, especially for students who begin at remedial/basic skills levels. Student persistence
from one term to another is an important indicator of achievement because persisting is
necessary for students to eventually complete their desired educational goals. The rate with
which students persist also has a large impact on enrollment decline or growth across the
district.
At CR, persistence rates are declining for new student cohorts. Approximately 47 percent of all
new students (degree & non-degree seeking) who began CR in fall 2011 persisted to the next fall
term. This rate has dropped by about five percentage points over the past five years. Several
actions in this year’s 2012-2013 Annual Plan were taken to improve persistence of new and
continuing students. A First Year Experience (FYE) program has been implemented for fall 2013,
and additional counseling and advising support has been embedded into the experience as well
as into college support courses. As part of all new student orientations, students are developing
Student Education Plans (SEP) to help them get on track to achieve their educational objectives.
The California Community College (CCC) System’s Student Success Scorecard provides data on
persistence of a cohort of new CR students tracked for six years through 2011-2012. Of degreeand/or transfer- seeking students requiring remedial education at CR, just under 60 percent
persisted their first three consecutive semesters, compared to a persistence rate of about 70
percent for those who were college-prepared. Initiatives in CR’s 2012-2013 Annual Plan to
improve basic skills across the curriculum are expected to improve success and therefore the
persistence of this group.
 Course
Success and
Basic Skills
In order for students to persist in college they must be successful in most of their courses.
Students who are unsuccessful, especially in their first term at college, are likely to leave and
never return to college. The average success rate in all courses across the district is 68 percent.
This is almost identical to the average success rate across all California Community Colleges.
Approximately 89 percent of students are retained in CR courses, meaning they remained in the
course through the end of the term without withdrawing. This is about 5 percentage points
higher than the average retention rate across California Community Colleges. Success rates are
fairly consistent across the Eureka and branch campuses.
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013
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Actions are being taken by the English and Mathematics Departments to improve basic skills
across the curriculum (2012-2013 Annual Planning Action II.A). These actions have the potential
to improve success and persistence rates across the district. Enrollments in basic skills courses
account for almost ten percent of all enrollments at CR, and the proportion of new students
placing into the basic skills sequence is consistently high. Actions to improve the progression of
students through the basic skills sequence are central to having a large-scale impact on student
achievement.
Table 1. Math and English Placement, by Cohort
New students Assessing into:
 Distance
Education
Developmental,
Degree Applicable
Basic Skills
Cohort Year
2012 - 2013
2011 - 2012
2010 - 2011
Transfer-level
English
All transfer
ENGL courses
26.92%
26.70%
25.53%
ENGL-150
38.63%
38.28%
38.55%
ENGL-350
26.39%
26.98%
27.93%
Developmental,
Degree Applicable
Cohort Year
2012 - 2013
2011 - 2012
2010 - 2011
Transfer-level
Math
All transfer
MATH courses
14.99%
14.39%
13.98%
MATH-120
10.94%
10.23%
9.66%
READ-360
8.06%
8.04%
7.99%
Basic Skills
MATHMATH372
376
4.65%
33.06%
4.90%
35.17%
5.59%
36.01%
MATH380
36.36%
35.31%
34.76%
Just over 2,000 students took online courses in 2011 – 2012, accounting for nearly ten percent
of all of the college’s enrollments. Students living in Humboldt, Del Norte, and Mendocino
Counties registered for online courses taught by faculty throughout the district.
Table 2. Online Course Enrollments, by Academic Year
2011-2012
2010-2011
2009-2010
FTES from
online courses
390 (9.2%)
355 (8.4%)
389 (7.8%)
Headcount in
online courses
2,186
1,936
1,425
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CR is similar to most community colleges in that success and retention rates are lower in online
than face-to-face courses. Success rates are especially low in online vocational courses
compared to face-to-face vocational courses. The difference in success rates for online vs. faceto-face vocational courses is significantly greater at CR than CCC’s as a whole. The pattern of
lower success and retention in online courses has been fairly stable at CR for the past several
years.
Figure 1. Success Rates by Course Type, Fall 2012
90%
80%
70%
60%
Credit
50%
Degree Applicable
40%
Basic Skills
30%
Transferable
20%
Vocational
10%
0%
Online
Not Online
Total
College of the Redwoods
Online
Not Online
Total
California
Source: California Community Colleges Chancellor’s Office MIS Data Mart, Retention/Success Rate Query
The 2012-2013 Annual Planning actions to improve achievement in online courses focused on
orientation services. Progress has been made to revise the online orientation and to encourage
more students to participate. A technology component has also been added to all orientation
sessions.
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Strategic Plan (SP)
Goal 1: Student Success
Education Master Plan (EP)
SP.1. Focus on Learners: Developmental, Career Technical, EP.1. Ensure Student Success
and Transfer Education
Objectives
SP.1.1. Match student readiness with educational pathways.
SP.1.2. Continuously assess and evaluate programs to provide
effective educational programs and services for all learners.
SP.1.3. Students will be able to complete their desired
educational goals.
SP.1.4. Enhance student support and student engagement.
SP.1.5. Improve basic skills success.
SP.1.6. Support staff and faculty development and instructional
innovation.
EP.1.1. Provide structured academic pathways
EP.1.2. Improve support for students.
EP.1.3. Improve effectiveness of basic skills education.
EP.1.4. Increase transfers and degree and certificate completions.
EP.1.5. Professional development programs will improve
educational effectiveness.
EP.1.6. Improve success among underrepresented populations.
Bolded items above are addressed in the Annual Plan.
Annual Planning Actions
Annual Action Plan
Progress Update
Status
I.A. Implement First
Year Experience
(FYE)
FYE program development is complete and will be implemented in fall 2013. All first-time
college students will be strongly encouraged to enroll in General Studies (GS) courses,
either GS- 1 “College Success” or GS-6 “First Year Experience” to improve student
support and engagement (linkage from SP.1.4; EP.1.2; EP.1.6). FYE development
includes a detailed plan for assessing the experience. Assessment is ongoing. Some
operational aspects of the program will transition to Counseling & Advising functions.
Revisions to face-to-face and online orientations are complete and were implemented
for new student registration beginning May 13, 2013. The target population includes
students who identify an education goal of degree, certificate, or transfer.
Implementation as “mandatory” has been delayed and will be moved to 2013-2014
to align with Student Success Act regulations and timeline.
SEP development was included in all new student orientations for fall 2013. Advising staff
are using the SEP and program evaluation functions within WebAdvisor. Orientations
are being evaluated for effectiveness. Furthermore, electronic implementation of
education plans has been added to the 2013-2014 annual plan.
In progress
Technology resources are now discussed during normal orientations sessions. Resources
for online learning tools are in modules, allowing students and faculty to review what
they need in a self-paced format. Resources are housed on the College of the
Redwoods Distance Education website, which is easy to find under “Quick Links” on
the CR Homepage.
The Mathematics and English Departments are developing and revising existing basic
skills curriculum, including development of an accelerated English 350 and expanding
use of “Math Jam” math review courses to accelerate remediation for students
whose initial placement and math history are not consistent. Placement processes
and competency testing are being revised to improve success.
Completed
I.B. Develop
mandatory student
orientations for
face-to-face and
online students.
I.C. Include Student
Education Plan
(SEP) development
into all new
student
orientations.
I.D. Add technology
component to
orientation
sessions
II.A. Improve basic
skills across the
curriculum
II.B. Embed advisors
into GS-1 and GS-6
See the** 2012-2013 Plan Appendix for more details on page 12.
Counseling & Advising staff provide additional support to students in the GS-1 “College
Success” and GS-6 “First Year Experience.” Continued collaboration with Advising
staff and GS faculty is incorporated within FYE programming.
In progress
Completed
In progress
Completed
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Summary of college indicators related to Strategic and Education Master Plan Goal 2: Community Education
 Non-credit
course
enrollments
Noncredit instruction is offered by colleges to prepare students to be successful in college-level
credit coursework and to prepare students for employment. Noncredit instruction is different
from not-for-credit learning opportunities, which are fee-based community service offerings.
Roughly ten percent of all enrollments across the California Community Colleges were in noncredit courses, and almost half of those are in basic skills courses. In contrast to the state, less
than one percent of CR’s enrollments in recent years have been in non-credit courses because
of a lack of non-credit course offerings. The college has been working to develop non-credit
courses, especially to support basic skills students. Non-credit programs are also being
developed to support the needs of the community.
Strategic Plan (SP)
Goal 2: Community Education
Education Master Plan (EP)
SP.2 Focus on Learners: Community Partnership
EP.2 Develop Programs and Services to Meet Community
Needs
Objectives
SP.2.1. Provide workforce development training.
SP.2.2. Respond to business and industry short-term training
needs.
SP.2.3. Develop non-credit programs.
EP.2.1. Enhance community education program.
EP.2.2. Enhance incumbent worker and contract training.
EP.2.3. Develop not-for-credit programs.
EP.2.4. Career & Technical Education (CTE) Programs respond to
community training needs.
EP.2.5. Develop non-credit programs.
Annual Planning Actions
Annual Action Plan
Progress Update
Status
VI.A. Coordinate a
Business Leader’s
Summit
After gathering more information about the history of past Business Leader gatherings
and involvement, it was decided that issuing a survey to gather qualitative
information about their needs and effective partnerships would be more beneficial
than a summit. A survey was developed this year in collaboration with the Office of
Institutional Research. The survey will be implemented as part of the 2013-2014
Annual Plan.
Two non-credit programs are currently under internal review and are expected to move
through the curriculum approval process next year.
Change in
direction. New
direction in
progress
VI.B. Develop one
non-credit
program
In progress
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Summary of college indicators related to Strategic Plan Goal 3: Fiscal & Operational Sustainability
 Fiscal
Stability,
Cost/FTES
The cost of instruction per student in terms of teaching load units per full-time equivalent
student has consistently risen in recent years. The district also is faced with salary and benefit
cost increases that occur each year. Without increases in state appropriations, the college has
started leasing available buildings to gain revenue, and reducing expenditures by putting in
place more efficient processes using technology to replace some paper processes.
Table 3. Cost of Instruction per Student, by Academic Year
Year
2012 - 2013
2011 - 2012
2010 - 2011
2009 - 2010
Cost/FTES
$2,271
$2,174
$2,097
$2,061
The District’s 2011-2012 ending fund balance was reduced by $790,000 for a write down
adjustment of uncollectible bad debts in student accounts receivable. This issue was tackled
in the 2012-2013 annual plan by sending delinquent accounts to outside collections, and
consistently deregistering students who have not paid for their classes.
 Accreditation
Progress
Faculty and staff worked diligently to address the Show Cause status and eight
recommendations from the Accrediting Commission for the Community and Junior Colleges
(ACCJC). In February 2013, the Commission acted to remove Show Cause and impose
Probation. Efforts to meet accreditation standards and resolve recommendations have
focused on sustainability. Accreditation progress is now being monitored on a regular basis
each month with the help of an Accreditation Liaison Officer (ALO) who is contracted to
devote more time to overseeing accreditation compliance through regular reports to
Executive and Expanded Cabinets.
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Strategic Plan (SP)
SP.3 Fiscal & Operational Sustainability
Goal 3
Education Master Plan (EP)
Objectives
SP.3.1. Reduce reliance on apportionment-based funding.
SP.3.2. Improve college operational efficiencies.
SP.3.3. Increase funding available for strategic initiatives
SP.3.4. Increase community support for the college.
SP.3.5. Practice continuous quality improvement.
SP.3.6. Practice continuous adherence to accreditation
standards.
Annual Planning Actions
Annual Action Plan
Progress Update
Status
IV.B. Complete
implementation of
electronic form (eform)
The offices of Admissions & Records and Information Technology have collaborated to
develop several e-forms as part of the Softdocs paperless transition. Students will be
able to submit required forms to the Admissions & Records Office electronically.
These forms are currently in the testing environment in preparation for live
deployment.
The majority of the former administration building has been leased as of summer 2013.
Space at the Garberville site and Mendocino branch campus is also being leased to
charter schools. Leases for additional space at the Eureka campus and other locations
are being pursued.
Delinquent accounts have been sent to outside collections. Collection costs are being
charged directly to delinquent accounts. A new process is in place so that all
delinquent accounts will be written down to bad debts each year. The process of
deregistering students who have failed to pay for their classes continues to take place
and has reduced the amount of new debt compared with past year.
Feedback regarding AP 4021, which was approved in 2011, led to the development of an
Interim AP 4021. The Interim Procedure will expire in six months. Recommendations
for the AP 4021 have been solicited, and a task force will be formed in fall to begin
analysis towards the development of a permanent procedure.
In progress
A new Accreditation Liaison Officer (ALO) has been appointed. The new ALO is
contracted to devote more time towards ALO responsibilities than ever before. The
ALO works with members of Cabinet to track progress on a monthly basis. The ALO
helps coordinate regular accreditation updates to Expanded Cabinet.
Completed
V.B. Lease available
buildings
V.C. Reduce accounts
receivable
Addition 1. Implement
AP 4021 “Program
Revitalization or
Discontinuation
Process”
Addition 2. Structure
to continuously
monitor
accreditation
compliance
Completed
Completed
In progress
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Summary of college indicators related to Education Master Plan Goal 3: Practice Continuous Quality Improvement
 Student
Learning
Outcome
Assessment
Close to ninety percent of all courses taught were assessed in 2011-2012. The 2012-2013 year
was the start of a new two-year assessment cycle. Assessment plans were created to assess all
outcomes in all courses during this time, and assessment maps were developed to align course
outcomes with program outcomes. Program assessments are taking place with dialogue based
on the courses that map to the program.
Questions related to assessment were added to program review, focusing on how course and
program assessment led to improvements in student learning. A survey revealed that over three
quarters of the 2012-2013 program review authors indicated that analysis of the data provided
in program review was useful in assessing their program.
Strategic Plan (SP)
Goal 3
Education Master Plan (EP)
EP.3 Practice Continuous Quality Improvement
Objectives
EP.3.1. Improve tools for assessment reporting.
EP.3.2. Student learning will be a visible priority in all practices
and structures.
EP.3.3. Student learning outcomes and assessment are ongoing,
systematic, and used for continuous quality improvement
EP.3.4. Systematically use data to inform decision making.
EP.3.5. Provide continual and inclusive training opportunities
regarding assessment.
EP.3.6. Increase number of institutional employees who have
accreditation experience.
Annual Planning Actions
Annual Action Plan
Progress Update
Status
VII.A. Improve learning
outcome
assessment
(SLO/PLO)
structure and
process
VII.B. Better
incorporate
assessment and
planning into
program review
process
A 2-year assessment process was adopted. New plans were developed to assess all
courses in a program within two years. Assessment mapping was done by each
program to align course and program outcomes. Program outcomes have started
being assessed by holding dialogue sessions on all course level assessments that map
to a program. The 2013-2014 Annual Plan includes using online tools to assist in
tracking two-year plans.
The program review template was revised. Several assessment questions were added so
that programs could reflect on their assessment progress and the impact of their
assessment efforts. Questions were designed so as not to duplicate any information
that goes into the assessment reports to reduce faculty and staff time spent on
completing these important reports.
In progress
Completed
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Summary of college indicators related to Strategic and Education Master Plan Goal 4: Technology
 Improvements
to Technology
Infrastructure
Several technology-related projects listed in the 2012-2013 annual plan are still in progress
because they require an upgraded network infrastructure. Information Technology worked
hard this year to substantially improve the speed of transmitting internal and external
information. The internet speed at the Eureka campus was increased over 20-fold, from 45
Mbps to 1000 Mbps, and the Networking speed increased more than 100-fold, from 10
Mbps to over 1000. The new infrastructure is needed to deploy Voice over IP (VoIP), which
will be finalized this year. VoIP is in turn needed to improve videoconferencing to satellite
campuses.
Strategic Plan (SP)
SP.4 Technological Relevance
Goal 4: Technology
Education Master Plan (EP)
EP.4 Maintain Technological Relevance
Objectives
SP.4.1. Improve technology infrastructure to support all college
operations.
SP.4.2. Improve instructional labs to support effective teaching
and learning.
SP.4.3. CTE programs will have technology relevant to their
disciplines
SP.4.4. Improve efficiency through technology.
SP.4.5. Improve data gathering and utilization to support
instructional, student service, & administrative decision
making.
EP.4.1. Lab equipment and technology effectively supports
instructional needs.
EP.4.2. Update the comprehensive technology replacement plan.
EP.4.3. Enhance distance education or eLearning.
EP.4.4. Effectively utilize technology in teaching.
Annual Planning Actions
Annual Action Plan
Progress Update
Status
III.A. Automate Data
Warehousing using
Management
Information
System (MIS) data
MIS referential files have been downloaded. These are the same files that are used in the
Chancellor’s Office Data Mart. A data warehouse is being created from these files.
Tableau has been implemented and is already being used to publish interactive data
to CR’s Institution Research website. Tableau will connect to the data warehouse to
provide queries that match the information in Data Mart, but unlike Data Mart, this
information can be broken up by campus location.
A gap analysis is being conducted to identify the next steps to improve
videoconferencing in the board room, President’s conference room, and the distance
education video conference room. The IT department is in communication with a
consultant to modify existing systems once the analysis is complete.
In progress
The technology resource that was identified to automate software updates was
evaluated and it was determined that the resource would not fit with CR’s current
environment. No other reasonable resources have been identified at this time.
Videoconferencing improvements to satellite campuses are awaiting Voice over IP (VoIP)
implementation. Completion of VoIP has been added to the 2013-2014 Annual Plan.
Determined not
viable
This item has been moved to the 2013-2014 Annual Plan.
Moved to 20132014 Annual
Plan
III.B. Improve
videoconferencing
functionality in
new buildings and
centers
IV.A. Automate
software updates
IV.C. Improve
videoconferencing
for conference
calls to satellite
campuses
V.B. Develop capital
equipment
replacement
budget
In progress
In progress
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Strategic Plan (SP)
SP.5 Enhance Institutional Profile
Goal 5
Education Master Plan (EP)
Objectives
SP.5.1. Enhance support for the college community.
SP.5.2. Support/increase cultural activities at the college.
SP.5.3. Develop partnerships for utilization of the available
buildings.
SP.5.4. Reactivate the alumni association.
SP.5.5. Increase communications and outreach to the
community.
SP.5.6. Develop a governmental relations function.
SP.5.7. Increase public support for the college
Annual Planning Actions
Annual Action Plan
Progress Update
Status
V.A. Lease available
buildings
The majority of the former administration building has been leased as of summer 2013.
Space at the Garberville site and Mendocino branch campus is also being leased to
charter schools. Leases for additional space at the Eureka campus and other locations
are being pursued.
The commencement ceremony information sheet now asks for an email addresses to
obtain the most up-to-date contact information from graduates. A database has been
created with contact information based on this sheet (as well as from Datatel) to
reflect the most accurate contact information possible.
Completed
VIII.A. Develop alumni
database
Strategic Plan (SP)
Completed
Goal 5
Education Master Plan (EP)
EP.5 Increase Student Participation in Campus Activities
Objectives
1. Improve student engagement among all students.
2. Develop a vibrant student center.
3. Increase student engagement in the community.
4. Faculty and staff will model positive engagement in the college
community
Annual Planning Actions
Annual Action Plan
Progress Update
Status
Develop a vibrant
student center
Progress was made developing a new Multicultural Diversity Center and a new ASCR
office. The completion and effective use of these facilities has been added to the
2013-2014 Annual Plan.
In progress
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**2012-2013 Annual Plan Appendix
II.A. Improve basic skills across the curriculum
There were two Assessment Friday sessions concerning Basic Skills and how to capture program-level dialogue of Basic Skills courses
similar to program/certificate and GE courses. Draft outcomes were developed as a result of these meetings. In 2013-2014, dialogue
sessions will deal with assessing basic skills students' attainment of learning outcomes.
Progress in the Mathematics and English Departments:

The mathematics department is exploring multiple pathways through developmental curriculum. "Math Jam" mathematics
review courses are being expanded. Placement processes are being updated to accelerate remediation for students who
place below the level indicated by their math history.

A Technical Math course is planned for development in coordination with career and technical education (CTE) faculty.

The mathematics department is investigating development of a "PathToStats"-type course which would merge algebra with
statistics topics for students at the level of Math 380 Elementary Algebra. This could involve a modification of the existing
Math 194 Intermediate Algebra for Social Sciences and Business.

The English department has revised the Course Outline of Record for English 150 Precollegiate Reading and Writing,
eliminating the Competency Exam and replacing it with a writing sample. A rubric for assessing these samples will be
developed next semester, and an assessment session will be held late in the semester to establish norms. This revised
course should help somewhat in improving success rates for English 150 alone.

A core group of teachers of English 350 Reading and Writing Skills are starting to employ some strategies they were
exposed to during fall 2012 professional development training. New approaches they learned should help somewhat in
improving success rates for English 350.
Effectiveness of the Integrated Planning Process
 2012-2013
Integrated
Planning
Survey
Summary
Members from each integrated planning committee evaluated themselves using a survey that
has been administered for the past three years. Committees perceived themselves as strong in
terms of how meetings are managed (e.g., agendas available beforehand and discussions
followed those agendas, chairs efficiently managed meetings), and how committee members
carried themselves (with inclusive respect for others and with professional conduct). Areas that
leave some room for improvement regard the information available and used for making
decisions, and how those decisions are communicated in the planning and budgeting process.
Attendance was also an issue, receiving the lowest overall ratings. This was more of an issue for
some committees than for others.
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Ratings varied widely by committee. Items with higher overall ratings varied considerably less
across committees than did items of attendance and informed decision-making and
communication with lower overall ratings. Ratings to all questions increased from 2010-2011 to
2012-2013, with the exception of attendance. Ratings to several questions approached ceiling in
2011-2012 meaning that most members gave very positive responses, which meant that only
small improvements from 2011-2012 to 2012-2013 could be detected. The Institutional
Effectiveness Committee will revise the survey for the upcoming year so that we can continue to
gather meaningful information.
Table 4. Integrated Planning Survey Results
Average ratings
The following statements were rated using the scale
5 = strongly agree, 4 = somewhat agree, 3 =neutral, 2 = somewhat
disagree, 1 = strongly disagree
Committee members were always respectful of all members.
Agendas, minutes and ancillary materials were provided
Professional Conduct & Respectful Dialogue: Different opinions and
values were respected.
Decisions were made by consensus.
The discussions usually followed the agenda.
Overall: Participation in the committee was important and valuable
to the College.
Committee chair or co-chairs were efficient in managing meetings.
Participation: All constituent groups had an opportunity to
participate on planning and governance committees.
Meetings were positive and constructive.
All members were encouraged to be actively involved.
In general, the objectives of each committee meeting were clear
and understood.
The planning process supports an assessment of progress towards
the college mission and strategic directions.
I was an effective participant
Action items and persons responsible were clearly articulated.
The committee charge was understood and the members worked
toward fulfilling the charge.
Committees completed the agenda in an efficient and timely
manner.
Overall, I am satisfied with the committee's performance.
Discussion and decisions were data driven and supported by sound
evidence.
The College has effectively communicated the outcomes of the
planning and governance process.
Information Adequacy: The committee members had appropriate
information to make informed decisions.
The Integrated Planning and Budgeting process is clear.
All members attended regularly
20102011
4.09
4.45
20112012
4.68
4.30
20122013
4.50
4.50
4.42
4.27
4.06
4.46
4.18
4.28
4.47
4.40
4.37
4.09
4.00
4.40
4.00
4.36
4.36
3.94
4.12
4.09
4.00
4.40
3.75
4.33
4.30
4.28
3.73
4.33
4.23
3.58
3.85
3.94
4.38
4.55
4.44
4.22
4.18
4.14
3.66
4.50
4.13
3.52
3.82
4.13
4.25
4.10
4.07
3.39
3.98
4.00
3.09
4.27
3.98
3.39
3.15
3.58
3.73
3.85
3.92
3.95
3.88
3.57
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 2012-2013
Integrated
Planning
Summit
The third annual Integrated Planning Summit was held in April, 2013. The summit began with a
review of planning goals from past years, and a review of results from the integrated planning
survey. Committees that were central to the integrated planning process (program review and
budget planning) held a discussion about strengths and weaknesses of the planning process
over the course of the year. Members from other committees attended and added input to the
discussion based on their knowledge of the flow of information to and from their committees.
Members of the Budget Planning Committee (BPC) noted that poor survey results in terms of
having the appropriate information to make decisions was especially an issue this year because
of unpredictable and often untimely information from the state, which is endemic to all
community colleges in the state right now. Internal information to the BPC, such as TLU
projections from the Enrollment Management Committee, was very helpful.
Members of the BPC and the Program Review Committee (PRC) noted that, although the use of
assessment information to inform resource allocation has improved over the last year, there is
still room for growth. This year’s Program Reviews included a discussion of assessment progress
and discoveries from student learning outcome assessments. Resource requests were also tied
to assessment results, but BPC and PRC members believed that this connection needs to be
strengthened. The Institutional Effectiveness Committee will work with both BPC and PRC
during the upcoming year to determine how to make improvements to the program review
template, committee processes, and culture of assessment.
The PRC called for more guidance from the Assessment Committee to improve the program
review template in an effort to gather more meaningful assessment information, and to
implement guidelines for the PRC to evaluate that information consistently across programs.
The PRC also noted that program reviews would benefit from providing authors with effective
examples of completed program review content to guide their work, as well as providing more
detailed instructions about the type of information desired. An automated way of extracting
resource requests from completed program reviews would also help to make the process more
efficient.
The planning summit concluded with a discussion about next steps to make the integrated
planning process more effective. This discussion focused on the goal of improving
communication within committees and to campus constituents. Several suggestions for using
available technology and personnel resources to improve communication were offered.
Consensus was that a central calendar should be created for all integrated planning committees.
There was also much discussion about how to manage a central place to post and notify
constituents of relevant committee progress and updates. The Institutional Effectiveness
Committee will work with the planning committees, along with the Offices of Communications
& Marketing and Information Technology to devise solutions over the upcoming year.
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 Committee
The Institutional Effectiveness Committee formed a task force to review the college’s
Restructuring committee structure. The task force included members from the Institutional Effectiveness
Committee alongside representation from Academic Senate, CRFO, CSEA, and Managers
Council. The task force was asked to evaluate whether all current non-senate committees need
to remain the way they are or be consolidated or diminished. As the number of faculty and staff
at the college has decreased in recent years, it is even more imperative for us to evaluate our
processes and to streamline our efforts, focus on what is most important, and create a structure
that is sustainable and efficient. The task force met with constituents from all of the committees
under consideration and asked them to evaluate the pros and cons of keeping the current
committee structure in light of possible alternatives. After a thorough review of pros, cons,
committee facts, alternatives, and answers to questions that arose, the task force arrived at the
following recommendations:



Assessment Committee and Program Review Committee (PRC)
o Assessment Committee continue to work with Program Review Committee; the
two committees remain separate entities. Assessment Committee establishes
assessment evaluation standards for PRC, to inform PRC on the quality of the PR
templates, and to guide PRC on template revisions and on evaluation of learning
outcomes.
o PRC to work more collaboratively (esp. with administrative services), e.g., by
asking others how to make program review a meaningful and useful process for
everyone.
Basic Skills Committee (BSC), Distance Education Committee (DEC), Enrollment
Management Committee (EMC), and also First-Year Experience (FYE)
o Basic Skills to be subsumed into EMC as a sub-committee, recognizing the
mandated reporting for Basic Skills and funding allocations that may require
task force work.
o Distance Education Committee to be restructured as a sub-committee of EMC.
DE sub-committee to coordinate course offerings and oversee long-range
planning of DE offerings
o FYE also subsumed under EMC after the FYE rolls in Fall 2013 and is at the level
of "ongoing maintenance" attention, with sub-committee/task force work as
needed.
Expanded Cabinet, Institutional Effectiveness (IEC), College Council, Student Equity
Committee (SEC) and Accreditation Oversight Committee (AOC)
o College Council remains a separate entity for now (and probably at least
another year) because of high level of policy review work that still needs to be
accomplished. Re-evaluate after policies all updated; re-consider as subcommittee of IEC at that time.
o Expanded Cabinet to merge with IEC, chaired by senior leadership. New IEC/EC
oversees district-wide institutional planning, integration, evaluation.
o AOC to exist as task force of IEC in order to have small group of specific people
focus attention on oversight of work pertaining to accreditation concerns at
least as long as we are on sanction.
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o



 Revised
Integrating
Planning
Model
SEC, similarly, to become sub-committee of new IEC/EC, to oversee
development of Student Equity Plan and to monitor the Plan. [Note:
Suggestions to combine SEC with the Senate's Multicultural and Diversity
Committee (MDC) were considered; the task force determined that MDC and
SEC have different concerns and should remain separate.]
Budget Planning (BPC), Facilities Planning (FPC), Technology Planning (TPC)
o Combine all planning committees, restructuring into BPC. Revise BPC charge to
include specific scopes of the committees (as they currently exist) and evaluate
them.
o Technology issues that are not part of annual planning process will need to be
handled by a separate IT task force; new procedures needed for this.
o Create task forces, at times, as needed (for example when revising Technology
Plan and Facilities Plan).
Flex Committee and Professional Development Committee
o Recommend combining these two and restructuring, in order to become more
efficient and also to promote more involvement within and among all
constituent groups. Both of these committees fall under Human Resources and
have many of the same people on them, and both work together at times,
already.
o Mandated Flex reporting to be handled by sub-committee, which meets only
once or twice each term.
Emergency Preparedness & Safety Committee (EPSCo)
o Recommend EPSCo remains a stand-alone committee, with recommendation
for assistance with coordination and communication. (Also recommend EPSCo
work with Flex/ProfDev regarding training once or twice each year.)
The task force shared their recommendations with the Institutional Effectiveness Committee.
Most, but not all of these recommendations were implemented. The recommendations were
refined and resulted in a new committee structure which is depicted in the revised integrated
planning model. The integrated planning model was adopted following approval by Expanded
Cabinet.
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Continuous Improvement of the Assessment & Planning Process
 Assessment
of Student
Learning
Outcomes
CR’s process of assessing student learning outcomes continues to progress at all levels. At the
course level, instructors continue to assess course learning outcomes according to the two-year
assessment cycle established in fall 2012. The process was strengthened by developing
assessment reporting deadlines for each semester. Semester deadlines were created to help
keep everyone on track, given that Instructors plan their assessments according to their twoyear plan on a semester basis. The deadline was also created so that sufficient assessment
progress could be documented and reflected upon in program review.
A variety of assessment-related professional development activities were provided to faculty
and staff during 2012-2013. Assessment training sessions occurred at the fall 2012 convocation
and at spring 2013 flex sessions. Assessment training was also part of the associate faculty
orientation at the main and branch campuses. In addition, the fall 2013 convocation had
sessions related to the improved assessment process, the new assessment planning tool, and
the development and assessment of Institutional Learning Outcomes.
The assessment reporting tool continues to be used for tracking course-level assessment
activity. Minor adjustments have been made to the course level reporting form based on
feedback solicited from instructors. A new planning feature has been added to the assessment
software to make it easier for instructors to plan future assessments, and to track progress
towards their plans. The assessment software was also adjusted to report assessment activity in
more detail, by course outcome rather than by course. Separate reports are now listed for each
outcome within a course so that progress towards assessing all outcomes in a two-year period
can be easily tracked.
General education outcome assessment continued by collecting assessments from a randomlyselected pool of instructors, followed by a dialogue session to learn from the assessment data
and impact on student learning. This process has been carried out each semester since fall 2011.
The college now has baseline assessment data for each general education outcome in terms of
the extent to which students meet expectations. Discussions have taken place comparing levels
of attainment across the outcomes, and instructors have shared strategies for improving
learning outcomes attainment.
Student service programs continue to assess all of their programs each year. The Student
Development Assessment Group (SDAG) has held regular assessment dialogue sessions to
discuss assessment results. Several student service programs have worked together at SDAG to
develop shared outcomes to evaluate their areas more effectively. A group of student service
leaders worked to redesign the assessment reporting form so that the questions are better
suited for service areas as opposed to class instruction. The content of the form has been
developed and is currently being implemented.
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 Emerging
Themes: Data &
Interpretation
from Program
Review
The Program Review Executive Summary provides numerous examples of assessment activities
that have led to improved student learning in areas of Instruction and Student Services.
Assessment is having a documented impact on student achievement. A revised student
achievement data set was interpreted this year by all instructional programs. Student equity
data was added to the template, and analysis of this data led to useful discoveries for many
programs. Authors were asked to evaluate the utility of the data sets after their analysis was
complete. Over three-fourths of those who responded indicated that the analysis of program
review data was useful in assessing their program. The PRC detailed a set of improvements to
the data sets for the 2013-2014 year based on feedback from the committee and the authors.
Changes included looking at persistence based on cohorts with a concentration of units instead
of using declared major, as well as adding a stand-alone dataset specific to online courses for
the PRC to review.
The program review committee documented a set of general themes that were included in the
Program Review Executive Summary based on analysis of student achievement data that
resulted in consistent interpretations across programs. These themes will be reviewed by the
Institutional Effectiveness Committee and the Program Review Committee to inform
institutional planning for the upcoming year.
General themes:
 Establishing an integrated approach to addressing low success in low-level basic skills
courses.
 Addressing online course performance as an area of concern in a number of CTE
programs.
 Addressing difficulty of certain equity groups in math and the sciences.
 Identifying issues related to new repeatability rules in music, art, and PE courses. The
college should be prepared for the negative impact this could have on enrollments.
 Supporting programs without full-time faculty. Some programs could be in jeopardy
although labor data supports a growth market.
 Sensitivity about loss of associate faculty in branch campuses.
 Managing the number of course offerings given the number of full-time faculty in the
discipline.
 Where/how to categorize staff requests, when positions are funded then cut, whether
recurring or new.
 Handling unconventional programs in the program review process (e.g., a program that
is self-sustaining).
 Coordinating and collaborating across campus to combine resources rather than
purchasing more high tech and specialty equipment (e.g. the art program requested 3D
printer that already exists in one of the CTE programs).
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 Effectiveness of
Strategic &
Education
Master Planning
The impact of the annual planning actions was assessed by developing indicators for each
objective in the Strategic Plan and the Education Master plan. Baseline data has been collected
for each indicator. An interactive webpage was developed to display indicators over several
years based on the planning objective or keyword of interest. This database, depicted below,
can be viewed at: http://inside.redwoods.edu/irapps/strategicplanningIndicator/indicators.aspx
Figure 3. Institutional Planning Database
 Institutional
Effectiveness
Scorecard
CR continues to use the Institutional Effectiveness Scorecard to evaluate institutional
effectiveness. The Institutional Effectiveness Committee worked with Institutional Research to
improve the Scorecard for 2012-2013. In addition to revising some of the indicators, the
Scorecard now clearly distinguishes benchmarks that are internal to the college from those that
are external. The Institutional Effectiveness Scorecard, as well as the California Community
College’s Student Success Scorecard are both discussed by the Board of Trustees every year.
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 Integrated
Planning Annual
Timeline
The College continues to strengthen the Integrated Planning Process by creating an improved
version of the Integrated Planning Timeline seen below. The Institutional Effectiveness
Committee revised the timeline and distributed it to campus at convocation. The timeline was
created to help faculty and staff keep track of important dates in the planning cycle. It also
familiarizes new employees with important aspects of the planning process. The Institutional
Effectiveness Committee also revised the College’s Planning, Budgeting, and Program Review
Manual. The title was changed to reflect that the document depicts the integrated planning
process, and content changes were made to reflect the structural reorganization of the college
and processes that changed as a result.
 2013-2014
Annual Plan
The Annual Plan for 2013-2014 was developed with a substantial amount of feedback. Initial
sessions to develop the 2013-2014 Annual Plan led to a draft plan that was presented to
Expanded Cabinet. Expanded Cabinet provided feedback, and then members of the Institutional
Effectiveness Committee contacted each person responsible for the actions that appeared.
Responsible persons and Executive Cabinet met to refine the plan, and the plan was taken back
to the Institutional Effectiveness Committee and the Expanded Cabinet for final review. The
2013-2014 Annual Plan has been presented to campus to guide program and committee
planning throughout the year.
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013
Integrated Planning Annual Timeline
Entity
1
2
IEC
Instruction
Instruction, Admin
3 Services, Student
Services
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
IPFC = Integrated Planning Functional Committees
IR = Institutional Research
PRC = Program Review Committee
TPC = Technology Planning Committee
Activity
Post Institutional Effectiveness Report
Revise assessment plans and outcome mappings
Conduct interdisciplinary & institutional assessment
dialogue at Convocation
Submit spring assessment reports,
Due September 15
IR, IEC
Update Institutional Effectiveness Scorecard
IEC
Prepare first draft of subsequent year annual plan
Board
Adopt the final budget
President, Board Discuss the Institutional Effectiveness Scorecard
Provide datasets for program review,
IR
available October 4
Administration Hold employee workshops on budget and planning
Instruction, Admin Complete and submit Program Reviews,
Services, Student Due October 31st
Services
Submit faculty requests to the Faculty Prioritization
PRC
Committee
Faculty
Rank faculty requests
Prioritization
Evaluate Student Development and Administrative
PRC
Program Reviews
Distribute resource and planning requests to IPFC's for
PRC
prioritizing
PRC
Evaluate Instructional Program Reviews
Submit fall assessment reports,
Instruction
Due February 15
Prioritize resource requests using rubric, based on
FPC, TPC, BPC
assessment and data links
Finalize ranking of resource requests, forward to President
BPC
& Cabinet
BPC
Post final rankings to the web
All Planning
Conduct self-evaluations and submit to IR
Committees
Review budget assumptions
BPC
Instruction
IEC
Expanded
Cabinet
All Planning
Committees
IEC
IEC, Expanded
Cabinet
Administrative
Services
IR
Administration
July
Aug
u
Sep s t
tem
b
Oct er
obe
r
Nov
em
ber
Dec
em
b
Jan e r
uar
Feb y
rua
ry
Ma
rch
Apr
il
Ma
y
Jun
e
Expanded Cabinet
Legend:
BPC = Budget Planning Committee
FPC = Facilities Planning Committee
IEC = Institutional Effectiveness Committee
7/24/13
Hold integrated planning summit
Review/approve ranked priorities for funding;
Report out to constituencies
Draft annual planning schedule for upcoming year
Determine if/what members are needed
Collect updates for Institutional Effectiveness Report
Review draft annual institutional plan
Build preliminary budget to include funded initiatives
Assess Institutional Planning Indicators
Finalize annual institutional plan
Submit tentative budget to the Board of Trustees for
31
President
adoption
Present the Program Review Committee Executive
32 VPISD,President
Summary to the Board
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27
Annual Plan 2013-2014
Theme: Increasing Persistence
Employing strategies to keep students continually enrolled from one semester to the next.
Strategic Plan (SP)
Goal 1: Student Success
Education Master Plan (EP)
SP.1. Focus on Learners: Developmental, Career Technical, EP.1 Ensure Student Success
and Transfer Education
Objectives
SP.1.1. Match student readiness with educational pathways.
SP.1.2. Continuously assess and evaluate programs to provide
effective educational programs and services for all learners.
SP.1.3. Students will be able to complete their desired
educational goals.
SP.1.4. Enhance student support and student engagement.
SP.1.5. Improve basic skills success.
SP.1.6. Support staff and faculty development and instructional
innovation.
EP.1.1. Provide structured academic pathways
EP.1.2. Improve support for students.
EP.1.3. Improve effectiveness of basic skills education.
EP.1.4. Increase transfers and degree and certificate completions.
EP.1.5. Professional development programs will improve
educational effectiveness.
EP.1.6. Improve success among underrepresented populations.
Annual Planning Actions
Plan. Goal.
Objective.
Action
Actions to be taken
Responsible
Persons
Semester
Evaluation Plan
VP of Instruction
and Student
Development
(VPISD) with
faculty and
counselors
VPISD in
collaboration w/
Enrollment
Management
Committee
VPISD, EOPS
Counselors
Spring
2014
Do degree plans exist
for each basic skills
level?
Fall 2013
Do FYE students persist
longer than non-FYE
students?
Fall 2013
Do mentees indicate
the mentorship was
beneficial?
Do faculty and staff
indicate that training
was effective?
Do students in the
alternative curriculum
progress to transfer
level courses at a
higher rate?
Is the gap in success
and retention rates
decreasing?
SP.1.1.1
Develop degree plans with course pathways
based upon students entering at various
math and English placement levels.
EP.1.2.1
SP.1.4.1
Implement the First Year Experience (FYE)
program.
EP.1.2.2
Offer peer mentoring/supplemental
instruction for students.
EP.1.5.1
EP.1.6.1
Provide comprehensive ongoing faculty and
staff training that includes diversity training.
HR Director
Fall 2013
SP.1.5.1
Implement alternative basic skills curriculum
(e.g., acceleration, non-credit).
Spring
2014
EP.1.6.2
Based on priorities identified in the Student
Equity Plan, develop a plan for narrowing
the achievement gap for underrepresented
student populations.
VPISD, Deans,
Math & English
Departments,
Director of
Business Training
VPISD
Spring
2014
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Strategic Plan (SP)
Goal 2: Community Education
Education Master Plan (EP)
SP.2 Focus on Learners: Community Partnership
EP.2 Develop Programs and Services to Meet Community
Needs
Objectives
SP.2.1. Provide workforce development training.
SP.2.2. Respond to business and industry short-term training
needs.
SP.2.3. Develop non-credit programs.
EP.2.1. Enhance community education program.
EP.2.2. Enhance incumbent worker and contract training.
EP.2.3. Develop not-for-credit programs.
EP.2.4. CTE Programs respond to community training needs.
EP.2.5. Develop non-credit programs.
Annual Planning Actions
Plan. Goal.
Objective.
Action
SP.2.1.1
EP.2.2.1
EP.2.2.3
EP.2.2.4
SP.2.2.1
EP.2.4.1
SP.2.3.1
EP.2.5.1
Actions to be taken
Develop a new not-for-credit training in an
area where employees are needed by local
employers.
Review business and industry and economic
development survey data to inform program
alignment and identify potential partnering
opportunities.
Hold conversations with High Schools to
align program offerings and career pathways
for students.
Develop job readiness non-credit classes.
Responsible
Persons
Director of
Business Training
Center
Semester
Spring
2014
Evaluation Plan
Has training been
developed in high
need areas?
CTE Associate
Dean, Director of
Business Training
Center
VPISD, Associate
Deans
Fall 2013
Have alignment
opportunities been
identified?
Fall 2013
Director of
Business Training
Center, VPISD
Fall 2013
Is there
documentation of
meeting progress?
Has curriculum been
developed?
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Strategic Plan (SP)
SP.3 Fiscal & Operational Sustainability
Goal 3
Education Master Plan (EP)
Objectives
SP.3.1. Reduce reliance on apportionment-based funding.
SP.3.2. Improve college operational efficiencies.
SP.3.3. Increase funding available for strategic initiatives
SP.3.4. Increase community support for the college.
SP.3.5. Practice continuous quality improvement.
SP.3.6. Practice continuous adherence to accreditation
standards.
Annual Planning Actions
Plan. Goal.
Objective.
Action
SP.3.2.1
SP.3.2.2
SP.3.2.3
Actions to be taken
Implement Softdocs e-forms for business
and student services processes.
Establish process for submitting delinquent
accounts to collection agency on a regular
basis.
Implement a budget cycle for equipment
replacement (e.g., computers, vehicles, lab
equipment).
SP.3.2.4
Implement a budget cycle for capital repairs
and maintenance (e.g., roofs, HVAC,
painting).
SP.3.3.1
Increase resident and non-resident FTES.
SP.3.4.1
Recruit additional foundation Board
members.
Responsible
Persons
IT Manager,
Director of
Institutional
Research (IR)
Vice President of
Administrative
Services (VPAS)
VPAS in
collaboration with
the Budget
Planning
Committee
VPAS in
collaboration with
the Budget
Planning
Committee
All District
employees
Foundation
Executive Director
Semester
Spring
2014
Evaluation Plan
Are e-forms in use for
business and student
services processes?
Fall 2013
Are all accounts
submitted and revenue
monitored?
Is an annual budget and
replacement plan
carried out?
Fall 2013
Fall 2013
Do capital repairs and
maintenance projects
adhere to a budget
cycle?
Spring
2014
Fall 2013
Have we met CR’s
enrollment target?
Have Board members
been recruited?
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Strategic Plan (SP)
Goal 3
Education Master Plan (EP)
EP.3 Practice Continuous Quality Improvement
Objectives
EP.3.1. Improve tools for assessment reporting.
EP.3.2. Student learning will be a visible priority in all practices
and structures.
EP.3.3. Student learning outcomes and assessment are
ongoing, systematic, and used for continuous quality
improvement
EP.3.4. Systematically use data to inform decision making.
EP.3.5. Provide continual and inclusive training opportunities
regarding assessment.
EP.3.6. Increase number of institutional employees who have
accreditation experience.
Annual Planning Actions
Plan. Goal.
Objective.
Action
EP.3.1.1
Actions to be taken
Integrate assessment planning with
assessment reporting for easier tracking.
Responsible
Persons
Director of IR,
Assessment
Committee
Director of IR,
Program Review &
Assessment
Committees
VPAS in
collaboration w/
Assessment
Committee
VPAS in
collaboration w/
Assessment
Committee
EP.3.2.1
EP.3.3.1
Refine the role of assessment in program
review and decision-making.
EP.3.2.2
EP.3.3.2
Develop Institutional Learning Outcomes
and a plan for how they will be assessed.
EP.3.3.3
Refine the assessment process with an
emphasis on sustainability.
EP.3.4.1
Enhance institutional data reports.
Director of IR
EP.3.6.1
Identify candidates to serve on ACCJC
visiting teams.
President
Semester
Fall 2013
Spring
2014
Fall 2013
Spring
2014
Spring
2014
Fall 2013
Evaluation Plan
Are plans and report
progress available
together?
Can committee and
institutional planning
decisions be tied to
assessments?
Has an assessment plan
been published?
Is there evidence of
Sustainable Continuous
Quality Improvement
level on ACCJC SLO
rubric?
Can employees better
interpret reports?
Have candidates been
identified?
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Strategic Plan (SP)
SP.4 Technological Relevance
Goal 4: Technology
Education Master Plan (EP)
EP.4 Maintain Technological Relevance
Objectives
SP.4.1. Improve technology infrastructure to support all college
operations.
SP.4.2. Improve instructional labs to support effective teaching
and learning.
SP.4.3. CTE programs will have technology relevant to their
disciplines
SP.4.4. Improve efficiency through technology.
SP.4.5. Improve data gathering and utilization to support
instructional, student service, & administrative decision
making.
EP.4.1. Lab equipment and technology effectively supports
instructional needs.
EP.4.2. Update the comprehensive technology replacement plan.
EP.4.3. Enhance distance education or eLearning.
EP.4.4. Effectively utilize technology in teaching.
Annual Planning Actions
Plan. Goal.
Objective.
Action
SP.4.1.1
SP.4.1.2
SP.4.1.3
SP.4.4.1
SP.4.5.1
SP.4.4.2
EP.4.1.1
EP.4.4.1
EP.4.3.1
Actions to be taken
Expand wireless and cell phone network
capabilities.
Responsible
Persons
IT Manager
Semester
Fall 2013
Provide backup and disaster recovery
capability with storage-area-network (SAN).
Update the college website.
IT Manager
Implement Student Ed Plan queries in
Colleague (formerly Datatel) to inform
scheduling.
Finalize VOIP implementation.
Implement minimum technology specs for
all new or retrofitted classrooms.
VPISD,
Director of IR
Fall 2013
IT Manager
IT Manager
Fall 2013
Spring
2014
Submit a revised DE substantive change
proposal.
Director of the
LRC and Distance
Education in
collaboration w/
the Distance Ed
Committee.
Fall 2013
Director of IR, IT
Manager
Spring
2014
Spring
2014
Evaluation Plan
Is there an increase in
wireless and cell phone
availability?
Is SAN used to back up
critical systems?
Are faculty and staff
more satisfied with the
website?
Can courses in SEPs be
queried from
Colleague?
Is VOIP implemented?
Are instructors able to
use the technology
seamlessly?
Has the ACCJC
approved the change?
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Strategic Plan (SP)
SP.5 Enhance Institutional Profile
Goal 5
Education Master Plan (EP)
Objectives
SP.5.1. Enhance support for the college community.
SP.5.2. Support/increase cultural activities at the college.
SP.5.3. Develop partnerships for utilization of the available
buildings.
SP.5.4. Reactivate the alumni association.
SP.5.5. Increase communications and outreach to the
community.
SP.5.6. Develop a governmental relations function.
SP.5.7. Increase public support for the college
Annual Planning Actions
Plan. Goal.
Objective.
Action
SP.5.3.1
SP.5.4.1
Actions to be taken
Lease available buildings.
Reestablish an Alumni Association.
SP.5.1.1
SP.5.7.1
Expand publicity and marketing.
SP.5.5.1
Increase district involvement in outreach
initiatives with local high schools.
SP.5.7.2
Plan activities for the 50th anniversary of CR.
SP.5.7.3
Reinstate CR’s Science Night.
Responsible
Persons
VPAS
Foundation
Executive Director
Director of
Communications
and Marketing
Director of
Communications
and Marketing,
Assistant Director
Student Success,
ASCR
Director of
Communications
and Marketing
Faculty and Deans
Semester
Fall 2013
Spring
2014
Spring
2014
Evaluation Plan
Has revenue increased?
Has the alumni
association
development
progressed?
Have donations to the
college and FTES
increased?
Has high school capture
rate increased?
Fall 2013
Are activities in place?
Fall 2013
Was the Science Night
held?
Spring
2014
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013
33
Strategic Plan (SP)
Goal 5
Education Master Plan (EP)
EP.5 Increase Student Participation in Campus Activities
Objectives
EP.5.1. Improve student engagement among all students.
EP.5.2. Develop a vibrant student center.
EP.5.3. Increase student engagement in the community
EP.5.4. Faculty and staff will model positive engagement in the
college community
Annual Planning Actions
Plan. Goal.
Objective.
Action
EP.5.1.1
EP.5.2.1
Actions to be taken
Develop a plan to increase student
participation in campus activities across the
district.
Develop a new Multicultural Diversity
Center.
EP.5.2.1
Develop a new ASCR office.
EP.5.2.2
Enhance wireless and computer access in
the student centers.
EP.5.3.1
Include students in community outreach
activities.
Responsible
Persons
Academic Senate,
CSEA, ASCR
Semester
Spring
2014
VPISD, ASCR
Fall 2013
VPISD, ASCR
Advisor
IT Manager
Fall 2013
President,
Director of
Communications
& Marketing,
Faculty, ASCR
Spring
2014
Spring
2014
Evaluation Plan
Has the number of
event requests
increased?
Are students
congregating and
holding activities in the
center?
Does ASCR leadership
find the space useful?
Is there wireless access
or computers available
at all student centers?
Have students
attended outreach
events with faculty and
staff?
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013