REDWOODS COMMUNITY COLLEGE DISTRICT
Meeting of the Academic Senate
• Eureka: 7351 Tompkins Hill Road, AD 201 (Board Room)
• Del Norte Campus: 883 West Washington Boulevard, Crescent City, Room E3 and E4
• Mendocino Coast: 1211 Del Mar Drive, Ft. Bragg, Room 106 B
Friday, May 4, 2012, 1 p.m.
AGENDA
1. Call To Order
2. Introductions and Public Comment: Members of the audience are invited to make comments regarding any
subject appropriate to the Academic Senate.
3. Approve the April 20 Meeting Minutes
4. Action Items
4.1 Approve Curriculum Committee April 27 Recommendations, Allen Keppner (Attachment)
4.2 Approve Senate Resolution Regarding Assessment Draft 5/4/12, Mark Winter (Attachment)
4.3 Approve Academic Senate Bylaws Revision Draft 4/20/12, Mike Richards (Attachment)
4.4 Approve Academic Standards and Policies Committee Recommendations – BP/AP 4235 Credit by
Examination Drafts 4/13/12, Connie Wolfsen or Mark Winter (Attachments)
5. Discussion Items
5.1 Education Master Plan Draft, Roxanne Metz (Attachment)
5.2 College Council Administrative Procedure Draft for Constituent Review
5.2.1 AP 4102 Occupational/Vocational Technical Programs, Mike Richards (Attachment)
6. Reports
6.1 Accreditation Update, Dave Bazard
6.2 Budget Planning Committee Update, Bob Brown
6.3 Program Review Executive Report, Cheryl Tucker and Rachel Anderson (Attachment)
6.4 Assessment Update, Justine Shaw and Erik Kramer (Attachment)
6.5 College Update, Utpal Goswami
6.6 ASCR Update, Solomon DeCamp
6.7 College Council April 23 Meeting, Mark Winter and Mike Richards
6.8 Board of Trustees May 1 Meeting, Mark Winter and Mike Richards
7. Announcements and Open Forum
7.1 Reminder: 2012-2013 Senate Representation, Mark Winter
7.2 2012-2012 Portugal Award Recipient, Mike Richards
8. Adjournment
Public Notice—Nondiscrimination:
College of the Redwoods does not discriminate on the basis of ethnicity, religion, age, gender, sexual orientation,
color or disability in any of its programs or activities. College of the Redwoods is committed to providing
reasonable accommodations for persons with disabilities. Upon request this publication will be made available in
alternate formats. Please contact Sally Frazier, Administrative Secretary to the Academic Senate, 7351 Tompkins
Hill Road, Eureka, CA 95501, (707) 476-4259, 8:30 a.m. to 5:00 p.m., Monday—Friday.
Next Meeting: Academic Senate Retreat
Saturday, August 25, 2012, 9 a.m. to 2 p.m.
REDWOODS COMMUNITY COLLEGE DISTRICT
Meeting of the Academic Senate
April 20, 2012, 1 p.m.
• Eureka: 7351 Tompkins Hill Road, AD 201 (Board Room)
• Del Norte: 883 West Washington Boulevard, Crescent City, Rooms E3 and E4
• Mendocino Coast: 1211 Del Mar Drive, Ft. Bragg, Room 106 B
Members Present: Mark Winter, Mike Richards, Dave Bazard, Bob Brown, Steve Brown, Solomon
DeCamp, Ryan Emenaker, Jennifer Gardner, Dave Gonsalves, Allen Keppner,
Philip Mancus, Susan Nordlof, Sandra Rowan, Connie Wolfsen (meeting
substitute for Kady Dunleavy), Kevin Yokoyama.
Members Absent: Kady Dunleavy, Chris Gaines, Utpal Goswami, Cindy Hooper, Gary Sokolow.
Also Present: President/Superintendent Elect Kathryn Lehner
1. Call to Order: Copresident Mark Winter called the meeting to order at 1:01.
2. Introductions and Public Comments: Copresident Mark Winter welcomed all members and
guests, and he introduced Connie Wolfsen as the meeting substitute for Kady Dunleavy. Mark
called for public comments; no public comments were forwarded.
3. Approve the April 6 Meeting Minutes: On motion by Kevin Yokoyama, seconded by Dave
Bazard, the minutes were approved as written.
4. Action Items
4.1
Approve Senate Copresidents Ad Hoc Nomination Committee Recommendation: Ad Hoc
Committee member Steve Brown reviewed the nomination process, and he presented the
recommendation that Mike Richards and Bob Brown serve as the 2012-2013 copresidents.
Dave Bazard moved to approve the recommendation, seconded by Susan Nordlof.
Copresident Winter called for additional nominations from the floor. No additional
nominations were forwarded, and the motion to approve the recommended slate carried
unanimously by the following roll call vote: Bazard – y, Brown, B. – y, Brown, S. – y,
Emenaker – y, Gardner – y, Gonsalves – y, Keppner – y, Mancus – y, Nordlof – y, Wolfsen
– y, Yokoyama – y. Mark congratulated Mike and Bob as next year’s Senate copresidents,
and he thanked them for being willing to serve.
4.2 Approve Curriculum Committee April 13 Recommendations: Committee member Allen
Keppner presented the recommendations, and he answered questions. Kevin Yokoyama
moved to approve, seconded by Dave Bazard. Bob Brown amended the motion to add HE
1, which was approved by the Curriculum Committee on April 13, to the Summary of
Changes. The amendment was seconded by Steve Brown and was unanimously approved
by the following roll call vote: Bazard – y, Brown, B. – y, Brown, S. – y, Emenaker – y,
Gardner – y, Gonsalves – y, Keppner – y, Mancus – y, Nordlof – y, Wolfsen – y,
Yokoyama – y. The main motion then carried unanimously by the following roll call vote:
Bazard – y, Brown, B. – y, Brown, S. – y, Emenaker – y, Gardner – y, Gonsalves – y,
Keppner – y, Mancus – y, Nordlof – y, Wolfsen – y, Yokoyama – y.
Academic Senate Minutes
April 20, 2012
Page 2
4.3 Approve Emeritus Status Recommendations: Copresident Winter presented the
recommendations, and he highlighted the criteria established in BP 344 for the status. On
motion by Steve Brown, seconded by Bob Brown, the recommendations were approved by
the following roll call vote: Bazard – y, Brown, B. – y, Brown, S. – y, Emenaker – y,
Gardner – y, Gonsalves – y, Keppner – abstained, Mancus – y, Nordlof – y, Wolfsen – y,
Yokoyama – y. Mark informed the Senate that the recommendations will be forwarded to
the Board of Trustees for approval.
5. Discussion Items
5.1
Senate Resolution Regarding Assessment Proposal 4/20/12: Copresident Winter presented
the proposal and the background of how it was drafted and vetted, and he explained that is
intended to serve as a public statement of Senate support for assessment efforts. Following
discussion that included a suggested revision, Mark asked senators to distribute it to their
constituents for feedback and be prepared to address the draft as an action item on May 4.
5.2 Academic Senate Bylaws Revision Proposal 4/20/12: Copresident Richards presented the
proposed revisions, and he explained that they address the current division structure and a
request made by the Curriculum Committee chair. No additional revisions were suggested,
and the proposed revisions will be forwarded for Senate approval on May 4.
5.3 Academic Standards and Policies Committee Recommendations – BP/AP 4235 Credit by
Examination: Committee Chair Connie Wolfsen presented the proposals, and she gave the
background of the committee’s process in drafting the recommendations. Connie clarified
that the proposed procedure addresses external examinations only plus the Tech Prep high
school articulation process that is currently in place. Following Senate discussion that
included clarification that no developmental courses are included in the high school
articulation process, senators were asked to distribute the drafts to their constituents and
forward feedback to the May 4 Senate meeting.
6. Special Discussion: President/Superintendent Elect Kathryn Lehner. Copresident Winter
welcomed President Elect Kathryn Lehner when she joined the meeting, and upon her request,
senators introduced themselves. Kathy gave the background of her leadership style and
approach, which she described as collaborative and includes constituent voices that enable her to
forward recommendations to the Board of Trustees that are in the best interest of the college.
6.1 Accreditation: In addressing CR’s show cause accreditation status, President Elect Kathryn
Lehner reported that the local community has a number of questions and concerns. Kathy
also reported that she has been in communication with the Chancellor’s Office regarding
next steps, and they want to support CR in meeting the accreditation standards. With the
short term goal of convincing the ACCJC that we are making significant changes, a good
step was hiring a new president, and a second step would be to appoint a special trustee,
which the district is currently attempting to address. The third step is to demonstrate that
the work required by the ACCJC is being accomplished and will be sustained. Kathy
emphasized the need to show progress right up to the Commission’s January meeting and
that the work needs to continue throughout the summer so assessments are completed by
fall. Senators’ questions and discussion with Kathy included: (1) the suggestion that the
CRFO contract be cleaned up and include assessment; (2) the need to address an ongoing
commitment for an assessment coordinator; (3) the need to include associate faculty in the
assessment structure; (4) concerns with the budget and the need to systematically evaluate
programs for viability; and (5) the drop in faculty numbers as a result of retirements,
Academic Senate Minutes
April 20, 2012
Page 3
meeting the Faculty Obligation Number and the 50% Law, and how to sustain quality
programs and support student success with fewer faculty. Copresident Winter thanked
Kathy for her discussion with the Senate, and he welcomed her as the new president
beginning May 14.
7. Reports
7.1 Accreditation Update: Accreditation Oversight Committee (AOC) Co-chair Dave Bazard
presented an update on the status of recent AOC discussions and work that included: (1)
An ad hoc committee of the AOC is addressing the scope and responsibilities of a
reconstituted Assessment Committee, and they are working on solidifying the Assessment
Coordinator position; (2) Recommendations for revisions to the program review process to
better link assessment, planning, and resource requests to the Strategic Plan, Education
Master Plan, and student and program learning outcomes have been forwarded to the
Program Review Committee; (3) AOC discussions have focused on the goal of establishing
a feedback loop to support continual improvement that leads to educational outcomes. A
consultant has agreed to work with the AOC on an integrated planning narrative that
describes how the process works; (4) In order to ensure that syllabi are complete, the AOC
is working on a template that will be distributed to faculty; (5) A work group is working on
a hiring plan, which is required by the state, and a consultant will assist in drafting the plan;
and (6) A professional development work group is working on a comprehensive program
that will include all faculty and staff.
7.2 Ad Hoc Committee to Address Feasibility of Eureka College Hour: Copresident Richards
informed the Senate that a request was forwarded by the AOC to consider reinstating a
college hour on the Eureka campus to establish a common meeting time. Mike reported
that the request was presented to the Senate Executive Committee, and there was support to
form an ad hoc committee to study the feasibility of a college hour. To be effective, the
committee will need broad representation that includes all stakeholders, and Mike asked
that senators inform their constituents and forward the names of faculty interested in
participating to the copresidents. With accreditation work being the current priority, it is
anticipated that the committee will begin its work in the fall.
7.3 Enrollment Management Committee Update: Enrollment Management Committee (EMC)
Co-chair Bruce Wagner presented the recommended 2012-2013 TLU Allocation
Framework that was forwarded to the Cabinet, and he answered questions. Bruce clarified
that the allocation process has changed from previous years and that the current course
schedule prioritizes student learning and education outcomes and helps students move
through the curriculum efficiently to meet their goals. Basic skills courses were addressed
separately as were the TLU’s for the Math and Writing Labs. Del Norte and Mendocino
Coast were given an overall number of TLU’s that will allow them to develop their own
schedules, and faculty reassigned time was considered. Bruce answered questions that
included how the summer schedule was developed and how the EMC addressed the CSU
and UC guidelines for GE transfer courses. Senators commended Bruce for his work on
the EMC this year and for his leadership in response to changing budgetary realities.
7.4 Assessment Update: Assessment Coordinator Justine Shaw presented an update that
included the progress that has been made in achieving assessment goals; the migration of
plans, outcomes and reports from Public Folders and MyCR to the new assessment
software; and the scheduling of activities to support assessment work. Justine emphasized
that it is critical to document assessment discussions and results, and she asked faculty to
Academic Senate Minutes
April 20, 2012
Page 4
submit all evidence to Institutional Research Director Angelina Hill. Assessment Friday
activities and scheduled drop-in sessions will continue, and Justine urged more faculty to
attend sessions to show evidence that there is district-wide participation in assessment
dialog. In addition, Justine encouraged all faculty to attend the Assessment Summit that
has been scheduled for May 15, 16, and 17, and she reported that a summit announcement
and finalized schedule will be distributed next week.
7.5 College Update: Due to Interim President Utpal Goswami’s absence, this report was not
presented.
7.6 50% Law Compliance Update: Copresident Winter informed the Senate that he requested
an update on the district’s current status regarding meeting the 50% Law, and he was told
that the status had already been reported to the Board. In researching the Board minutes,
Mark found a reference to a Business Office report stating that the district was right at the
50% threshold, but no figures were provided.
7.7 ASCR Update: Solomon DeCamp reported that the ASCR student elections were just held,
and the end of the year awards dinner is being planned. Today is the last day to submit
nominations for student leadership awards, and the recipients will be recognized at the
awards dinner.
7.8 College Council April 9 Meeting: Copresidents Winter and Richards reported that there
was no substantial information to report from the meeting.
8. Announcements and Open Forum
8.1 Reminder – 2012-2013 Senate Representation: Copresident Winter reminded senators
whose terms are completed this year to inform their divisions and forward the names of
next year’s representatives to the Senate Office.
8.2 August 25 Academic Senate Retreat: Copresident Richards announced that the Senate
Retreat is scheduled for Saturday, August 25, from 9 a.m. to 2 p.m. The retreat has been
tentatively scheduled in Room 111 of the Eureka Downtown Site, and an email with more
information will be distributed in August.
8.3 Eureka Faculty and Associate Faculty of the Year Support for Nominees and Voting
Process: Copresident Richards encouraged senators and constituents to submit support for
the nominees by the Tuesday, April 24 deadline. Following the deadline, an email will be
forwarded to Eureka senators with instructions on the voting process.
9. Adjournment: On motion by Allen Keppner, seconded by Bob Brown, the meeting was
adjourned at 3:40.
Respectfully submitted by Sally Frazier, Administrative Secretary to the Academic Senate.
Next Meeting:
Friday, May 4, 2012, 1 p.m.
4.1
College of the Redwoods
Summary of Course Changes
4.13.12
LEGEND
PREFIX = Course prefix; # = Course Number; TITLE = Course title or title change; NEW = New course or large format/distanced education proposal first
submission; REV = Revised course; REP = Replaces existing course; INA = Inactivated course; UNITS = Total Units and hrs of new or revised course; UC = UC
transferable – indicate UC transfer status by placing an A for approved courses and a P for courses pending; CSU = CSU transferable – indicate CSU transfer
status by placing an A for approved courses and a P for courses pending CR GE = credits apply to CR General Education; underlined indicates new CR GE;
COMMENTS = Review of outline changes, including prerequisites.
N
E
W
R
E
V
R
E
P
I
N
A
[ Units ]
Lec/Lab
Hrs
U
C
C
S
U
CR
GE
Comments/ Summary Changes
Discipline Code/ Prerequisite Change
Prefix
#
Title/Title Change
PE
64
Concepts of Strength Training
X
PE
58
Intercollegiate Volleyball
X
X
X
PE
24
X
X
X
PE
90
X
X
X
Regular course update. CLOs have been updated.
PE
PE
PE
PE
93
98
300
302
X
X
X
X
X
X
X
X
Regular course update. CLOs have been updated.
Regular course update. CLOs have been updated.
Regular course update. CLOs have been updated.
Regular course update. CLOs have been updated.
AG
12
Touch Football
Adaptive Physical Education
Resistive Training
Adaptive Aquatic Swim
Adaptive Physical Education
Aquatic Calisthenics
Adaptive Conditioning
Livestock Selection and
Evaluation
Five year update. Decreased number of CLOs.
Regular course update. Change of maximum class
size from 30 to 20.
Regular course update.
X
X
X
Catalog description and CLOs have been updated.
AG
19
Weed Identification and
Control
X
X
X
Catalog description and CLOs have been updated.
AG
63
Introduction to Organic
Sustainable Agriculture
X
X
X
Catalog description and CLOs have been updated.
X
4.1
Title/Title Change
N
E
W
R
E
V
R
E
P
I
N
A
[ Units ]
Lec/Lab
Hrs
U
C
C
S
U
CR
GE
Comments/ Summary Changes
Discipline Code/ Prerequisite Change
Prefix
#
BT
51
Spreadsheet Applications
X
BT
111
Keyboarding I
X
Aligning and modifying course outline to apply
curriculum an assessment recommendations.
CT
40
Independent Study in
Construction
X
Regular course update.
CT
70
Building Codes and Standards
X
X
CT
CT
ENGL
ENGL
95
96
32
33
X
X
X
X
X
X
X
X
GUID
180
Intermediate Carpentry
Intermediate Carpentry II
Creative Writing Poetry
Creative Writing Prose
Assistive Technology and
Computers
GUID
379
IT
152
MATH
Intrduction to Assistive
Technology and Computers
The changes to the course reflect changes in
technology and to adhere to new curriculum
requirements. Updated description.
X
X
X
Regular course update. CLOs have been updated.
Text updated.
Regular course update.
Regular course update.
Regular course update. CLOs have been updated.
Regular course update. CLOs have been updated.
X
Regular course update. CLOs have been updated.
X
Regular course update. CLOs have been updated.
X
Regular course update. CLOs have been updated.
115
Technical Computer
Aplications Lab
Math Confidence
X
PSYCH
20
Biological Psychology
X
X
X
PSYCH
30
Social Psychology
X
X
X
X
Regular course update. CLOs have been updated.
Regular course update. CLOs have been updated.
Catalog description update.
Regular course update. CLOs have been updated.
SPAN
1A
Elementary Spanish I
X
X
X
X
Regular course update. CLOs have been updated.
Changed wording under Recommended Prep to
make it more clear.
SPAN
1B
Elementary Spanish II
X
X
X
X
Regular course update. CLOs have been updated.
4.1
R
E
V
R
E
P
I
N
A
[ Units ]
Lec/Lab
Hrs
U
C
C
S
U
CR
GE
Comments/ Summary Changes
Discipline Code/ Prerequisite Change
#
SPAN
11A
Beginning Conversational
Spanish I
X
X
Regular course update. CLOs have been updated.
Updated textbook.
SPAN
11B
Beginning Conversational
Spanish II
X
X
Selected Topics. Regular course update. CLOs have
been updated. Updated textbook.
SPAN
99
Latin America Cinema
X
SPCH
BT
BT
BT
BT
BT
BT
BT
CIS
RE
RE
RE
RE
6
80
92
114
150
162
188B
158
86
10
11
12
13
RE
HO
MA
MA
MA
MA
Title/Title Change
N
E
W
Prefix
Small Group Communication
Intro to Windows
Intro to MSWord
Medical Office
Medical Vocabulary
Machine Transcription
Intermediate Quickbooks
Intensive File Management
Web site Design
Real Estate Principles
Real Estate Practices
Real Estate Law
Real Estate Finance
Real Estate Property
17
Management
161 Home Health Aide
155A Medical Assistng IA
155B Medical Assisting 1B
155 Medical Assisting I
165 Medica Assisting II
X
X
X
X
X
X
X
X
X
X
X
X
Regular course update. CLOs have been updated.
Updated textbook.
Regular course update. CLOs have been updated.
Course Inactivaton.
Course Inactivaton.
Course Inactivaton.
Course Inactivaton.
Course Inactivaton.
Course Inactivation.
Course Inactivation.
Course Inactivation.
Course Inactivation.
Course Inactivation.
Course Inactivation.
Course Inactivation.
X
Course Inactivation.
X
X
X
X
X
Course Inactivation.
Course Inactivation.
Course Inactivation
Course Inactivation
Course Inactivation.
X
X
X
4.1
Prefix
#
MA
CIS
ECON
ECON
PSYCH
141
1
1
10
1
Title/Title Change
Billing and Coding I
College Computer Literacy
Macroeconomics
Microeconomics
General Psychology
N
E
W
R
E
V
R
E
P
I
N
A
[ Units ]
Lec/Lab
Hrs
U
C
C
S
U
CR
GE
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Comments/ Summary Changes
Discipline Code/ Prerequisite Change
Course Inactivation.
Distance Education update.
Distance Education update.
Distance Education update.
Distance Education update.
SPAN
2A
Intermediate Spanish I
X
X
X
X
Regular course update. CLOs have been updated.
Changed wording under Recommended Prep to
make it more clear.
SPAN
2B
Intermediate Spanish II
X
X
X
X
Regular course update. CLOs have been updated.
Changed wording under Recommended Prep to
make it more clear.
GUID
146
Applied Study Skills and
Strategies for English
X
This is a proposed academic support class for
students with disabilities with difficulties in the
reading and writing aspects of their college
coursework. Reading comprehension strategy
training, vocabulary development, basic writing
skills and paper formatting will be addressed in
small group environments. The use of technology
for improved reading and writing skills will be
introduced to students, including assistive software
for students with learning disabilities. This is a
positive attendance class.
4.1
Prefix
GUID
#
147
GUID
148
AJ
FT
FT
190S
1
1
NURS
BIOL
199
1
Title/Title Change
Applied Study Skills and
Strategies for Math
Applied Study Skills and
Strategies for Science
PC 832 Arrest & Control
Fire Protection Organization
Fire Protection Organization
Current Topics in Professional
Nursing
General Biology
N
E
W
R
E
V
R
E
P
I
N
A
[ Units ]
Lec/Lab
Hrs
U
C
C
S
U
CR
GE
Comments/ Summary Changes
Discipline Code/ Prerequisite Change
X
This is a proposed academic support class designed
to meet the needs of students with disabilities who
are taking a mainstream math class. Small group
instruction will focus on comprehension of math
concepts at various levels and adaptive strategy
development for both calculations and operational
process enhancement. Basic college arithmetic,
algebraic concepts and word problems will all be
addressed in this class.
X
This is a proposed academic support class for
students with disabilities. It is designed to address
the specific needs of students who are taking
biology, chemistry, microbiology and various
nursing classes. Small group instruction will
enhance the students' abilities in comprehension of
material, retention of material, confidence in
completion of coursework and improved academic
success. It is a lecture lab format allowing for hands
on demonstration when needed.
X
X
X
X
X
X
X
X
Regular course update.
Regular course update.
Distance Education proposal. New modality.
X
Selected Topic Curriculum Proposal. Regular course
update. CLO update.
Regular course update. Revised CLOs.
X
4.1
Prefix
#
MATH
15
Title/Title Change
Elementary Statistics
N
E
W
R
E
V
R
E
P
[ Units ]
Lec/Lab
Hrs
I
N
A
X
U
C
C
S
U
CR
GE
X
X
X
Comments/ Summary Changes
Discipline Code/ Prerequisite Change
Distance Education course update.
College of the Redwoods
Summary of Curricular Changes
4.13.12
DEGREES & CERTIFICATES
NEW = New Program (form 501); SUB = Revised program that has undergone substantive changes (form 510); NONSUB = Revised
program that has undergone non-substantial changes (form 511); INA = Inactivated program (form 511); COMMENTS = nature of proposal
Program Title
N
E
W
S
U
B
I
N
A
X
Non-Substantial Change Real Estate Certificate of
Recognition
X
New Credit Program Electrician Trainee
N
O
N
S
U
B
Comments/ Summary Changes
Discipline Code/ Prerequisite Change
Certificate inactivation. All associated courses are up for inactivation as
well. RE courses have not been taught for several years.
The classes that make up this certificate have been offered at College of
the Redwoods for many years. This is in no way a “new program”. This
is a clustering of established courses that are an integral part of our
ITECH department. Because of new state labor law mandates, the
clustering of these well established courses to meet the Electrician
Trainee requirement will make it possible for our students to receive
financial aid and to work for a licensed contractor in the state of
California.
4.1
4.2
Draft 5/4/12
Resolution Regarding Assessment
Whereas, The College of the Redwoods Mission Statement includes the continuous
assessment of student learning and institutional performance and practices to improve
programs and services;
Whereas, The College of the Redwoods Strategic Plan (2012-2017) includes the
continuous assessment and evaluation of programs to provide effective educational
programs and services for all learners;
Whereas, To fully become the student-centered institutions that their missions require
them to be, community colleges must honestly and openly assess the student learning
they produce. Moreover, community colleges must use the information obtained through
those assessments for institutional improvement and regular, ongoing monitoring of
institutional performance. (National Institute for Learning Outcomes Assessment,
Learning Outcomes Assessment in Community Colleges, July 2011);
Whereas, The California Community College’s Academic Senate views outcomes
assessment as a productive activity that can improve teaching practices and thus enhance
student learning. (Guiding Principles for SLO Assessment, Academic Senate California
Community Colleges, 2010);
Whereas, The use of assessment data as a basis for decision making can empower the
faculty voice in planning and budgeting discussions. (Guiding Principles for SLO
Assessment, Academic Senate California Community Colleges, 2010);
Whereas, The intrinsic value of the assessment process related to service and program
quality improvement is evident throughout the cycle of identifying student learning and
program outcomes, assessing them, interpreting the data, and using the data to improve
programs (College of the Redwoods Assessment Handbook, August 2011);
Resolved, The Academic Senate for College of the Redwoods recognizes the importance
of ongoing student learning outcomes assessment. The discussion of assessment results in
planning is essential to improving teaching, maintaining good professional practice, and
providing outstanding developmental, career technical, and transfer education.
Resolved, The Academic Senate for College of the Redwoods recognizes and commends
all faculty, staff, and administrators for their participation in the continuous assessment
of student learning and program outcomes.
4.3
The Academic Senate
For College of the Redwoods
Bylaws
ARTICLE I
Officers
Section 1. Officers: The officers of the Academic Senate (Senate) shall consist of two
Copresidents.
Section 2. Duties: The duties of the Copresidents shall be as follows:
1. To preside at all Senate meetings;
2. To be non-voting, ex-officio members of all Senate committees;
3. To appoint all faculty and associate faculty who serve as representatives of the
faculty to District committees, subject to review of the Senate;
4. To represent the faculty at the following:
a. Board of Trustee (Board) meetings;
b. College Council meetings; and
c. Other District committee meetings as appropriate;
5. To maintain communication with the Chief Academic Officer and with the
President/Superintendent on a regular basis;
6. To maintain communication with the Senate support staff and other District
offices;
7. To prepare Senate meeting agendas as prescribed by law; and
8. To post and distribute Senate meeting documents as prescribed by law.
ARTICLE II
Committees
The Senate shall have the following standing committees: Executive Committee,
Academic Standards and Policies Committee, Curriculum Committee, Faculty
Development Committee, Faculty Qualifications Committee, CRFO/Academic Senate
Liaison Committee, Professional Relations Committee, Tenure Review Committee,
Associate Faculty Committee, and Multicultural and Diversity Committee. For the
purposes of committee representation, the following units constitute divisions: Athletics
and Physical Education; Arts, Languages, and Social Sciences; Business and Technology
Career and Technical Education; Del Norte; Eureka Nonteaching; Health and
Emergency Response Occupations; Humanities and Communication; Mathematics,
Science and Engineering; Mendocino Coast; Nursing and Health Occupations; Public
Safety Center.
Nonvoting, ex-officio committee members may make motions and participate in
discussions, but shall not count towards a quorum. Substitutions will not be allowed on
any Senate committee.
4.3
Section 3. Curriculum Committee
A. Membership: Terms of each faculty member, including the chair, shall be two
years with staggered terms expiring July 1. The Committee shall consist of the
following members:
1. The chair appointed from the Committee’s members past or present by the
Copresidents and confirmed by the Senate;
2. One faculty from each division, selected by the division. If a division
chooses not to fill the position, the Copresidents may appoint a faculty
member from any division to fill that vacancy. With the exception of the
chair, no division shall have more than two representatives.
3. The Chief Academic Officer, who shall serve as a nonvoting, ex-officio
member; and
4. College articulation liaison, who shall serve as a nonvoting, ex-officio
member.
5. The Curriculum Committee chair may request a MIS Admissions and
Records representative, who shall serve as a nonvoting, ex-officio
member.
B. Duties and Purposes: The Curriculum Committee is concerned with the
development of and continual improvement of educational programs and the
curriculum. The major functions of the Committee are the following:
1. To make recommendations to the Senate regarding additions,
modifications, or deletions to the curriculum;
2. To advise the Senate and the administration on issues related to
curriculum and educational programs;
3. To maintain an on-going evaluation of the college curriculum;
4. To assist in the development and long-range planning of the overall
educational program of the college; and
5. To advise faculty who are developing groupings of classes into cohorts or
other linked units.
6. The specific functions of the Curriculum Committee are to act on the
following proposals:
a. Creation, modification or deletion of programs, courses, or
certificates;
b. Revision of a catalog description to reflect changes in the nature
of a course;
c. Changes in hours and/or units of a course;
d. Changes in the requirements of an existing certificate or degree
program;
e. Changes in prerequisites, corequisites, and recommended
preparation;
f. Assignment of courses to disciplines; and
g. Significant changes in the course outline related to grading
standards, method of evaluation, or instructional materials.
4.4 a
Forwarded to Academic Senate 4/20/12
ASPC BP 4235 draft 4/13/12
COLLEGE OF THE REDWOODS
Board of Trustees Policy No. 526
CREDIT BY EXAMINATION
Credit may be earned by students who satisfactorily pass authorized examinations. The
President/Superintendent shall ensure that administrative procedures are established to
implement this policy.
The Board of Trustees recognizes that students bring to the College a diversity of
academic skills, abilities, and educational backgrounds. The Board hereby authorizes the
development of a credit by examination program as a means to provide students with
various educational opportunities in order to:
accelerate completion of educational goals,
provide college credit through special course examinations,
offer flexible and responsive educational opportunities that meet student needs, and
ensure student success without lowering academic standards.
The Academic Senate, in consultation with the Administration and subject to approval by
the Board of Trustees, shall develop regulations and procedures to implement this policy.
Adopted by Board of Trustees: August 15, 1977
Amended: May 6, 1996
4.4 b
Forwarded to Academic Senate 4/20/12
ASPC AP 4235 Draft 4/13/12
COLLEGE OF THE REDWOODS
Administrative Regulation No. 526.01
CREDIT BY EXAMINATION
Credit by Examination may be obtained by one of the following methods:
1. External credit by examination
•
Advanced Placement Examination (AP)
•
International Baccalaureate Examination (IB)
•
College Level Examination Program (CLEP)
2. Tech Prep High School to College Articulation (Articulation) credit by examination
General Provisions for Credit by Examination:
•
College of the Redwoods faculty in the appropriate discipline will determine the
course(s) eligible for credit by examination.
•
Courses eligible for credit by examination are approved by the Curriculum Committee
•
A maximum of nine units earned from credit by examination may apply to the Associate
degree.
•
The units granted by examination will be the same as the units the student would have
earned by successful completion of the course.
•
The student’s academic record shall clearly indicate that the credit was earned by
examination. No grade will be given.
•
Units earned under this policy are not considered part of the student's official program
and will not be used for registration certification for the Social Security Administration,
the Department of Veterans Affairs, financial aid eligibility, athletic eligibility, dorm
residency, or similar programs.
•
Credits acquired by Articulation shall not be counted in determining the 15 semester units
required in residence or the 12 units required in residence in the major for an Associate
degree from College of the Redwoods.
•
Requests for credit by examination cannot be made under the following conditions:
a.
for a course in which the student has previously received a letter grade other
than "W";
1
4.4 b
b.
c.
d.
e.
•
Forwarded to Academic Senate 4/20/12
ASPC AP 4235 Draft 4/13/12
for a course that is a prerequisite for one the student has already taken;
for a course in which the student is currently enrolled;
in instances where credit has already been granted for the class, totally or
partially, or from another examination; or
for a course to be used in the academic renewal process.
Each transfer institution determines whether they will accept and how they will apply
credit by exam units.
External credit by examination – AP, IB & CLEP
•
The required score necessary for achievement of credit by examination shall be
determined by College of the Redwoods faculty in the appropriate discipline and
approved by the Curriculum Committee.
•
A list of approved examinations, required minimum score, units earned, and course
equivalency/GE requirement will be maintained by the Curriculum Committee and
published in the college catalog.
Tech Prep High School to College Articulation
The nature and content of the examination shall be determined solely by College of the
Redwoods faculty who normally teach the course in the discipline for which credit is to be
granted.
If College of the Redwoods credit is requested, the appropriate referring institutional program
faculty member must submit a credit by examination petition to the Tech Prep coordinator. An
explanation of the Articulation credit by examination process, forms, and a list of all eligible
courses is maintained on the tech prep web site www.redwoods@edu/techprep.
Eligibility to Receive Credit by Examination Based on Articulation:
•
The student must be currently registered in the college and in good standing.
•
The course must be approved for articulation by discipline faculty.
•
The course must be listed in the college catalog.
•
To receive credit by examination based on the Articulation agreement, the student must
have successfully completed the appropriate high school course(s) and successfully
completed the appropriate examination.
•
The student may attempt each examination only once.
2
4.4 b
Forwarded to Academic Senate 4/20/12
ASPC AP 4235 Draft 4/13/12
Articulation Oversight Process
•
The appropriate deans will create and update the list of courses that have current
articulation agreements.
•
The Curriculum Committee shall annually review the list of courses that have articulation
agreements for currency and compliance with curricular standards.
•
Changes to the course outline, instructional methodologies, course content, student
learning outcomes, or faculty by either institution require re-articulation.
Examinations authorized for articulated high school courses:
In order to have a course eligible for credit by examination, a faculty member in the appropriate
discipline shall complete the “Credit by Examination” section in the course outline and forward
the course outline to the individual in their area responsible for the next step in the curriculum
approval process. Upon approval of the updated course outline, the curriculum committee shall
update the “Credit by Examination Table” to reflect the information recorded in the respective
course outline.
In order to maintain the integrity of academic standards and adequate administrative oversight,
the following procedures, in accordance with Education Code §55753, will be followed when
providing students with the opportunity to receive credit by examination. These regulations
apply to all credit-by-examination petitions.
General Provisions for Credit by Examination:
A. Credit by examination may be obtained by successfully completing examinations
authorized for approved articulated high school or regional occupational programs
(ROPs) or by successfully completing examinations developed by organizations external
to the Redwoods Community College District (RCCD) (e.g., Advanced Placement tests,
College Level Examination Program tests, or College of the Redwoods approved
examinations from other organizations).
B. Courses eligible for credit by examination are determined by faculty at College of the
Redwoods.
C. Courses eligible for credit by examination are approved by the curriculum committee.
3
4.4 b
Forwarded to Academic Senate 4/20/12
ASPC AP 4235 Draft 4/13/12
D. Students will receive credit only for approved and active College of the Redwoods
courses. Credit will be granted only to students who are enrolled and who are in good
standing at College of the Redwoods.
E. Units granted in accord with this policy cannot be used to establish the fifteen (15) units
of residency credit required for a degree.
F. Grades are not issued for credit by examination. The student's permanent academic
record will clearly indicate that credit was awarded by examination. It will also indicate
which examination was used to award the credit.
G. Requests for credit by examination cannot be made under the following conditions:
a.
for a course in which the student has previously received a letter grade other
than "W";
b.
for a course that is a prerequisite for one the student has already taken;
c.
for a course in which the student is currently enrolled;
d.
in instances where credit has already been granted for the class, totally or
partially, from another examination; or
e.
for a course to be used in the academic renewal process
4
4.4 b
Forwarded to Academic Senate 4/20/12
ASPC AP 4235 Draft 4/13/12
H. The number of credit units granted by examination will be the same as the number
of credit units the students would have earned by successful completion of the
course.
I. Units earned under this policy are not considered part of the student's official
program and will not be used for registration certification for the Social Security
Administration, the Department of Veterans Affairs, financial aid eligibility,
athletic eligibility, dorm residency, or similar programs.
Examinations authorized for high school or regional occupational programs (ROP):
The nature and content of the examination shall be determined solely by College of the
Redwoods faculty who normally teach the course in the discipline for which credit is to
be granted.
If College of the Redwoods credit is requested by an approved articulated high school,
adult school, or ROP, the appropriate referring institutional program faculty member
must submit a credit by examination recommendation form.
In order to have a course eligible for credit by examination, a faculty member in the
appropriate discipline shall complete the “Credit by Examination” section in the course
outline and forward the course outline to the individual in their area responsible for the
next step in the curriculum approval process. Upon approval of the updated course
outline, the curriculum committee shall update the “Credit by Examination Table” to
reflect the credit-by-examination information recorded in the respective course outline.
Advanced Placement (AP), CLEP and Other Approved Examinations
Faculty in the appropriate discipline will determine the course(s) eligible for credit by
examination and the minimum score requirement for each course in their discipline.
In order to have a course eligible for credit, a faculty member in the appropriate
discipline shall complete the “Credit by Examination” section in the course outline and
forward the course outline to the individual in their area responsible for the next step in
the curriculum-approval process. Upon approval of the updated course outline, the
curriculum committee shall update the “Credit by Examination Table” to reflect the
respective information recorded in the course outline.
Approved: August 15, 1977
Revised: 5/6/96; 6/4/02; 3/7/06
5
DRAFT Education Master Plan Goals and Objectives for College of the Redwoods – April 27, 2012
Goal 1 Ensure Student Success
College of the Redwoods will employ programs, services, and organizational structures to meet the needs of learners and
ensure student success.
Objectives
Desired Outcomes
Potential Action Plans and Initiatives
Indicators (and targets)
1.1 Provide structured
academic pathways
Students will identify their educational
goals, and all students with an
identified degree or certificate goal
will develop a student educational
plan in their first semester.
College practices and procedures
support students.
Build a process to enable students to develop
student education plans.
By Spring 2017 all full-time students will
have a student education plan in place
in their first semester.
Improve First Year Experience Program.
Perceived student engagement (NSSE
or SSI) among students in their first
year of college.
1.2 Improve support for
students
Implement an early alert system to identify and assist
at-risk students.
1.3 Focus basic skills
education.
1.4 Increase degree
and certificate
completions.
1.5 Professional
development
programs will be
focused on
improvement of
educational
effectiveness
All students go through appropriate
matriculation processes.
More students will complete
remediation within one year of
admission.
The college will increase the number
of degrees and certificates awarded.
The college will increase the number
of career and technical degrees and
certificates awarded
College will provide training, support
and mentoring opportunities for
instructional improvement and
innovation.
Redirect staff resources to support demonstrated
student outcomes.
Develop a mandatory student orientations for face-toface students and on-line students
Develop innovative approaches to basic skills
education based upon best practices.
Aggregate student education plan data will inform
course schedules development.
Degree audit will be utilized to inform and advise
students.
Develop appropriate methods to recruit, orient, and
advise students in CTE programs.
Professional improvement activities will be
documented and the impact on the improvement of
educational effectiveness will be assessed
By 2017 all full-time students will have a
student education plan in place.
The percentage of incoming students
achieving Basic Skills competencies
within one year will rise to the statewide
average.
All programs will have published course
rotations.
Degrees and certificates awarded.
CTE students receive advising that
supports goal identification and
completion.
Faculty and staff participating in college
training in instructional improvement.
Professional development participation
documented in faculty performance
evaluations.
Funding allocated for professional
development related to improved
educational effectiveness.
5.1
5.1
1.6 Improve success
among special
populations
The college embraces equity and
diversity with effective policies and
practices.
Develop alternative ways to provide professional
development and mentoring to part-time faculty to
ensure all new associate faculty receive an
orientation to the college, to institution-wide
assessment and to their respective departments’
assessments plans and processes.
Surveys and public forums will be held to determine
needs and interests of special populations.
Strengthen and augment services to enhance access
and success for underrepresented populations.
Part-time faculty trained.
Student Equity Plan measures.
Participation of underrepresented
groups will increase by 2% per year.
5.1
Goal 2 Develop programs and services to meet community needs
College of the Redwoods will provide, in partnership with the community, training and education to contribute to the
economic vitality and lifelong learning needs of the community.
Objectives
Desired Outcomes
Potential Action Plans and Initiatives
Indicators (and targets)
2.1 Survey community
needs
The college gains knowledge about
the training needs of the various
communities the college serves.
Business Training Center program
revenue will grow by 10% per year
through fiscally sustainable growth.
2.2 Expand business
training center
operations for
contract training
and for incumbent
workers
2.3. Develop not-forcredit programs
Workshops meet the training needs of
business and industry.
Evaluate and offer certifications needed to support
local incumbent workers and industries.
Develop trainings in areas where certified
employees are needed by local employers.
Develop technology systems to provide bundled
education and training for smaller communities.
Create CEU training opportunities to meet the
region’s needs.
Collaboration between curricular and
co-curricular education to meet the
training and education needs of the
community.
Develop internal articulation agreements between
credit and non-credit or not-for-credit instruction.
Career and technical programs are
prioritized to meet workforce training
needs.
Work with regional partners and the Centers of
Excellence to analyze real-time labor market data.
Number of programs that are articulated
between credit and not-for-credit.
Number of programs/courses that can
flexibly move in response to the college’s
enrollment cap.
Number of TLUs allocated for training in
strong or growing occupations
Align activities with state and federal initiatives to
support workforce training.
Number of TLUs de-allocated from
obsolete programs.
Discontinue obsolete programs and build programs
in emerging industries.
Number of programs added to support
emerging industries and number of
obsolete programs terminated
Non-credit FTES
2.4 CTE Programs
respond to
community training
needs
2.5 Develop non-credit
programs.
The college will create non-credit
programs to meet the lifelong learning
needs of the community.
Assess needs and identify priorities for ESL, GED,
short-term vocational training, and job readiness,
CR Plus.
Collaborate with faculty to develop needed
curriculum.
Number of contract training clients and
incumbent workers trained will grow by
10% per year.
Fiscal sustainability of non-credit
programs.
5.1
Goal 3 Practice Continuous Quality Improvement
College of the Redwoods will continually assess student learning and institutional performance and practices to improve upon
the programs and services we offer.
Objectives
Desired Outcomes
Potential Action Plans and Initiatives
Indicators (and targets)
3.1 Improve tools for
assessment
reporting
3.2 Student learning will
be a visible priority
in all practices and
structures.
Standard reports are available to the
college community
Improve query reporting tools
Availability of web-based reporting tools.
Faculty will ensure that all curricula
and programs demonstrate robust
assessment activities and continued
improvement.
Faculty will update all curricula and programs on a
regular basis.
All courses and programs will be updated
at least once every five years.
3.3 Student learning
outcomes and
assessment are
ongoing,
systematic, and
used for continuous
quality
improvement
Degrees and certificates are current,
relevant, and recognized by the
Chancellor’s Office.
The College will implement a program revitalization
and discontinuation procedure.
Update all curricula and programs.
Program revitalization and discontinuation
process will be implemented in 2012-13.
Employer satisfaction for CTE programs.
Submit all certificates of 12 or more units to the
Chancellor’s Office for approval.
Institutional Key Performance Indicators
3.4 Systematically use
data to inform
decision making.
Certificates that are required for
external accreditation, but are not
recognized by the Chancellor’s Office
will be tracked through Admissions
and Records.
Faculty regularly conduct authentic
assessment of student learning
outcomes.
Data provided by the program review
committee and assessment
committee will be used to inform
planning processes.
Faculty and staff responsible for assessing student
learning outcomes will be provided with training
and orientation to assessment techniques and
procedures.
Develop a means for retrieving course outline of
record information in CR’s database.
Schedule institutional flex days for assessment
activities.
Utilize standardized data sets from IR.
Institutional dialogue on appropriate use of data
and data informed decision making.
3.5 Provide continual
and inclusive
training
opportunities
regarding
assessment
Faculty and staff employ best
practices in assessment.
Units and departments will participate in all
assessment and program review related activities.
Online training is made available to faculty and
staff.
Refresher training will be provided on assessment.
Number of courses updated through the
assessment process
Updates to certificates of 12 or more units
will be sent to the Chancellor’s Office
each spring.
Availability of reports
Demonstrated quality improvement
initiatives resulting from institutional
dialogue.
Institutional data sets are evaluated and
updated regularly
All planning activities will link to
measureable objectives or outcomes
assessment.
All course and program outcomes are
assessed during a two-year cycle.
Participation in program review.
Staff and faculty participation in
assessment related training and activities.
Assessment training sessions offered.
5.1
3.6 Increase number of
institutional
employees who
have accreditation
experience
Faculty and staff will participate on
accreditation visit teams.
The district will recommend faculty and staff to
participate on ACCJC visiting teams.
Encourage and support participation in
ACCJC/WASC trainings
If the ACCJC extends an invitation, the
employee and the district will make every
effort to participate on ACCJC visit team.
Employees participating in visiting teams
will lead a flex day session on lessons
learned.
5.1
Goal 4 Maintain Technological Relevance
College of the Redwoods will support the learning environment through appropriate technology and facilities.
Objectives
Desired Outcomes
Potential Action Plans and Initiatives
Indicators (and targets)
4.1.Provide lab
equipment and
technology to
effectively support
instructional needs
Students acquire skills relevant to
current industry and workforce
standards
Update lab inventories, consult with advisory
committees and document needs in district-wide
program review.
Job placement for CR program
completers.
Lab repair and upgrade plan will be comprehensive
and fiscally sustainable.
Develop relationships with regional industry
leaders to ensure technology is current.
Budget plans related to technology
replacement and upgrade cycle
4.2 Update the
comprehensive
technology
replacement plan
4.3 Enhance distance
education or
eLearning
Faculty will have appropriate tools
available
Students will have access to tools
they need.
Faculty and staff utilize the college’s
robust hybrid and fully online
programs.
Students are successful in eLearning
programs
4.4 Effectively utilize
technology in
teaching
Faculty and staff will effectively utilize
technology in teaching to improve
educational effectiveness and reduce
the total cost of education.
Work with the foundation to develop industry
financial support of program needs (donations or
purchases of equipment, etc.
Consider total cost of ownership for specialized
equipment
Assess computer platform and software needs.
Update replacement schedule
Update software acquisition plan
Explore the possibility of requiring full-time
students to obtain mobile devices
Assess student readiness for eLearning
Enhance mandatory DE/technology orientations for
students
Consider specific initiatives related to fully online
and robust hybrid programs
Evaluate and assess online course functionality.
Increase opportunities for faculty participation in
distance education and technology staff training on
technology and trends
New full-time and part-time faculty will participate in
orientation on the use of technology in teaching
Job placement for CR program completers.
All specialized equipment purchases include
an extended warranty when available.
Updated comprehensive technology plan
Average age of computers and supporting
infrastructure
Currency of software in instructional labs
and classrooms
Students reporting personal access to a
mobile device.
Improved retention and success in
eLearning courses.
Percentage increase in faculty teaching at
least one fully online or hybrid course.
Increased FTES in fully online and hybrid
programs.
Percentage increase in faculty completing
technology orientation training.
Percentage increase in faculty engaged in
eLearning and other technology tools in
teaching.
Explore alternatives to ITV for instructional delivery
Staff and faculty training on use of technology
Upgrade all classrooms to “smart classrooms”, as
appropriate.
Number of “smart” classrooms
Number of course sections where faculty
integrate smart features into instruction.
5.1
Goal 5 Increase Student Participation in Campus Activities
College of the Redwoods will support student success by engaging students in the college environment.
Objectives
Desired Outcomes
Potential Action Plans and Initiatives
Indicators (and targets)
5.1 Improve student
engagement among
all students.
Students demonstrate increased
engagement.
Develop separate approaches to increase
engagement of full and part time students
Full-time and part-time student
persistence.
Perceived student engagement (NSSE or
SSI ).
Explore/enhance co-curricular activities
Implement student mentor/tutoring programming.
5.2 Develop a vibrant
student center.
5.3 Increase student
engagement in the
community
Students have gathering spaces for
collaborative work and other activities.
Increased development of community
projects through clubs and
organizations
Increased enrollment in work
experience programs
Online tutoring will be available to
students
Design upgrades to the student center.
Student center usage.
Explore opportunities for other gathering or student
activity spaces.
Develop cooperative work experience programs
based upon best practices.
Use marquees in the cafeteria and around campus
to publicize upcoming campus community events.
Number of students participating in
cooperative work experience programs.
Number of employers hosting CR
students for work experience
Promote the opportunity for enrolling in WE credits
5.4 Faculty and staff
will model positive
engagement in the
college community
The community will be aware of CR
faculty and staff engagement in the
community.
Explore the potential for service learning
Publicize CR employees’ involvement with student
clubs, organizations and college-wide projects
Faculty and staff support curricular and
co-curricular activities.
5.2.1
REDWOODS COMMUNITY COLLEGE DISTRICT
Administrative Procedure
Proposed AP 4102
OCCUPATIONAL/VOCATIONAL TECHNICAL PROGRAMS
The Board of Trustees of Redwoods Community College District, in order to ensure the
relevance of Career and Technical Education (CTE) programs to local workforce and community
needs and to promote effective communications with the community, authorizes the
Superintendent/President, as its agent, to appoint citizens of the community to serve as members
of CTE Program Advisory Committees.
To maintain program relevance and vitality, and to meet state and federal CTE program
requirements, all CTE programs offering a degree and / or certificate, or those CTE programs
that are required by the district to participate in the program review process, will have an active
program advisory committee.
1. Advisory Committees shall fulfill the following roles:
•
Review the goals and objectives of the program while focusing on the College Mission,
Vision, and Values.
•
Provide input to ensure that the program meets the present and future needs of the
business/ industry sector they represent in the community.
•
Review Student Learning Outcomes (SLO) and Program Learning Outcomes (PLO) for
relevance of education and training needed by the business/ industry sector they represent
in the community.
•
Provide faculty and administration with appropriate information about trends and changes
in the business/ industry sector they represent in the community.
•
Enhance public relations by developing community understanding and support for the
program.
2. Advisory Committee Member Appointment/Approval Process:
Prior to the end of the spring semester:
•
Advisory Committee members for the next academic year are nominated by
program faculty, department chairs, or members of the community.
•
Nominations are discussed between faculty and the division dean.
•
Committee member recommendations are then forwarded to the president for
appointment to the committee.
5.2.1
3. Committee Chair:
•
The committee chair shall be an industry representative.
•
In the case of large advisory committees, members may elect one or two
chairpersons.
•
In the case of a co-chairperson, a faculty member shall serve as co-chair.
•
Program faculty are resource persons for the committee and shall not serve as
voting members.
4. The program lead faculty member is responsible for calling meetings and working with
the committee chair to prepare meeting agendas and ensuring that meeting minutes are
taken.
5. Advisory Committee members are appointed for three year terms. Member reappointment must be supported by the dean, and must follow the approval process
described above.
6. New members are appointed on a staggered schedule to ensure continuity as well as a
change in membership.
7. Committee membership will include any requirements of outside funders.
8. The President/Superintendent of the College of the Redwoods shall serve as ex-officio member of
all Advisory Committees.
9. Each division will submit an annual report of committee activities to the president and Academic
Senate. The Academic Senate will submit a summary of the various Advisory Committee
reports, including all serving Advisory Committee members, to the Board of Trustees.
10. Notices, recommendations, and minutes of meetings will be maintained in the dean’s office for
public review.
11. Advisory committees will have a minimum of 10 members, at least half of which are industry
representatives. The composition and size of membership shall be determined by the dean based
on program need and the communities represented by the program.
12. Committee membership should include middle school and high school instructors identified in
program pathways and articulation.
13. CTE Program Advisory Committees shall convene at least once annually and usually twice
annually, once during the fall semester and once during the spring semester.
14. College of Redwoods employees or relatives of program faculty and staff may not serve as voting
Advisory Committee members.
College of the Redwoods requires that the competence of students completing vocational and
5.2.1
occupational programs be documented through successful completion of rigorous written
and hands-on assessment based on established course level and program level learning
outcomes.
References: Title 5, Sections 55600 et seq.
Approved: XX/XX/XX
Former BP 903 “Educational Program Advisory Committees”
Adopted by the Board of Trustees: August 15, 1977
Amended: June 3, 1996
COLLEGE OF THE REDWOODS
Board of Trustees Policy No. 903
EDUCATIONAL PROGRAM ADVISORY COMMITTEES
In order to ensure the relevance of educational programs to local markets and to promote
effective communications with members of the community, College of the Redwoods may
establish advisory committees
for any program which the Board thinks would profit from such support. The role of advisory
committees is to provide advice to the program faculty on the skills and knowledge required in
the workplace and on new directions and developments in the field. Advisory committees also
function to support programs through assistance in fund-raising, scholarships, job placements
and internships.
Advisory committees shall fulfill the following roles:
1. Determine community needs.
Advisory committee members shall advise the program as to its effectiveness in preparing
students for successful entrance into that vocation. The input of the committee will assist the
faculty in modifying programs to more effectively serve the present and future needs of the
community.
2. Review the content of courses and programs.
Advisory committees review the curriculum and provide advice to the program faculty. The
committee will make general recommendations for keeping instruction current and focused on
the future needs of the business or industry.
3. Review standards of student achievement and help to place students.
Advisory committees provide input on setting standards for the training of students. When
students have successfully completed a program, advisory committees help to obtain
employment for students.
4. Provide guidance and technical support for faculty.
Advisory committees provide technical assistance to the faculty. The committees provide up-
5.2.1
to-date information regarding changing technology and may provide important assistance to new
faculty.
5. Enhance public relations.An advisory committee is the College of the Redwoods way of
ensuring that the program meets the present and future needs of the community. It emphasizes
the natural and historic link between the college and the community. The establishment of
advisory committees also recognizes that the greatest asset any educational system can have is an
enthusiastic and well-served public.
Advisory committees shall operate under the following guidelines:
1. Any program may have an advisory committee. Programs may establish an advisory
committee on the recommendation of the Academic Senate and approval by the Board of
Trustees
2. Advisory committee members shall be a. nominated by program faculty, department chairs,
or members of the community from the appropriate field.
b. appointed by the dean or associate vice president
c. approved by the President
3. Committee members will be appointed for two year terms. Member reappointment must be
supported by a letter from the dean or associate vice president, and must follow the approval
process described in #2
above.
4. Committee members may elect one or two chairpersons. In the case of a co-chairperson
committee, a faculty member shall serve as one of the chairs. Faculty are resource persons for the
committee and shall not serve as voting members.
5. The President/Superintendent of the College of the Redwoods shall serve as ex-officio
member of all advisory committees
6. Each advisory committee will submit an annual report of committee activities to the
Division Dean or Associate Vice President and Academic Senate. The Academic Senate will
submit a summary of the
various advisory committee reports to the Board of Trustees.
7. The Academic Senate shall serve as liaison between the Board and all advisory committees.
Notices and minutes of meetings will be submitted to the Vice President of Academic Affairs,
and maintained in the Dean or Associate Vice President's office for public review.
Adopted by the Board of Trustees: August 15, 1977
Amended: June 3, 1996
College of the Redwoods
Program Review Committee
Executive Summary
6.3
Mission Statement The College of the Redwoods’ Program Review Committee leads and facilitates authentic assessment as it relates to student success and
planning at the institution for all subject and service areas. The committee reviews Annual and Comprehensive Program Reviews that provide the strong
foundation upon which College of the Redwoods develops, identifies, states and documents quality improvement plans and goals including providing the direction
of prioritization of funding, and support needs as organized under the strategic planning objectives. (Mission Statement Adopted November 6, 2009)
Objective: To provide an Executive Summary of all the Program Reviews submitted for the academic year of 2010/11. The summary includes common themes
found in Trends, Assessment, and Budget.
Trends: 2011 Summary and
Recommendations
• Concern regarding accuracy of
data tables was noted.
2011 Additional
Comments
• New IR Director will
be directly involved in
identifying and
correcting problematic
data.
2012 Improvements to
Address 2011
Recommendations
• The new IR Director
corrected problematic data
regarding faculty staffing
ratios.
• Success rates for on-line courses
(for every discipline) are clearly
• The trend indicates online
success rates are improving
lower than for face-to-face
overall. Online success is
courses. This is an institution-wide • What do we do with
issue that needs careful analysis
inconsistent data or
varied; some programs had
variations in data when
better success than others.
and remedy as we move forward
Now that more quantitative
with expanding our on-line
the population is too
small [how do we
data is available, further
offerings.
make meaningful
analysis needs to take place.
comparisons when only • Templates were streamlined.
• A more comprehensive and
a few courses are preformalized process to collect
Service area templates were
populated or when
degree and certificate completion
also revised to include more
courses are only
rates, transfer rates, and a followquantitative data.
offered every few
up system for our graduates,
years, etc.] (Note: this
including graduate and employer
was also identified in
survey data, needs to be
last year’s executive
implemented for all programs
summary).
district-wide. (This was noted in
the 2010 Master Executive
2012 Additional
Recommendations/Comments
• Basic Skills data sets need to be
modified to show actual math and
English level achieved prior to
completing course being reviewed
to provide better correlation
between basic skill completions
and success.
Basic Skills Data: English – of
incoming students in 2010-11 47%
test at or one step below college
level, whereas only 17% of
students test at or one level below
college in math. 20% of incoming
students have no test on file
(which would include transfer
students).
• Further template revisions will
include 1) an area to highlight
improvements based on
assessment; 2) show stronger links
between assessment and
6.3
Summary.) Some programs are
starting to collect this data, but a
standardized system that features
the coordinated efforts of both
individual programs and the
Institutional Research Department
needs to be designed. Additional
staffing in the IR department will
likely be needed to accomplish
this.
• More quantitative data and data
analysis is needed for the Student
Services and Administrative
Services Program Review reports.
Longitudinal data such as
“numbers of students (or other
constituents) served” should be
included alongside the narrative
analysis in these reports. More
consistency of format between the
Instructional, Student Services,
and Administrative Services
Program Review templates is
needed for more thorough analysis
of available data. Tracking and
analysis of this type of data has
started in some Student Services
and Administrative Services
departments, but more needs to be
done.
• The Trends analyses that are
currently being generated by the
PRC need to move through
institutional planning and 3)
provide Student Equity Data
within the data sets and discussion
of success related to special
populations.
• Rename “Needs Addendum” to
“Resource Request.” Include
initial resource request with
Program Review. Modify
resource requests to include
reasoning and justifications linked
to strategic plan, educational
master plan, SLO’s and PLO’s for
all requests. In addition, establish
additional information within
requests that demonstrates total
cost of ownership. Define
resource requests to better
match resource items
considered by the BPC
($2,000.00+?). Define a separate
process where operational
budgets are proposed by Deans,
VPs, etc. based on program
review summaries. The
“Resource Request” should not
include operational budget
items.
6.3
established Integrated Planning
channels so they can inform other
committee work on campus, and
inform district-wide institutional
planning.
• A mechanism for responding to
(and following up on) PRC
Trends analyses and
recommendations needs to be
implemented for individual
Programs and Program Review
authors. We know that
Programs have access to the PRC
Trends analysis, but how do we
know whether (and in what
ways) Programs are responding
to these analyses and
recommendations? An added
follow up section within the
annual template along the lines
of “How have you responded to
last year’s PRC
recommendations?” might help
to capture this information. A
written follow-up response
addressing the
recommendations (and how
they might be implemented)
could be another remedy for this
issue.
• Several programs have been
• PRC would like
“flagged” by the PRC using very
direction where/to
specific rubrics: 1) enrollment, 2)
whom these concerns
need, 3) fulltime faculty support,
should be directed.
• Passage of AP 4021 clarifies
roles and responsibilities for
program discontinuance and
revitalization.
6.3
4) cost/FTES ratio, 5) ability to
maintain appropriate equipment
and/or facilities.
The PRC recognizes its
roll in assessment
evaluation, but is not a
recommending body.
• Some programs provided only
• Del Norte and
• Templates were revised to
limited information from Centers.
Mendocino need to be
include identification of Del
more involved in the
Norte and Mendocino faculty
process of program
and staff that took part in
review. One example
reviews.
in the case of program
assessment for
bookstore operations
there was no
information from either
site.
• Many programs reviews included
• CR has formed a Professional
the need for professional
Development Committee,
development training (especially
chaired by the Human
in the area of technology services).
Resources Director, to assist
in the planning, scheduling
and assessment of the
District’s professional
development activities.
The Professional
Development Committee is
comprised of members of the
three faculty/staff
development committees/task
forces currently existing.
• There was clear improvement in
• Continued improvement due
the use of labor market data,
to links for data provided by
however there are still deficiencies
IR for authors.
and improvement on data
interpretation should be
encouraged.
• Programs should continue to
ensure district wide participation
in the program review process.
6.3
• Generally, CR data shows fairly
high retention for classes.
However, success rates vary.
• Retention and success
data may not be
accurately representing
student trends.
Students that stop
attending classes
(following census) are
counted in retention,
but obviously fail the
class, therefore
negatively affecting
student success.
Recommendation is for
more specific data that
will identify students
with “last attended
dates” other than the
final meeting. This
should more accurately
assess student
“success,” and more
accurately represent
“true” retention.
• Several programs have expressed
concern regarding dwindling
student support services (DSPS,
Crisis Counselor, Academic
Counseling, Matriculation officer).
• New AP 5057 Credit Course
Adds and Drops was passed.
Better student attendance data
will improve the accuracy of
retention and success data.
• Several programs continued
to express concerns about the
need for more student support
services (DSPS, EOPS, Crisis
Counselor, Academic
Advisors and Counselors,
Instructional Support).
• Several programs
would benefit from
improved articulation
with other schools.
• Fill rates increased as section
numbers decreased.
6.3
Budget: 2011 Summary and
Recommendations
• Concern over long term
obligations of grant-funded
positions; as well as programs that
are primarily supported by grant
funds. This is a concern for the
committee due to district
sustainability. No district funds
have been identified through the
program review process to replace
the monies generated by various
grants to sustain programs and/or
personnel once outside funding
has ended. In the past, this
procedure has been done outside
of the planning process.
• Furthermore, additional
concerns regarding the
sustainability of facilities and
equipment purchased by DIEM
and Measure Q funds. This too
has been done outside the
planning process in previous
years and needs to become part
of the current planning process.
• Many (most) programs are short
staff and/or faculty. With the loss
of positions that are not replaced,
the workload issues are directly
impacting productivity and
morale.
2011Additional
Comments
2012 Improvements to
Address 2011
Recommendations
2012 Additional
Recommendations/Comments
• Inclusion of a review
• New position was created to • Concern remains regarding
of long term financial
oversee grants and
dependency for CTEA and other
obligations of grant
planning.
grant funds.
funded programs
prior to program
approval. Secure
funding of long term
programs should be
part of the planning
process, especially
programs that require
specialized
equipment and
maintenance that are
not supported by the
grant.
• Budget issues are an
obvious concern, but if
personnel cannot be
replaced, serious
consideration of
workload obligations
6.3
• Several programs identified
equipment and facilities concerns
that could be safety issues.
• Several programs identified
concerns regarding equipment
replacement and/or maintenance
costs.
Funds are inadequate for the
following:
• New technology and routine
updates district-wide.
• Maintaining facilities and
equipment repairs district-wide.
• Equipment replacement and
updates district-wide.
• departmental expendable items
(printing, light-bulbs, paper)
• Departmental nonexpendable
items (i.e. library resources).
• Faculty and staff
development district wide.
• Currently, funding requests for
non-expendable and capital
items requested in the Program
Review documents are not
linked to the assessment and
quality improvement plans
must be addressed.
Goals addressed in the
program reviews may
not all be
accomplished.
• Facilities and Budget
Planning committees
will receive program
review summaries for
consideration in the
prioritization process.
• Consider cost of
insurance for
expensive, program
dependent equipment.
* It was noted that many
of the findings were also
identified in the
2009/2010 academic year
as well.
• Concerns remain over equipment
replacement.
• Continued and increasing needs
for technology and technology
support were a common theme.
6.3
identified by the program.
• Many departments and programs
share discretionary budgets district
wide. This has made it difficult
for authors to determine if their
programs’ actual budget is
adequate. The recommendation is
for the district to resolve this
convoluted process for clarity
purposes.
2011 Assessment: Summary
and Recommendations
• Need for a college-wide process to
gather and assess information
from students directly, both those
who graduate and those who leave
for other reasons, or from transfer
institutions and employers.
2011 Additional
Comments
• Exit Surveys – Why
are students not
returning? What are
students doing years
later? (Alumni
tracking)
2012 Improvements to
Address 2011
Recommendations
2012 Additional
Recommendations/Comments
• New IR Director has in place.
• Career placement and
Employee satisfaction
surveys.
• Instructional Programs are making
great strides in the development
and assessment of Program Level
Outcomes. Most have submitted a
5 year plan
• Some programs are still having
difficulty with assessment.
• Student satisfaction
surveys.
• Assessment
• All courses, programs, and
Coordinator will
general education degree
continue to work with
requirements have defined
faculty to develop 5
outcomes.
year assessment
• New software is in place and
planning. By the end of
it is being used to record and
2011 all programs will
catalog assessments of all
have a plan submitted
outcomes.
• Institution-wide dialogue of
assessment results has occurred
at multiple sessions during the
spring semester. Dialogue will
continue during the May
Assessment Summit.
• Our assessment committee is
transforming the spring work
6.3
• Staff and faculty are following
schedules of regular outcome
assessments. By the end of the
spring 2012 semester at least
• For programs that were
one outcome from each
identified as having less
course, program and degree
active or complete
will have been assessed.
assessment, arrange
Many courses and programs
specific and specialized
training activities.
have, and will have, multiple
outcomes assessed.
• Continue to work with
Assessment
Coordinator to facilitate
this process.
and included in their
program review.
• Improve process for Liberal Arts
and General Education
comprehensive program reviews.
The process is unnecessarily
burdensome. A more streamlined
document needs to be developed,
• Recommend more
and final decision as to what
consistency in how
defines a Program and courses that
programs address basic
would be included in PLO
skills students in their
assessments.
program review
• An addition to PR templates: 1)
Assessment planning documents.
2) Faculty/Staff request forms, for
prioritization
3) Inclusion of assessment results
plans from the previous year.
into a regular, sustained practice
of assessment and institutionwide dialogue.
2012 Assessment Summit / College of the Redwoods
Tuesday
5/15
9:00-10:00AM
Everyone needs to attend
President Lehner opening
comments
Orientation and Instructions
Session 1: 10:10- 11:40AM
Group 1: HRC
Group 2: DT
Group 3: AJ
Group 4: AALA.BUS
/BUS
11:40-12:30PM
Lunch
Session 2: 12:40-2:10 PM
Group 1: AALA.SCI&SCIEX
Group 2: AALA.HUM-COM
Group 3: CIS
Group 4: Athl/PE
Group 5: DSPS
Group 6: Library/ASC
Session 3: 2:20PM- 3:50PM
Group 1: WATER
Group 2: AALA.SBS
Group 3: AALA.FINE-ARTS
Group 4: AALA.MATH
Group 5: Couns/Advs
Group 6: Admn/Rrds
Group 7: EOPS
Group 8: Res Life
RM#
Wednesday
5/16
FM 100
Session 5: 9:00-10:30AM
Group 1: ECE
Group 2: MED ASST
Group 3 WT
Group 4: DM
FM 109
FM 110
FM 112
FM 107
Session 6: 10:40-12:10
Group 1: MT
Group 2: FNR
Group 3: DENTAL
Group 4: ADCT
FM 109
FM 110
FM 112
FM 107
FM 109
FM 110
FM 112
FM 107
TBD
FM 110
FM 112
FM 107
Gym
Lt Ctr
FM 109
FM 109
FM 110
FM 112
FM 107
FM 100
AD 100
AD 204
AD 203
12:10-1:00PM
Lunch
Session 7: 1:10-2:40PM
Group 1: AT
Group 2:
Group 3: AG/ AALA AG
2:50-3:50PM
GE Assessment – All GE
participants and interested parties
Student Development SLO/PLO/s
RM#
6.4
Thursday
5/17
RM#
9:00-9:20AM
Discipline and Cross Discipline
Discussions
9:30-10:50 Group organized- move to
work rooms)
FM 107
11:00-12:00PM
Assessment Page Feed Back
FM 100
12:10-1:00PM
Lunch
TBD
FM 100
FM 105
FM 106
FM 107
1:10-2:40 PM
Everyone needs to attend
Showcase – Share success stories and
good ideas.
FM 100
FM 107
2:50-3:00 Everyone needs to attend
Complete Exit Survey
FM 110
3:00-4:00
Next Steps:
TBD
2012 Assessment Summit / College of the Redwoods
Tuesday
5/15
Session 4: 4:00-5:30PM
Group 1: RN, LVN/PM
Group 2: BT
Group 3: CT
Group 4: Child Develp
Group 5: Financial Aid
RM#
FM 109
FM 110
FM 112
CDC
FM 107
Wednesday
5/16
4:00-5:00PM
Basic Skills courses and all interested parties
Discuss Basic Skills Program
Review
RM#
FM 107
Note: The 2012-2013 Catalog will be in FM203 for review throughout the Assessment Summit.
6.4
Thursday
5/17
FM 203 and FM 204 available for
groups to work outside of
scheduled times
RM#
2012 Assessment Summit / College of the Redwoods
6.4
TUESDAY 5/15
Session 1 - 10:10-11:40AM
Faculty Facilitator
ROOM
#
HRC
E. Kramer
FM 109
HRC
DT
G. Potamianos
FM 110
PHYS
ART
CT
IT
FNR
MT
AJ/Fire Tech
C. Johnson
FM 112
PSYCH
SOC
SPAN
CIS
ANTH
PE
AALA.BUS/BUS
D. LaPenta
FM 107
BUS
ECON
MATH
CIS
RE
BT
Disciplines included in program
ADCT
HO
GEOL
CHEM
ASTRO
OCEAN
GS
AG
Disciplines included in program
Session 2 - 12:40-2:10PM
AALA.SCI/SCI EXPL/MST/NR J. Shaw
FM 110
AG
CIS
CET
ENVSC
PHYS
BIOL
FNR
AALA.HUM-COM
FM 112
ART
ENG
LANG
HIST
JOURN
PHIL
SPCH
FM 107
MATH
DM
CET
CIS
ATHL/PE
Student Services
GYM
DSPS
Student Services
Lt CTR
Library/ASC
Student Services
FM 109
Disciplines included in program
Session 3 - 2:20-3:50PM
WATER
FM 109
BIO
BUS
BT
CHEM
CIS
CT
ENVSC
FNR
AALA.SBS
FM 110
AJ
ANTH
HIST
ECON
SOC
PSYCH
GEOG
JOURN
AALA.FINE-ARTS
FM 112
ART
DRAMA
CINE
MUSIC
AALA: Math
FM 107
MATH
MATH
ANTH
Counsel/Advs
E. Kramer
FM 100
ADMS/RCD
Student Services
Student Services
EOPS
Student Services
AD 204
RES LIFE
Student Services
AD 203
AD 100
Disciplines included in program
Session 4 - 4:00-5:30pm
RN, LVN
&(PARAMEDICS)
G. Potamianos
FM 109
BIO
HO
PSYCH
BT
E. Kramer
FM 110
DM
BUS
CIS
CT
P. Blakemore
FM 112
IT
DT
Financial Aid
Student Services
FM 107
Child Delv
Student Services
CDC
SPCH
SOC
IT
2012 Assessment Summit / College of the Redwoods
WEDNESDAY 5/16
Faculty Facilitator
Disciplines included in program
Session 5 - 9:00-10:30AM
ECE
FM 109
ECE
MED.ASST
E. Kramer
FM 110
PSYCH
CIS
BIO
WT
P. Blakemore
FM 112
IT
MATH
MT
DM
J. Shaw
FM 107
BUS
ART
CIS
BT
BUS
JOURN
DT
Disciplines included in program
Session 6 - 10:40-12:10
MT
C. Johnson
FM 109
IT
CET
DT
WT
PHYSICS
FNR
P. Blakemore
FM 110
AG
BUS
ENVSC
MATH
DT
FM 112
HO
SPCH
FM 107
SOC
PSYCH
DENTAL
ADCT
J. Shaw
Disciplines included in program
Session 7 - 1:10-2:40PM
AT
AG/AALA.AG
6.4
E. Kramer
FM 110
MATH
IT
FM 107
BIO
CHEM
ECON
HO
SOC
SPCH
ENGL