REDWOODS COMMUNITY COLLEGE DISTRICT
Meeting of the Academic Senate
• Eureka: 7351 Tompkins Hill Road, SS 202 (New Board Room)
• Del Norte: 883 West Washington Boulevard, Crescent City, Room E4
• Mendocino Coast: 1211 Del Mar Drive, Ft. Bragg, Room 106 B
Friday, September 21, 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 September 7, 2012 Meeting Minutes
4. Action Items
4.1 Approve Academic Senate Proposed Appointments, Mike Richards (Attachment)
4.2 Approve Curriculum Committee September 14 Recommendations, Peter Blakemore
(Attachments)
5. Discussion Items
5.1 2012-2013 Academic Senate Priorities, Mike Richards
5.2 College of the Redwoods Student Equity Plan 2012, Deanna Herrera-Thomas (Attachment)
6. Reports
6.1 Library Book Collection Assessment, Ruth Moon (Attachment)
6.2 Accreditation Oversight Committee Update, Dave Bazard
6.3 Budget Planning Committee Update, Bob Brown
6.4 Expanded Cabinet, Mike Richards and Bob Brown
6.5 50% Law Exemption Application, Mike Richards (Attachment)
6.6 Academic Standards and Policies Committee Assignments, Mike Richards
6.7 ASCR Update, Solomon DeCamp
6.8 College Council September 17 Meeting, Mike Richards and Bob Brown (Attachments)
6.9 Board of Trustees September 10 Meeting, Mike Richards and Bob Brown
7. Announcements and Open Forum
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:
Friday, October 5, 2012
REDWOODS COMMUNITY COLLEGE DISTRICT
Meeting of the Academic Senate
September 7, 2012, 1 p.m.
• Eureka: 7351 Tompkins Hill Road, SS 202 (New Board Room)
• Del Norte: 883 West Washington Boulevard, Crescent City, Room E4
• Crescent City: 118 Sea Foam Drive
• Mendocino Coast: 1211 Del Mar Drive, Ft. Bragg, Room 106 B
Members Present: Mike Richards, Bob Brown, Dave Bazard, Steve Brown, Brie Day, Solomon
DeCamp, Kady Dunleavy, Ryan Emenaker, Marcy Foster, Jennifer Gardner, Dave
Gonsalves, Utpal Goswami, Cindy Hooper, Todd Olsen (meeting substitute for
Bruce Wagner), Vinnie Peloso, Sandra Rowan, Maggie White.
Members Absent: Chris Gaines, Bruce Wagner.
1. Call to Order: Copresident Mike Richards called the meeting to order at 1:02.
2. Introductions and Public Comments: Copresident Mike Richards welcomed senators and guests,
and he called for public comments. No public comments were forwarded.
3. Approve the May 4 Meeting Minutes: On motion by Kady Dunleavy, seconded by Steve Brown,
the minutes were approved as written.
4. Action Items
4.1
Approve Academic Senate Proposed Appointments: Copresident Richards presented the
proposed appointments. On motion by Dave Bazard, seconded by Maggie White, the
proposed appointments were unanimously approved by the following roll call vote: Bazard
– y, Brown – y, Day – y, Dunleavy – y, Emenaker – y, Foster – y, Gardner – y, Gonsalves
– y, Hooper – y, Olsen – y, Peloso – y, Rowan – y, White – y.
4.2 Approve 2012-2013 Faculty Development Funding Resolution: Copresident Richards
presented the resolution, and he explained that it reflects a 20 percent reduction from last
year’s funding. On motion by Kady Dunleavy, seconded by Maggie White, the resolution
carried unanimously by the following roll call vote: Bazard – y, Brown – y, Day – y,
Dunleavy – y, Emenaker – y, Foster – y, Gardner – y, Gonsalves – y, Hooper – y, Olsen –
y, Peloso – y, Rowan – y, White – y. In light of President Lehner’s statement that all travel
would be suspended due to budgetary reasons, senators questioned whether the funding for
faculty development might be suspended. They were informed that there has been no
indication from the administration that the funding would be suspended, and it was pointed
out that the money supports the ACCJC Recommendation 7 that addresses professional
development opportunities.
5. Reports
5.1 Executive Committee May 17, 2012 Meeting: Copresident Richards reported that at its
May 17 special meeting, the Executive Committee approved the May 11, 2012 Curriculum
Committee recommendations.
Academic Senate Minutes
September 7, 2012
Page 2
5.2 Accreditation Oversight Committee (AOC) Update: Faculty Co-chair Dave Bazard
reported that President Lehner was recently informed that the report due to the ACCJC by
October 15 needs to inform the Commission how the college is meeting each of the
Standards. Therefore CR’s report will need to be more like a self-study rather than the
summary of how the district is meeting the Standards as was originally understood. To that
end, the AOC has appointed teams that are tasked with addressing each of the Standards.
The teams are gathering evidence from the Accreditation work groups, which will be used
to write narratives for the report. Draft responses to Recommendations one through eight
and Recommendation one from 2008 will be forwarded to the Board for review on
September 10, and Dave asked faculty to read the drafts for omissions or errors, and forward
feedback to him. In addition, Dave reported that Special Trustee Tom Henry is drafting a
Closure Report, which has been forwarded to the administration. Copresident Richards
thanked Dave for the report and for all the work he put in on accreditation efforts over the
summer.
5.3 Budget Update: President Lehner, Special Trustee Tom Henry, and Vice President of
Administrative Services Lee Lindsey presented the budget update and responded to
questions. Referring to the budget documents distributed at the all-college forums held on
Thursday, September 6, and again at the Senate meeting, President Lehner explained that
the budget was adjusted for accounts receivable, which resulted in the loss of $1.5 million in
revenue. Some of the losses were made up with retirements and positions left vacant, but at
the same time expenditures such as employee benefits and the cost of accreditation efforts
have increased. Potential savings from anticipated negotiable items were removed from the
current budget, and President Lehner reported that if no fiscal adjustments are made, CR
will end the year with a deficit and a reserve of about 2.24 percent. Special Trustee Henry
added that the college has had an historical structural deficit of spending more than it takes
in, which needs to be corrected, especially in light of reduced revenue from the state while
operating costs are going up. Tom also informed the Senate that because the college’s fiscal
stability affects all aspects of the institution, the ACCJC will examine our Annual Financial
Report using a three-levels-of-risk assessment tool. With a potential of $2 million in cuts
needed by the end of the year to balance the budget, President Lehner stated that serious
decisions will need to be made that are based on an analysis of all programs and an
examination of everything we do. Senators’ questions included: (1) Once the books are
closed will there be a breakdown of actuals and what was realized through the SERPS? (2)
Will there be additional specificity in how the budget numbers were derived? (3) What is
the timeline for balancing the budget? (4) Regarding fiscal sustainability, how long can the
college maintain cuts and remain within the 50% Law? And (5) What are the benchmarks
used by the ACCJC to assess fiscal stability? Trustee Henry and President Lehner
responded to the questions and they suggested that questions be sent to them and to Vice
President Lindsey in advance so they can provide answers at a future Senate meeting.
President Lehner emphasized that in order for the college to realize fiscal sustainability,
everyone must participate in an institutional self-assessment and prioritize what is needed in
order to move forward and meet the district’s mission and vision statements. Copresident
Richards thanked Lee, Tom and Kathy for attending the meeting and participating in the
budget discussion.
5.4 Curriculum Updates: Prior to giving his report, Copresident Richards thanked Peter for his
work on the Accreditation Oversight Committee over the summer.
5.4.1 2012 Academic Senate for California Community Colleges Curriculum Institute:
Curriculum Committee Chair Peter Blakemore reported that attending the Institute
Academic Senate Minutes
September 7, 2012
Page 3
5.5
5.6
5.7
5.8
was very important for learning what is going on at the state level and what changes
to expect throughout the coming year. Peter reported on a session he attended
regarding widespread institutional dialog focused on student learning outcomes that
included information on how other institutions have successfully increased the dialog.
He also attended sessions on changes to course repeatability and one on articulation
and transfer to UC’s. With the Student Success Task Force mandates moving toward
affecting academic issues, Peter stressed that the college needs to review prerequisites
to be prepared for the changes. Peter encouraged senators to access a link on the state
Academic Senate’s website to learn more about the content of sessions presented at
the Institute.
5.4.2 Prerequisite Review Ad Hoc Committee: In light of what he learned at the
Curriculum Institute and the changes that will be implemented through the Student
Success Task Force, Peter asked for the Senate’s support in appointing an ad hoc
committee of Curriculum Committee members to draft a plan for reviewing the
college’s prerequisites and co-requisites. Peter suggested a disciplinary review of
perquisites, and he reported that we also need a board policy that meets the Standards
that have changed. There was Senate consensus for Peter to move forward on
forming the ad hoc committee.
5.4.3 Curriculum Committee’s Review of Changes to Program Learning Outcomes
(PLO’s) Proposal: The Senate supported Peter’s suggestion that the CCC 511 Nonsubstantial Changes to Approved Programs form include a notation of any changes to
the PLO’s. No changes to the PLO’s should also be noted on the form, and if only
the PLO’s are being changed, a memo with that information can be submitted to the
Curriculum Committee.
Library Book Collection Assessment: This report will be presented at the September 21
meeting.
North West eTutoring Consortium: Director of Distance Education Geoff Cain and Director
of the Learning Resource Center MaryGrace McGovern presented an update on changes to
tutoring services available to CR students. With Tutor.com on the Board agenda to be cut
due to budget considerations, Geoff and MaryGrace discussed alternatives. An inventory of
what tutoring services are currently available on campus and what ones are available online
led to the creation of an online source of tutoring with links to many other tutoring services
in a variety of disciplines. A training for CR tutors is scheduled for next week, and
following the training information will be distributed to students informing them how they
can access the site. Geoff reported that each member of a consortium provides at least one
tutor to the service, and every student of each participating institution has access to all the
tutors. In response to how tutorial services on this campus are evaluated, Geoff replied that
it will be on the Distance Education Advisory’s agenda, and that faculty input and feedback
is very important to the process.
Vice President of Instruction Update: Vice President of Instruction Utpal Goswami had to
leave the meeting prior to presenting his report.
College Council August 27 Meeting: Copresident Richards reported that he and Copresident
Brown attended the special session of College Council in which a number of policies were
reviewed that were revised by Special Trustee Tom Henry to bring them into compliance
with ACCJC Standards. With a narrow timeline for constituent review, Mike asked senators
to access the proposals on the College Council website and send feedback or suggestions to
him and Bob prior to the September 17 Council meeting.
Academic Senate Minutes
September 7, 2012
Page 4
6. Announcements and Open Forum
6.1 Combined CRFO/Academic Senate faculty meeting: Copresident Richards announced that
as a result of discussions at this morning’s CRFO/Senate Liaison Committee meeting, it was
decided that a combined faculty meeting will be scheduled for Friday, September 14, from
11:30-1:00. An agenda with the meeting location will be distributed next week.
6.2 ASCR Update: Student Representative Solomon DeCamp reported that ASCR is sending
senators to the American Student Government Association Summit in Washington D.C. on
September 27. An additional ASCR trip to Washington D.C. is being planned in January to
attend the presidential swearing in ceremony. One student from each site, along with four
or five senators will be selected as trip participants. Solomon also reported that applications
for open positions on the Student Senate are being accepted until September 13, and he
asked faculty to encourage students to check their emails and submit applications.
Respectfully submitted by Sally Frazier, Administrative Secretary to the Academic Senate.
Next Meeting:
Friday, September 21, 2012
4.1
PROPOSED NOMINEES
FOR
ACADEMIC SENATE APPOINTMENTS
September 21, 2012
The copresidents of the Academic Senate forward for approval the following nominees as
members of the Program Review Committee to serve a two-year term from September 1,
2012, through June 30, 2014:
1. Tanya Smart – Mendocino Coast
2. Barbara Jaffari – Career and Technical Education
The copresidents of the Academic Senate forward for approval the following nominees as
members of the Assessment Committee to begin serving on September 1, 2012. The
length of the term has yet to be established in the Assessment Committee’s Operating
Agreement:
1.
2.
3.
4.
5.
6.
7.
8.
Ruth Rhodes – Del Norte
Toby Green – Mendocino Coast
Clyde Johnson – Career and Technical Education
Shannon Sullivan – Arts, Languages, and Social Sciences
Sally Urban – Health and Emergency Response Occupations
Peter Blakemore – Humanities and Communications
Dave Bazard – Math, Science and Engineering
Marla Gleave – PE/Athletics
4.2
College of the Redwoods
Summary of Course Changes
2012-2013
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.
Prefix
#
Title/Title Change
HRC
3
Food and Beverage Service
ADCT
14
Health, Nutrition, and
Addiction
MUS
12
American Popular Music
Curriculum Committee Meeting: 09.14.12
N
E
W
R
E
V
R
E
P
I
N
A
[ Units ]
Lec/Lab
Hrs
U
C
X
CR
GE
A
X
X
C
S
U
A
A
A
A
Comments/ Summary Changes
Discipline Code/ Prerequisite Change
Course update includes new catalog description and
streamlined learning outcomes.
Course inactivation. Course is no longer a
requirement for the Addiction Studies, Certificate of
Achievement.
Course update includes a new catalog description,
new recommended prep (ENGL-1A).
4.2
College of the Redwoods
Summary of Curricular Changes
2012-2013
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
Liberal Arts: Humanities and Communication
Curriculum Committee Meeting: 09.14.12
N
E
W
N
O
N
S
U
B
X
S
U
B
I
N
A
Comments/ Summary Changes
Discipline Code/ Prerequisite Change
Non-substantial change. CINE 1, CINE 2, CINE 3 were added as restrictive
electives as a result of assessing program outcomes and dialog across
disciplines.
4.2
Updates made to the Course Outline of Record Form
A. Page 1 of 6: Updated Course Outline of Record: Curriculum Reference Guide link.
B. Page 1 of 6: Added TOPs/CIPs to Changes Summary.
C. Page 1 of 6: Added a drop-down selection for Repeatability Enrollments in the Changes
Summary.
D. Page 2 of 6: Updated Taxonomy of Program (TOP) Codes link.
E. Page 2 of 6: Updated Classification of Instructional Program (CIP) Codes link.
F. Page 2 of 6: Updated Minimum Qualifications for Faculty link.
G. Page 2 of 6: Updated layout of Course Unit information.
H. Page 2 of 6: Added link to Curriculum Website for Faculty to find Instructional Materials fee
form.
I. Page 2 of 6: Under Grading Standard added drop-down menu for number of total
enrollments.
J. Page 4 of 6: Under course Types added a new entry for Economic Workforce Development
Funding. This information must be reported on Curriculum Inventory website and is not
currently available on the Course Outline of Record.
K. Page 4 of 6: Under Course Types updated drop-down menu for Purpose according to new
Class Classification Status from Chancellor's office. Added link to definitions of CB11 Course
Classification Status.
L. Page 4 of 6: Under Course Types added new entry Course SAM Priority Code drop-down
menu along with link to definitions of SAMs codes.
M. Page 4 of 6: Added the header Course Transferability.
N. Page 4 of 6: Added a drop-down menu for Course Transferability Status. This will make it
easier for Technical Review to find the transfer status instead of searching through the
different Transferability sections in order to enter information into Datatel and the
Curriculum Inventory system.
O. Page 4 of 6: Added a Course Prior to Transfer Level drop-down menu. This information is
necessary for Datatel and the Curriculum Inventory website and is not currently available
on the Course Outline of Record. Also added a link to the definitions of the CB21 Course
Prior to Transfer Level options.
4.2
College of the Redwoods
CURRICULUM PROPOSAL
1. Course ID and Number:
2. Course Title:
3. Check one of the following:
New Course (If the course constitutes a new learning experience for CR students, the course is new)
Required - Justification for Need (Provide a brief description of the background and rationale for the course. This might include a
description of a degree or certificate for which the course is required or the relationship of this course to other courses in the same or other
disciplines. To see examples of such descriptions, consult pages 10-11 of The Course Outline of Record: A Curriculum Reference Guide.
Updated/Revised Course
A
If curriculum has been offered under a different discipline and/or name, identify the former course:
Should another course be inactivated? No
Yes
Inactivation date:
Title of course to be inactivated:
4. If this is an update/revision of an existing course, provide explanation of and justification for changes to this course.
Be sure to explain the reasons for any changes to class size, unit value, and prerequisites/corequisites.
5. List the faculty with which you consulted in the development and/or revision of this course outline:
Faculty Member Name(s) and Discipline(s):
6. If any of the features listed below have been modified in the new proposal, indicate the “old” (current) information
and “new” (proposed) changes. If a feature is not changing, leave both the “old” and “new” fields blank.
FEATURES
OLD
NEW
Course Title
Catalog Description
(Please include complete text
of old and new catalog
descriptions.)
TOPS/CIPS Code
Grading Standard
B
Select
Select
Select
Select
Total Units
Lecture Units
Lab Units
Prerequisites
Corequisites
Recommended Preparation
Maximum Class Size
Repeatability—
Maximum Enrollments
C
Other
Curriculum Proposal: Revised (Enter Date)
Academic Senate Approved:
Page 1 of 6
4.2
1. DATE:
2. DIVISION: Select
3. COURSE ID AND NUMBER:
4. COURSE TITLE:
(Course title appears in Catalog and schedule of classes.)
5. SHORT TITLE:
(Short title appears on student transcripts and is limited to 30 characters, including spaces.)
6. LOCAL ID (TOPS):
7. NATIONAL ID (CIP):
Taxonomy of Program Codes
d
E
Classification of Instructional Program Codes
F
Select from Minimum Qualifications for Faculty
8. DISCIPLINE(S):
Course may fit more than one discipline; identify all that apply:
9. FIRST TERM NEW OR REVISED COURSE MAY BE OFFERED:
10. COURSE UNITS:
LECTURE UNITS:
TOTAL UNITS:
LECTURE HOURS:
TOTAL HOURS:
(1 Unit Lecture = 18 Hours; 1 Unit Lab = 54 Hours)
LAB UNITS:
LAB HOURS:
G
11. MAXIMUM CLASS SIZE:
12. WILL THIS COURSE HAVE AN INSTRUCTIONAL MATERIALS FEE? No
Yes
If yes, attach a completed Instructional Materials Fee Request Form found on the Curriculum Website.
GRADING STANDARD
Letter Grade Only
Pass/No Pass Only
Is this course a repeatable lab course? No
Yes
Fee: $
h
Grade-Pass/No Pass Option
I
If yes, how many total enrollments? Select
Is this course to be offered as part of the Honors Program? No
Yes
If yes, explain how honors sections of the course are different from standard sections.
CATALOG DESCRIPTION -- The catalog description should clearly describe for students the scope of the course, its level, and what
kinds of student goals the course is designed to fulfill. The catalog description should begin with a sentence fragment.
Special Notes or Advisories (e.g. Field Trips Required, Prior Admission to Special Program Required, etc.):
PREREQUISITE COURSE(S)
No
Yes
Course(s):
Rationale for Prerequisite:
Describe representative skills without which the student would be highly unlikely to succeed.
COREQUISITE COURSE(S)
No
Yes
Course(s):
Rationale for Corequisite:
RECOMMENDED PREPARATION
No
Yes
Course(s):
Rationale for Recommended Preparation:
COURSE LEARNING OUTCOMES –This section answers the question “what will students be able to do as a result of taking
this course?” State some of the objectives in terms of specific, measurable student actions (e.g. discuss, identify, describe,
Curriculum Proposal: Revised (Enter Date)
Academic Senate Approved:
Page 2 of 6
4.2
analyze, construct, compare, compose, display, report, select, etc.). For a more complete list of outcome verbs please see
Public
Folders>Curriculum>Help Folder>SLO Language Chart. Each outcome should be numbered.
1.
COURSE CONTENT–This section describes what the course is “about”-i.e. what it covers and what knowledge students will acquire
Concepts: What terms and ideas will students need to understand and be conversant with as they demonstrate course outcomes?
Each concept should be numbered.
1.
Issues: What primary tensions or problems inherent in the subject matter of the course will students engage? Each issue should
be numbered.
1.
Themes: What motifs, if any, are threaded throughout the course? Each theme should be numbered.
1.
Skills: What abilities must students have in order to demonstrate course outcomes? (E.g. write clearly, use a scientific calculator,
read college-level texts, create a field notebook, safely use power tools, etc). Each skill should be numbered.
1.
REPRESENTATIVE LEARNING ACTIVITIES –This section provides examples of things students may do to engage the
course content (e.g., listening to lectures, participating in discussions and/or group activities, attending a field trip). These
activities should relate directly to the Course Learning Outcomes. Each activity should be numbered.
1.
ASSESSMENT TASKS –This section describes assessments instructors may use to allow students opportunities to provide
evidence of achieving the Course Learning Outcomes. Each assessment should be numbered.
Representative Assessment Tasks (These are examples of assessments instructors could use.):
1.
Required Assessments for All Sections (These are assessments that are required of all instructors of all sections at all
campuses/sites. Not all courses will have required assessments. Do not list here assessments that are listed as representative assessments
above.):
1.
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS –This section lists example texts, not required texts.
Author, Title, and Date Fields are required
Author
Title
Date
Author
Title
Date
Author
Title
Date
Author
Title
Date
Other Appropriate Readings:
COURSE TYPES
1.
Is the course part of a Chancellor’s Office approved CR Associate Degree?
No
Yes
If yes, specify all program codes that apply. (Codes can be found in Outlook/Public Folders/All Public Folders/ Curriculum/Degree and
Certificate Programs/choose appropriate catalog year):
Required course for degree(s)
Restricted elective for degree (s)
Restricted electives are courses specifically listed (i.e. by name and number) as optional courses from which students may
choose to complete a specific number of units required for an approved degree.
2.
Is the course part of a Chancellor’s Office approved CR Certificate of Achievement?
No
Yes
If yes, specify all program codes that apply. (Codes can be found in Outlook/Public Folders/All Public Folders/ Curriculum/Degree and
Certificate Programs/choose appropriate catalog year):
Required course for certificate(s)
Restricted elective for certificate(s)
Curriculum Proposal: Revised (Enter Date)
Academic Senate Approved:
Page 3 of 6
Restricted electives are courses specifically listed (i.e. by name and number) as optional courses from which students4.2
may choose
to complete a specific number of units required for an approved certificate.
3.
No
Yes
Is the course Stand Alone?
(If “No” is checked for BOTH #1 & #2 above, the course is stand alone.)
4. Basic Skills: Choose One:
5.
Work Experience: Choose One:
6.
Course eligible Career Technical Education funding (applies to vocational and tech-prep courses only): No
Yes
7. Economic Workforce Development funding (If TOPS code has an asterisk it is indicative that the course is vocational.)
Course primarily developed using Economic Development funds?
Course partially developed using Economic Development funds?
(funds exceed 40% of total development costs)
Not applicable (funding not used to develop course)
8.
Purpose: Choose One: Course Classification Status
9.
Accounting Method: Choose One:
No
No
Yes
Yes
No
Yes
J
K
10. Disability Status: Choose One:
11. Course SAM Priority Code: Choose One: Definitions of SAM Priority Codes
L
M
COURSE TRANSFERABILITY
N
1.
Current Transferability Status: Choose One:
2.
Course Prior to Transfer Level: Choose One: Definitions of Course Prior to Transfer Levels
O
CURRENT TRANSFERABILITY STATUS (Check at least one box below):
This course is currently transferable to:
Neither CSU nor UC
CSU as general elective credit
CSU as a specific course equivalent (see below)
If the course transfers as a specific course equivalent give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from CSU.
1. Course
, Campus
2. Course
, Campus
UC as general elective credit
UC as specific course equivalent
If the course transfers as a specific course equivalent give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from UC.
1. Course
, Campus
2. Course
, Campus
PROPOSED CSU TRANSFERABILITY (Check at least one of the boxes below):
No Proposal
Remove as General Education
Propose as General Elective Credit
Propose as a Specific Course Equivalent (see below)
If specific course equivalent credit is proposed, give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from CSU.
1. Course
, Campus
Curriculum Proposal: Revised (Enter Date)
Academic Senate Approved:
2. Course
, Campus
Page 4 of 6
4.2
PROPOSED UC TRANSFERABILITY (Check one of the boxes below):
No Proposal
Remove as General Education
Propose as General Elective Credit OR Specific Course Equivalent (fill in information below)
If “General Elective Credit OR Specific Course Equivalent” box above is checked, give course number(s)/ title(s) of one
or more currently-active, equivalent lower division courses from UC.
1. Course
, Campus
2. Course
, Campus
CURRENTLY APPROVED GENERAL EDUCATION Check at least one box below):
Not currently approved
CR
CR GE Category:
CSU
CSU GE Category:
IGETC
IGETC Category:
PROPOSED CR GENERAL EDUCATION (Check at least one box below):
No Proposal
____Approved as CR GE by Curriculum Committee: ______
Remove as General Education
(DATE) Review to maintain CR GE Status
____ Not Approved New GE Proposal
CR GE Outcomes
GE learning outcomes in Effective Communication, Critical Thinking, and Global Awareness must be addressed in all general
education courses.
 Effective Communications: Explain how the proposed GE course fulfills at least one of the CR GE outcomes in this
category.
 Critical Thinking: Explain how the proposed GE course fulfills at least one of the CR GE outcomes in this category.
 Global Awareness: Explain how the proposed GE course fulfills at least one of the CR GE outcomes in this category.
GE Criteria for Breadth and Generality
GE courses should be broad and general in scope. Typically such courses are introductory-- not advanced or specialized—and
the content encompasses a broad spectrum of knowledge within a given field of study.
Explain how the proposed GE course fulfills GE criteria for breadth and generality.
CR GE Area Designation
Course Learning Outcomes and Course Content should provide evidence of appropriate GE Area Designation.
Additional rationale for GE Area Designation (optional):
Natural Science
Social Science
Humanities
Language and Rationality
Writing
Oral Communications
Analytical Thinking
PROPOSED CSU GENERAL EDUCATION BREADTH (CSU GE) (Check at least one box below):
No proposal
A. Communications and Critical Thinking
A1 – Oral Communication
A2 – Written Communication
A3 – Critical Thinking
C. Arts, Literature, Philosophy, and Foreign Language
C1 – Arts (Art, Dance, Music, Theater)
C2 – Humanities (Literature, Philosophy, Foreign
Curriculum Proposal: Revised (Enter Date)
Academic Senate Approved:
B. Science and Math
B1 – Physical Science
B2 – Life Science
B3 – Laboratory Activity
B4 – Mathematics/Quantitative Reasoning
D. Social, Political, and Economic Institutions
D0 – Sociology and Criminology
D1 – Anthropology and Archeology
Page 5 of 6
4.2
Language)
E. Lifelong Understanding and Self-Development
E1 – Lifelong Understanding
E2 – Self-Development
D2 – Economics
D3 – Ethnic Studies
D5 – Geography
D6 – History
D7 – Interdisciplinary Social or Behavioral Science
D8 – Political Science, Government and Legal Institutions
D9 – Psychology
Rationale for inclusion in this General Education category: Same as above
Proposed Intersegmental General Education Transfer Curriculum (IGETC) (Check at least one box below):
No proposal
1A – English Composition
1B – Critical Thinking-English Composition
1C – Oral Communication (CSU requirement only)
2A – Math
3A – Arts
3B – Humanities
4A – Anthropology and Archaeology
4B – Economics
4E – Geography
4F – History
4G – Interdisciplinary, Social & Behavioral Sciences
4H – Political Science, Government & Legal Institutions
4I – Psychology
4J – Sociology & Criminology
5A – Physical Science
5B – Biological Science
6A – Languages Other Than English
Rationale for inclusion in this General Education category:
Same as Above
Submitted By:
Division Chair/Director: Select
Tel. Ext.
Review Date:
Date:
CURRICULUM COMMITTEE USE ONLY Approved by Curriculum Committee: No Yes Date: Academic Senate Approval Date: Board of Trustees Approval Date: Curriculum Proposal: Revised (Enter Date)
Academic Senate Approved:
Page 6 of 6
5.2
College of the Redwoods
Student Equity Plan 2012
Compiled by
SEP Update Committee
Deanna Herrera-Thomas, Tri-Chair
Anita Janis, Tri-Chair
Lisa Liken, Tri-Chair
Members
Crystal Morse
Sheila Hall
Tony Sartori
i
TABLE OF CONTENTS
I. INTRODUCTION
1
A. Overview
1
B. Definition of Indicators
3
II. EXECUTIVE SUMMARY
4
A. Target Group and Equity Indicators
5
B. Goals Addressing Indicators
5
C. Summary of Activities
9
D. Resources
11
E. District Contact
11
F. Philosophy Statement
11
G. Principles of the Plan
11
H. Existing Activities
13
I. Campus-Based Research
14
III. INDICATORS
16
A. Indicator I: Access
16
B. Indicator II: Course Completion
23
C. Indicator III: Degree and Certificate Completion
29
D. Indicator IV: ESOL/Basic Skills Completion
33
E. Indicator V Transfer
41
F. Indicator VI: Retention
46
G. Indicator VII: Campus Climate
48
H. Indicator VIII: Systematic Implementation of the Student Equity Plan
52
ii
IV. IMPLEMENTATION
53
References
56
Student Equity Plan Implementation Grid 2012
57
Summary of Recommendations and Funding Sources
69
APPENDICES
Appendix A: CR Philosophy
70
Appendix B: District Mission
71
Appendix C: Board Policy #537: Student Equity
72
Appendix D: Proposal to Strengthen Academic and Community Program
for English for Speakers of Other Languages
73
iii
LIST OF GRAPHS
Graph 1
2005 CR Student Body Figures by Ethnicity & Gender
16
Graph 2
Mendocino Population Composition by Year
18
Graph 3
Klamath Trinity Population Composition by Year
19
Graph 4
Del Norte Population Composition by Ethnicity and Year
19
Graph 5
Mendocino Site Population Composition by Year
20
Graph 6
2002-2003 Successful Completion of All Courses by CR Students
23
Graph 7
2007-2011 Successful Completion of All Courses by CR Students
Disaggregated by Ethnicity, Gender and Disability
24
2007-2011 Successful Completion of All Courses by CR Students
Disaggregated by Ethnicity, Gender and Disability
24
Graph 9
Course Completion by All Populations & Year Del Norte Site 2002-2003
25
Graph 10
Course Completion by All Populations & Year Klamath-Trinity Site
25
Graph 11
Course Completion by All Populations & Year Eureka Site 2008-2009
26
Graph 12
Course Completion by All Populations Year Mendocino Site
26
Graph 13
Completion Rates for Certificate or Degree in 150% Time by Gender 2004-2009 30
Graph 14
2004-2009 (Degree) Disabled Student Completion Rate
30
Graph 15
2004-2009 (Degree) Disabled Student Completion Rate
31
Graph 16
2004-2009 Degree/Certificate Completion Rates by Ethnicity
31
Graph 17
Enrollment in English 153 (ESOL) Courses by Ethnicity
Spring 2003 vs. Spring 2004
33
Graph 18
ESOL Enrollment by Ethnicity and Year
34
Graph 19
ESOL Success by Ethnicity
34
Graph 20
Success Rates of Students in English 1A in Spring 2003 following
Completion of English 150 during Fall 2002
35
Graph 8
iv
Graph 21
2007-2011 Student Success in English 1A following English 150
by Ethnicity and Year 2007-2011 Vocational Course Completion by Ethnicity 35
Graph 22
2007-2011 BSI Course Success by Ethnicity
36
Graph 23
BSI Course Success by Gender (2004-2011)
36
Graph 24
BSI Course Success by DSPS and Year
37
Graph 25
Success Rates of Students in MATH 30 (College Algebra) in spring 2003
following enrollment in MATH 120 during the fall 2002 by Ethnicity
37
Graph 26
Student Success in Math-30 after Math-120 by Ethnicity and Year
38
Graph 27
Successful Completion of Basic Skills Courses by All Students/ 2002- 2003
38
Graph 28
BSI Successful Course Completion: All Populations/Year
39
Graph 29
Transfer Course Completion by Ethnicity and Gender 2002-2003
41
Transfer Rates to Four-Year California Universities from California
Community Colleges Over a Three Year Period
43
Graph 31
Transfer Rate for Eligible Students based on First Year
43
Graph 32
Transfer Rate for Eligible Students based on First Year
44
Graph 33
Course Retention by Population and Year
46
Graph 34
Vocational Course Retention
47
Graph 35
2007-2011 Full-Time Faculty by Gender and Ethnicity
49
Graph 36
2007-2011 Staff by Gender and Ethnicity
49
Graph 37
2007-2011 Administration by Gender & Ethnicity
50
Graph 30
v
LIST OF TABLES
Table 1
2007-2011 CR DSPS Student Composition by Ethnicity and Year
16
Table 2
2007-2011 CR Student Composition by Ethnicity and Year
17
Table 3
Enrollment Percentages as Compared with Service Area Demographics
17
Table 4
Graduation Rates and Vocational Course Completion Rates of the 2000
Cohort
29
Table 5
Enrollment of Fall Term 1998 CR Transfer Students to Public Institutions
Aggregated by Higher Education System, Course Institution, Gender,
and Ethnicity
42
Table 6
2004 Full-Time Faculty with Tenure by Ethnicity
48
vi
I. INTRODUCTION
A. Overview
College of the Redwoods is committed to providing and maintaining access and educational services to
ensure an equal opportunity for success for all of its students. To demonstrate commitment to this
ideal, in 2004 a task force was formed to update the 1996 Student Equity Plan (Appendix E) to
accurately reflect current trends and issues regarding student equity, and that task force produced the
2005 Student Equity Plan. Once again, a task force has been formed to update the 2005 Plan so that it
responds to changes in equity indicators from 2005 to 2012. This document is in compliance with the
Student Equity mandate of the state of California to support underrepresented students at each
California Community College. This document adheres to Title 5; Division 6; Chapter 5; sub chapter
4, California Administrative Code 54220. The Student Equity Plan plays an integral role in the
College’s mission to “put student success first.”
This 2012 update incorporates the wisdom of the 1996 and 2005 Student Equity Plans as well as the
guidelines from the California Community Colleges Chancellor’s Office and the Academic Senate for
California Community Colleges. The task force appreciates the ability to utilize the 2005 College of
the Redwoods Student Equity Plan and the Modesto Junior College Student Equity Plan (2004) as
templates for this document because of their excellence in both content and form. With this current
plan, College of the Redwoods will ensure that the population of historically underrepresented students
(ethnic minorities, persons with disabilities, and women) reflects and surpasses the ethnic and cultural
profiles of the communities served by the College. As Humboldt, Mendocino and Del Norte Counties
historically engaged in legal acts supporting the segregation and dispersion of minority populations
(such as the Native American and the Chinese populations), the College will continue efforts to
mitigate this historical trend of limiting access to resources for traditionally underrepresented and
disenfranchised populations by encouraging educational and economic success of marginalized groups.
California was pivotal in the development of community colleges across the nation to offer open
access education (Witt, 1994). At present, on a national scale, the concept of “open access” higher
education has no greater champion than the community college; in particular, California community
colleges have led the way as equalizers mitigating the impacts of economic and social oppression of
underrepresented and impoverished populations. This aim has fostered the intellectual and economic
development of all citizens in the state, and Redwoods Community College District (RCCD) is in line
with this intention; however, the RCCD faces challenges in meeting this aspiration. According to
researchers with the Civil Rights Project at UCLA, in California 66% of Latino and 75% of African
American students who go on to higher education will attend a community college, and as recently as
2010, only 20% of all students who transferred to four-year institutions were Latino or African
American (Gandara et. al., 2012). Data reveal that RCCD transfer percentages are lower than that of
statewide averages for transfer. The present economic milieu impedes the institution’s ability to
provide access and support for transfer. This trend is mirrored in similar data collected on a much
larger scale from across the nation’s community colleges. According to the American Association of
Community Colleges (2012) report from the 21st Century Commission on the Future of Community
Colleges, Hispanic students have completed a degree or certificate at a rate of 26%, similar to that of
African American students, compared to a 39% completion rate for their white student counterparts.
The report goes on to state, “these blights threaten the American future and must be addressed (p.23).”
It is evident that for College of the Redwoods these percentages are measurably lower (within a threeyear period).
1
Like other California community college districts, RCCD depends on state funding, which has been in
dramatic decline since 2000. Severe cuts to community colleges’ budgets at the beginning of the
decade were the result of an 8% loss in state and local property tax revenues between 2009 and 2010
(EdSource, 2010). Arguably, community college districts located in economically challenged rural
areas suffer greater losses due to decreased revenue from property taxes compared to districts
surrounded by more economically robust communities. Providing quality education within an
enriched learning environment has become increasingly challenging, and it is within this environment
that the 2012 Student Equity Plan has been developed. The activities in the plan are derived from
research-based best practices and recommendations set forth by empirical analysis of interventions that
have proven successful with underrepresented populations, with an emphasis placed on small colleges
in rural settings in addition to information gathered from community groups (Gandara et. al., 2012;
Laden, 2000). Many activities included in the 2012 Plan can generate funding from sources such as
Perkins grants; others will come at little cost to the District, while some will require more substantive
resources. The activities will be reviewed annually to determine their costs and benefits relative to
reaching goals determined by examining data pertaining to each Indicator.
College of the Redwoods strives to maintain a leadership role in helping the community achieve
economic and social success. In keeping with this principle, the College endeavors to foster excellence
in its educational programs while at the same time recognizing the diverse backgrounds, needs, and
aspirations of its students. The RCCD Strategic Plan sets the goals of focusing on learners, facilitating
student completion of educational goals, and improving basic skills success; and these ambitions
parallel the goals of the Student Equity Plan. The Plan’s actions are directed at improving course
(including ESOL and Basic Skills), degree, and certificate completion rates, as well as improving
transfer rates; thus, the Student Equity Plan supports the achievement of goals articulated in the
Strategic and Education Master Plans.
This Plan recommits the College to the important ideals stated in the 1996 and 2005 Student Equity
Plans: “The College accepts the fundamental leadership role in creating an environment where
underrepresented students can realize their capabilities and is committed to making certain the
academic preparation and success of underrepresented students is increased.” By instituting,
maintaining and annually reviewing the Student Equity Plan, College of the Redwoods commits fiscal
resources and the involvement of its faculty, staff and administration in helping students to succeed.
This commitment is evidenced by the gathering of appropriate outcome data to confirm that the
College will meet its goals. Improving the overall College Level Indicators for the RCCD (ARCC
2012 Report) is a clear outcome in reaching the goals for the SEP Indicators. For instance, the
successful course completion rates for Basic Skills courses (for credit) is five percent less than the peer
group average across the state and has decreased since 2011. Improving Basic Skills course
completions for some underrepresented populations who share a relatively larger percent of noncompletions (College of the Redwoods Institutional Research 2012) will bolster the overall
performance rate of the total aggregated population within the cohort.
The Student Equity Plan is organized around five goal indicators mandated for inclusion by the Office
of the Chancellor: Access, Retention, Degrees and Certificates, ESOL/ Basic Skills, and Transfer. The
present plan includes three additional indicators believed to be especially important for College of the
Redwoods: Course Success, Campus Climate and Implementation of the Student Equity Plan.
Activities in the 2012 Plan will be engaged at the direction of the Student Equity Plan Oversight
Committee. Each year, the committee will select activities to address Equity Indicators, identify the
responsible parties for the actions, and assess the results of the activities at the end of the annual cycle.
2
The Oversight Committee will be formed in accordance with the Student Equity Plan guidelines
(delineated by the Chancellor and the Academic Senate for California Community Colleges) that
stipulate that the oversight and implementation of the SEP be under the purview of those in the highest
levels of College governance. This will be done to safeguard that directives are met, yearly goals are
determined and measurements of the success in meeting those goals are monitored and accurately
reported. This is critical because the SEP is a multidisciplinary and multi-faceted action plan that
impacts multiple units spanning administrative, student service, and academic arenas.
The Student Equity Plan utilizes the following terms interchangeably: Black (African American),
Latino (Hispanic), and Native American (American Indian/Alaskan Native) and ESL [English as a
Second Language] and (ESOL [English for Speakers of Other Languages]). Data analysis is noted
within activities; however, it will not substitute for the application of any of the other activities since
this analysis is critical to the systemic evaluation of evidence that will drive the implementation
process.
B. Definitions of Indicators
Access (I)
A comparison of the percentage of each group that is enrolled to the percentage of each group in the
adult population within the communities served.
Course Completion (II)
A comparison of the number of students that successfully completed courses to the total number of
students enrolled on the census day of the term.
Degree and Certificate Completion (III)
A comparison of the number of degrees and certificates awarded to the numbers of degrees and
certificates awarded in prior years.
ESOL and Basic Skills Completion (IV)
The number of students who complete the degree-applicable course in the basic skills discipline within
two semesters of having completed the final ESOL or basic skills course in the discipline.
Transfers (V)
The combined number of students who transfer to a CSU or UC (or any 4-year institution) each fall
term, and the ethnic distribution of all transfer students during that same term.
Retention (VI)
The combined number of students who remain in a course with a grade of F or better. Retention will be
assessed by determining the number of retained students divided over the total number of students
enrolled at census.
Campus Climate (VII)
Recruitment efforts and retention data reports of faculty recruited and hired from underrepresented
groups
Implementation of the Student Equity Plan (VIII)
Strategic coordination of the implementation of the Student Equity Plan and its annual assessment as
well as the application of activities and goals so indicated.
3
II. EXECUTIVE SUMMARY
The primary objective of College of the Redwoods, explicitly stated in the first sentence of the College
Philosophy (Appendix A), is the success of each student. This commitment is extended to all students,
especially those from historically underrepresented groups such as ethnic minorities, women and
persons with disabilities, according to the College’s Mission Statement (Appendix B). These ideas are
further reinforced by Administrative Procedure AP 5300 and Board Policy BP 5300 Student Equity
(Appendix C, D) which support the 2005 Student Equity Plan and 1999 Student Equity Plan, and the
College of the Redwoods Strategic Plan of 2012, which underscores this objective and applies it to the
underrepresented student as delineated by the Strategic Driver I: Access, “Increasing access achieves a
number of benefits including an increase in enrollment and diversity.” The 2012 Student Equity Plan
focuses on both access and outcomes related to student success.
College programs such as EOPS and DSPS are specially-funded efforts to improve goal attainment of
students. However, student success requires an institution-wide commitment, and the responsibility
for fulfilling its promises to students belongs to every member of the Board of Trustees, the highest
levels of academic governance, the highest levels of administration, and the faculty and the staff of the
College.
Revisiting the goals of the adopted 2005 Student Equity Plan offers College of the Redwoods an
opportunity to examine the 2010-11 statistics that measure the recruitment and subsequent success of
underrepresented students in completing degrees and certificates or in transferring to a university and
to compare those findings with the outcome measures from 2007 1 (The Student Equity Plan of 2012
will highlight where these statistics are absent and will make recommendations for future tracking and
analysis).
The following report demonstrates that ethnic groups enrolled at College of the Redwoods are
represented in differing proportions to the relative populations within Del Norte, Humboldt and
Mendocino Counties.
The Eureka and Del Norte campuses of the College of the Redwoods serve a larger percentage of the
ethnic minority population than is present in their surrounding counties. Mendocino serves about the
same percentage, with 74 percent of Caucasian students served in a county that is 73 percent
Caucasian. With a rising population of ethnic minorities who appear likely to attend the College of the
Redwoods, it is expected that the College will experience a notable change in the ethnic composition
of the student body, especially with an increase in population groups that have been underrepresented
in higher education.
The 2010 Census revealed the Hispanic population is the fastest growing population in Humboldt
county (10%) Del Norte county (18%), and the region of the Mendocino county served by CR (25%).
The Eureka campus reflects the county population percentage, the Mendocino Center is less at 17%
and the Del Norte Center reveals the greatest difference in representation at 11%.
Humboldt County’s population included 50% females, 10% Hispanic, 1% Blacks and 6% American
Indians or Alaskan Natives. At the Eureka Campus in 2010-2011 there were 52% females, 11%
Hispanic, 4% Blacks, 8% American Indians or Alaskan Natives, 5% Asian/Pacific Islanders and 11%
persons with disabilities.
1
Data was made available
4
Del Norte County’s population included 45% females, 18% Hispanic, 4% Blacks, 8% American
Indians or Alaskan Natives, and 4% Asian/Pacific Islander. At CR’s Del Norte Campus there are 66%
females, 9% Hispanic, 1% Black, 11% American Indians or Alaskan Natives, and 7% Asian/Pacific
Islanders and 13% persons with disabilities.
The Mendocino County region served by CR had 50% females, 25% Hispanic, 1% Blacks, 1%
American Indian or Alaskan Natives (Census 2012). The Mendocino Campus student body includes
66% females, 19% Hispanic, 1% Blacks, 3% American Indian or Alaskan Natives, 3% Asian/Pacific
Islander and 19% persons with disabilities.
A. Target Groups and Equity Indicators
The College intends to conduct research-based activities which will have a positive impact on access
and success for all students. There are a few groups where special emphasis will be made. A review
of the data indicates a lack of representation in achievement across several academic indicators. The
reviews of the research data on the five key indicators reveal a need to focus on target groups that are
underrepresented as specified below:
Access: Black students, Hispanic, Disabled and American Indian/Alaskan Native students
Course Completion: Black, American Indian/Alaskan Native and Hispanic Students
ESOL/Basic Skills: Black, American Indian/Alaskan Native and Hispanic Students
Degree and Certificate Programs: All students with relative emphasis placed on the achievement
rates of underrepresented students
Transfers: All students with relative emphasis placed on the completion rates of underrepresented
students.
Retention: Asian Pacific Islander, Disabled, American Indian/Alaskan Native and Hispanic students.
B. Goals Addressing Indicators
District-wide goals have been developed for the Student Equity Plan as well as for each of the five
student equity indicator areas and two additional indicators that were developed and ratified by the
Academic Senate and then adopted by the College’s Board of Trustees in 2005. This plan includes an
additional indicator. These goals include:
Access (I)
Indicator: A comparison of the percentage of each group that is enrolled to the percentage of each
group in the adult population within the community served. It is noteworthy that every student
population in the CR District, except the Caucasian (which declined from 67% to 66%), has increased
by one percentage point from 2009-2010 to the present.
Goals:
• Increase the District-wide Hispanic student enrollment, which in 2010-2011 was at 9%, by 2%
per year to reach at least 12% by year 2015. The 2010 Census revealed the Hispanic
population is the fastest growing population in Humboldt (10%), Mendocino (25%) and Del
Norte (18%) Counties. The Student Equity Plan indicates the need for relative matching of
5
•
•
•
•
•
•
growth in enrollment for Hispanic students to the relative growth of respective county
populations.
The comparison between the three counties’ Black populations shows Humboldt at 1%,
Mendocino at 1% and Del Norte at 4%. Enrollment data indicates the Eureka Campus has 4%,
and both Mendocino and Del Norte have 1% Black students. Across the District, this
population is relatively small and not significantly increasing. However, in Mendocino and Del
Norte Counties there is a discrepancy between population data as reflected in enrollment at the
College.
Increase Hispanic population 1% per year to reach 24% by the year 2017 at the Mendocino
Center.
Increase the percentage of Black student enrollment in Mendocino and Del Norte Counties by
.5% (average between the two counties) per year to reach at least 3% by the year 2015.
Identify barriers to access for American Indian or Alaskan Native populations.
Increase the percentage of American Indian Alaskan Natives at the Mendocino Center by 1%
for two years to reach 5% by the year 2014.
Identify any barriers to success for students with disabilities.
Course Completion (II)
Indicator: Course Completion is determined by computing the ratio of the number of credit courses
that students by population group successfully completed by the end of the term compared to the
number of courses in which students in those groups were enrolled on the census day of the term.
Course completion rates for students district-wide have remained relatively stable at 69% since 2005.
However, attention should be paid to the underrepresented populations specified below since
performance of these groups is below the district average, and below that of Caucasion and Asian
students.
Goals:
To increase course completions in the Hispanic, Black, American Indian/Alaskan Native, and Pacific
Islander populations the college aims to:
• Increase the course completions of African American Students 5% per year for five years to
reach 69% by 2017.
• Increase the course completions of Hispanic students 2% per year for five years to reach 69%
by 2017.
• Increase the course completions of American Indian/Alaskan Natives 2% per year for five
years to reach 69% by 2017.
• Increase the course completions of Pacific Islander students 1% per year for five years to reach
69%.
Degree and Certificate Completion (III)
Indicator: Completion is determined by comparing the number of students in the targeted groups who
have received degrees and certificates in the past three years to the completion rates of the non-target
group of students with the same informed articulation goal. Target group completion will be
considered sufficient if it equals or exceeds the three-year averaged ratio of enrolled targeted students
to enrolled non-targeted students in the District. The 150% or 3 year completion rate for the total
student population in the 2008-2009 cohort hovers at 6.1%.
6
Goal:
Due to the relatively small percent of students who are completing degrees and certificates in three
years, the goal for this indicator is more expansive.
1. Achieve greater rates of completion for equity and other populations by at least 1% (or more) per
year over the next five years with the target of 6.1% or more for all equity groups. Examine course
completion data by the end of the Spring 2013 semester to determine the ratio of underrepresented
students to Caucasian students (Black students/non-Blacks, Hispanic/non- Hispanics, Disabled-non
Disabled, Native American/non Native American) and to set appropriate goals for those groups, so that
the target ratios will be equal to or exceed that number.
• Continue to monitor the ethnic and gender distribution of degree and certificate recipients to
ensure it is comparable to that of the total student population who enrolled for the first time
three years earlier.
ESOL/Basic Skills Completion (IV)
Indicator: The number of students who complete a degree-applicable course in the Basic Skills
discipline within two semesters of having completed the final ESOL or Basic Skills course in the
discipline.
Goals:
• Reverse declining trends in success completion rates in Basic Skills in all equity groups with the
exception of the Asian Pacific Islander group since 2005. The decline in success rates has been
greatest for African American and Native American students.
•
Increase the percentage of African American student Basic Skills completion by 4% for the
next five years to reach 55% by 2017.
• Increase the percentage of Hispanic student Basic Skills completion by 1.5% per year for the
next five years to reach 55% by 2017.
• Increase the percentage of Native American/Alaskan Native student Basic Skills completion by
1.5 % in the next five years to reach 55% by 2017.
• Continue to track females enrolled in Basic Skills courses to monitor recent trends in success
gaps in BSI courses.
Transfers (V)
Indicator: This indicator is defined as the ratio of the number of students by population group who
complete a minimum of 12 units and have attempted a transfer-level course in mathematics or English
to the number of students in that group who actually transfer after one or more (up to six) years.
Goals:
There has been a dramatic drop in overall transfer percentages across all populations of transfer
eligible students since 2003. There are also large discrepancies between underrepresented populations
and the total population percentages.
Transfer rates for eligible students are at 40% for the Caucasian population in 2005-2006 and there are
differential percentages for equity populations with the total population percent at about 37%. Goals
are based on bringing all populations lower than 40% up to 40% parity.
7
•
•
•
•
•
•
Increase female percentage of transfer by 1% every year for the next five years to reach 40% by
2017.
Increase Black student percentage of transfer 1.5% per year for five years to reach 40% by
2017.
Increase American Indian Alaskan Native transfer 4.5% every year for the next five years to
reach 40% by 2017.
Increase Asian Pacific Islander percentage of transfer 2% every year for the next five years to
reach 40% by 2017
Increase Hispanic percentage of transfer 2% for the next five years to reach 40% by 2017.
Increase Female percentage of transfer 1% for the next five years to reach 40% by 2017.
Retention (VI)
Indicator: The combined number of students who remain in a course with a grade of F or better.
Retention will be assessed by the number of retained students divided over the total number of students
enrolled at census.
Goals
Course Retention
• Maintain and increase Latino retention by 1% in one year to reach 88% by 2013.
• Increase the Disabled Student population retention by 1% in one year to reach 88% in 2013.
Vocational Course Retention
• Monitor Asian Pacific Islander retention percentages closely to determine factors that
contribute to decline in retention.
• Increase Asian Pacific Islander retention by 2% per year to reach 92% by 2015.
• Monitor Disabled Student retention percentages closely to determine factors that contribute to
the decline in retention.
• Increase Disabled Student retention by 2% every year to reach 92% by 2015.
• Monitor Native American retention percentages closely to determine factors impeding
retention.
• Increase Native American retention by 2% every year to reach 92% by 2014.
• Monitor Latino retention percentages closely to determine factors that contribute to the decline
in retention.
The College of the Redwoods Student Equity Plan includes three additional equity indicators to ensure
that the College is able to measure the extent to which it fulfills the ideals expressed in its Statement of
Philosophy.
Campus Climate (VII)
Indicator: Campus climate will be assessed by analyzing the recruitment efforts and retention data
related to the hiring of faculty and staff from underrepresented groups.
Goals
• Increase the number of qualified faculty hires from ethnic minority groups and increase the
retention rates of these individuals.
8
•
•
Implement appropriate instrumentation (questionnaires or surveys) designed to measure
campus climate and conduct data collection regarding this important issue.
Integrate campus climate accountability measures into program development and review to
measure the relative success of newly developed programs across disaggregated student groups
in accordance with populations described by The System Office and the Board of Governors
(fall 2002) and Academic Senate for California Community Colleges.
Overall Implementation (VIII)
Indicator: To continually monitor, update, and implement the recommendations of the Student Equity
Plan.
C. Summary of Activities
College of the Redwoods has actively engaged in District-wide efforts to improve student access and
success rates in a variety of ways. The development of the Student Equity Plan underscores these
efforts and their foundational philosophy. The Plan is written with the absolute intention of making a
substantive District-wide impact on the access and success rate of underrepresented students with
activities clearly delineated and attainable. Accountability is a necessary component of the plan, so
that the relative success of different programs and activities will be measured by specified outcome
data on an annual basis. One activity includes integrating student equity population success into
Program Review.
1. Access: Recruitment strategies will be employed and continually reviewed in order to reach out to
underrepresented populations. CR will continue to work in collaboration with Humboldt State
University to recruit from underrepresented population pools. Outreach events targeting
underrepresented populations will be reinstated and continued annually. Access for Hispanics and
Native American youth will be enhanced by their participation in the Academy of the Redwoods, an
Early College High School initiative launched in 2004.
2. Course Completion: A number of activities designed to increase the success rate of under-prepared
students are already provided at College of the Redwoods. Specific outcome data will be collected to
determine the efficacy of these programs with the tracking of students by ethnicity, gender and
disability. Staff and faculty development activities will be provided to increase cross-cultural
awareness and competency. An ESOL program will be designed and integrated into the existing
programs to increase the success rates of ESOL students (Appendix H). Multicultural dimensions will
be incorporated into general education program courses through a 3-unit diversity and common ground
requirement and/or similar requirements within the broader General Education courses offered. Such
curricula will help all students recognize the importance of cross-cultural competency. Research
clearly indicates that multicultural curriculum development increases the completion rates for all
students.
3. Degree and Certificate Completion: All students will be encouraged to complete certificates and/or
associate degrees, and those who do not complete their educational goals will be provided with an exit
survey to provide the College with better data for future program development.
4. ESOL/Basic Skills Completion: The number of students from 2005 in the ESOL course provided
by College of the Redwoods was too small (N=18) to create meaningful descriptive analyses. Raw
9
numbers indicate that of these eighteen students six earned an F or D with one student achieving an A
and twelve receiving a C or better. The data to evaluate whether students complete English 1A after
completing English 150 by ethnicity in 2005 was also spurious as the total N of targeted students
enrolled in English 1A was extremely small. Extensive work has been conducted since 2005 to create
meaningful reports although the number of students remains small. The overall findings demonstrate
consistent trends in ESOL/Basic Skills Completion over time, across cohorts and when analyzed in
relation to other indicators (College of the Redwoods IR report 2012). Additional data will be
monitored and reported on annually to ascertain the reliability and validity of these trends. ESOL data
reveal positive trends in Access, Course Completion and Basic Skills Completion within ESOL
cohorts. However, Basic Skills completion has revealed overall downward trends, impacting some
equity groups in greater amounts
5. Transfer: Transfer data reveal that College of the Redwoods students are more likely to transfer to
California State Universities or to other California Community Colleges than to University of
California or private institutions. Additional data will be collected in order to evaluate the meaning
and cause of this trend. If students are unaware of scholarships available at the University of
California and at private institutions, then activities will be developed to better disseminate that
information.
6. Retention: Retention data reveal that underrepresented students fare better in non-vocational course
retention than in vocational course retention. The reasons for these trends are unknown. Activities will
include those that support students in degree and certificate programs and will meet goals to continue
to monitor retention rates closely in groups showing declines in retention rates and for those that show
decrements in retention.
7. Campus Climate: The Human Resources department will make available yearly data regarding the
hiring and retention of underrepresented populations in faculty positions. The Professional
Development Committee will promote training opportunities and workshops to heighten the awareness
of faculty and staff regarding diversity related issues. A Multicultural and Diversity Center will be
developed to house research and instructional support for faculty, staff and administrators regarding
issues related to cultural awareness. The Center will also make available information regarding events,
both within and beyond the immediate geographical area. A Multicultural Student Center will be
created and supplied with educational materials, computers and seating areas to promote a supportive
environment for students. Student Equity will be a more visible component of the Program Review
Process already existing at the College. Questions about access and success of students will be
incorporated into the documents to be completed as each of the programs reviews its courses, services
and programs. Integration of existing programs benefiting all students will be reviewed in terms of
their relative impacts on underrepresented groups by specific populations.
8. Systematic Implementation of the Student Equity Committee Plan: Establish standing committee
to implement, update, and reevaluate the Student Equity Plan that reflects the highest levels of
governance as recommended in the Student Equity Plan guidelines. This committee will be comprised
of the following persons: the CR President/Superintendent; the Vice President of Instruction; the Vice
President of Student Development; one additional member appointed by the College Council; a
Senator chosen from the Faculty Senate; a Multicultural and Diversity Committee representative; a
representative from the Institutional Research Office; and one Dean of Instruction. This committee
will invite an ASCR student representative. This committee will provide direction to the program, will
identify internal and external funding sources, and assess progress towards achieving specified goals
and implementing activities. The Student Equity Committee Chair will report on the progress of the
10
Student Equity Plan to the College Council, the Faculty Senate and the Board of Trustees annually.
Each governance body receiving the report will make recommendations to the Student Equity
Committee regarding enhancing the implementation and forward progress of the plan. The chairperson
of this committee will be appointed by the CR President/Superintendent. Responsibility for
implementing the Student Equity Plan will be shared across campus departments and units but will be
overseen by the Student Equity Plan Committee. The 2012 Student Equity Plan will be made available
on the College of the Redwoods website in order to assure accessibility for reporting and
accountability. Data on equity indicators provided from Program Reviews will be made available to
the committee in order to support data driven practices.
D. Resources
The implementation of the Student Equity Plan relies on the commitment of the institution to apply
resources to the programs and activities delineated by the Plan. Programs such as an ESOL program
and the Multicultural and Diversity Center will require energy as well as the intentional application of
funding towards their development. There are also activities that may require a reconfiguration of
existing programs; these will be funded by existing resources. Grant and other funding sources will be
pursued to support activities.
E. District Contact
Dr. Kathy Lehner, President
College of the Redwoods, 7351 Tompkins Hill Road, Eureka, CA 95501-9300
Phone: (707) 476-4170, Email: kathy-lehner@redwoods.edu
F. Philosophy Statement
College of the Redwoods takes seriously its responsibility to the citizenry of the counties it serves.
The College has an ongoing commitment that every student will be given an equal opportunity to reach
his or her goal in an atmosphere of academic and institutional respect. Increasing access and
opportunities for success of historically underserved groups is an important goal of the Student Equity
Plan (SEP) as the College recognizes the importance of institutionalizing student equality by creating
specific goals and activities that will address the outcomes of specified indicators of success.
Furthermore, the College demonstrates this philosophy in measurable terms so that program
development and services provided are developed based upon sound research.
The extent to which student equity is achieved is a critical indicator of the success of the Redwoods
Community College District. The success of all students is a reflection of the receptivity and
responsiveness of the institution to the counties it serves. College of the Redwoods demonstrates its
values in the allocation of resources and in the strength of its efforts to institute and continually review
and apply the 2012 Student Equity Plan.
G. Principles of the Plan
Revisiting the Student Equity Plans of 1996 and 2005 reveals the guiding principles of those plans as
they were first written. These are the foundations on which the current plan rests today. The
principles focus on assessing and changing the “institutional culture,” developing a “sense of
community” among administration, faculty, staff, and students, and building a College that embraces
11
diversity and fairness in order to provide students with what they need: access to and support of a
successful and positive college experience. The principles of the 1996 and 2005 plans are as follows:
1. To review and improve the coordination of planning, programming, and funding in order to
maximize the efficiency, effectiveness, and integration of resources designed to improve the
success rate of all students, especially that of underrepresented students.
a. To achieve equity for historically underrepresented students, we must focus on
enrollment, retention, degrees/certificates earned, and transfer outcomes, so that the
outcomes for such students are equal to or greater than that of the general population
served by the College.
2. To acknowledge that real change cannot be made in a negative social and political environment,
the college must honestly assess its institutional culture, philosophy, and campus climate. The
evaluation will aid the College in fostering positive change through open collaborative processes,
content-focused reviews, and action plan and implementation driven by data.
a. The “institutional culture” or “campus climate” of the College will be assessed by
examining every norm or practice to determine if it constitutes an institutional barrier to
student equity or if it can, with some change, more effectively foster student success.
b. The major component of the campus climate concept is a review of the retention of
faculty, staff and students from underrepresented groups and the perception of students,
staff and faculty from underrepresented groups of the institution.
c. Relationships between student perceptions/decisions and their educational experience
and career choices include the following factors:
• Faculty composition and philosophy
• Student/faculty interaction
• Curriculum content and pedagogical approaches
• Availability of academic support services
• The quality of student life
• The extent of interaction among students
• The campus image in the eyes of the community
• Students’ expectations of the campus prior to enrollment vs. their actual
experience once enrolled
• Campus leaders’ philosophy and the effectiveness of policy implementation.
3. To maintain and foster the following values, as articulated in Campus Life: In Search of
Community, developed by the Carnegie Foundation for the Advancement of Teaching, the
College will strive to be:
a. a just community where sacredness of the person and diversity are honored;
b. a challenging and supportive environment:
c. an educationally purposeful community where students, faculty, staff, and
administration work together to enhance learning;
d. an open community where freedom of expression is protected and civility is affirmed;
e. a responsible community where individuals accept their obligations to the College;
f. a caring community where each individual is supported and service to others is
acknowledged; and
g. a collaborative community where both traditions and change are widely shared.
12
4. The support for underrepresented groups yields economic and social gains for the Redwoods
Community College District campus, centers and surrounding communities. This underscores
the districts adherence to mandates set forth by the Office of the Chancellor and the participation
in realizing the mission of the California Community College system.
H. Existing Activities
The Redwoods Community College District has been actively engaged in supporting the academic
goals of students since its founding. A number of existing activities are designed to benefit all students
and some are specifically funded to support the underrepresented student.
The existing programs and services that support all students are:
1.
2.
3.
4.
5.
6.
7.
8.
Student Advising
Student Health Center
Transfer Center
Career Center
Learning Resource Center
Academic Support Center
Initiatives to increase the success rates of students on academic probation and dismissal status.
The institution of learning communities and linked courses, and an additional community
designed for first-year students
9. (CalSOAP)
10. Orientation Activities through Advising
11. Child Development Center (Child Care)
12. Implementation of a more directive and intrusive assessment and matriculation process for all
new students
13. Early College High School/Academy of the Redwoods
14. Veterans Resource Center
15. Institutional Research
16. CalWorks
Existing programs/activities that specifically serve the underrepresented student populations:
1.
2.
3.
4.
EOPS (serving special and underrepresented populations)
DSPS
TRIO/Student Support Services Grant (Del Norte)
Recruitment efforts and outreach to special populations not defined by student equity
indicators: homeless, former foster youth, formerly incarcerated
5. Faculty Senate Multicultural and Diversity Committee
Programs and services no longer funded or supported for underrepresented student populations:
1.
2.
3.
4.
Specific ESOL course offerings in Del Norte
Regularly Scheduled Native American Studies course offerings at the Eureka campus
Multicultural and Diversity Center (previously housed at the Eureka Learning Resource Center)
Trainings for faculty regarding hiring practices and underrepresented student populations
(Chancellor’s Office funding was made available in 2010 through the offices of Human
13
Resources and it is unknown if this funding remains available) (http://asccc.org/content/sunrises-equity-and-diversity-issues-looking-ahead-2009-2010).
Programs and services to begin in the fall of 2012 consistent with activities included in the 2012 SEP.
1.
2.
3.
4.
ESOL Pilot Project offered at the Eureka site with specific outreach programming.
BSI funded translation of application forms to targeted ESOL population groups.
Student Equity dimensions will be included into Program Review process.
Educational Plans designed with student collaboration.
I. Campus-Based Research
Overview
The District Institutional Research office provided the data for the analysis of the student equity
indicators. The population terms were provided by the Office of the Chancellor. Existing data
regarding existing programs were mined from a variety of sources. The main sources are as follows:
Sources include:
http:www.cpec.ca.gov/OnLineData/OnLineData.asp
http://nces.ed.gov/ipeds/cool/GRS.ssp?UNITID=121707
College of the Redwoods Colleague Data Base
Chancellor’s Office Data Mart Transfer Velocity Report
U.S. Census Bureau, State and County Quick Facts
The indicators for student equity were determined by the Office of the Chancellor and they include:
Access, Retention, Degree/Certificate Completion, ESOL/Basic Skills completion, and Transfer.
Course Completion is added to report on the 2005 SEP indicator. Projective goals for the indicator
areas for the underrepresented student groups were arrived at by determining the highest (or overall)
indicator percentage of any given population or of the total population on each indicator.
A review of the data indicates a lack of information about underrepresented student enrollment at each
of the branch campuses. This is of particular concern in the case of the African American population as
the census data by county varies widely across the College’s tri-county service area and it is unknown
whether each College campus successfully recruits students relative to the specific population
numbers.
Interpretations of the data regarding ESOL and Basic Skills completion may be spurious because the
numbers used in the tabulations are so small that analysis of the data may be vulnerable to error.
However, the College of the Redwoods Institutional Research website presents corresponding data
collected from significantly greater subject numbers over a longer period of time that indicate the
trends of disparity in success between equity populations are consistent with the Basic Skills analysis.
Transfer to public institutions by ethnicity also involves small subject numbers that render findings
vulnerable to error (See Graph 5 and Table 22). This underscores the importance of the College’s
commitment to track, analyze and keep current data concerning the five indicators for student equity
defined by the California Community Colleges Office of the Chancellor. Further, this underscores the
relative small numbers of students representing their respective populations. This is also the case for
the graduation rates by ethnicity.
14
Research Data
The data pages (Section III: Data Tables) provide the numerical information in table form used in the
creation of the Student Equity Plan and the subsequent development of goals and activities.
Goals and Activities
Goals and activities have been delineated for each of the five indicators determined by the Office of the
Chancellor as well as three additional goals determined by the Student Equity Task Force of 2004.
These additions include the Course Completion and Campus Climate indicators as well as the
implementation of the Student Equity Plan and Activities, which were chosen by the Task Force
because of their promise of significantly increasing the likelihood of reaching the goals respective to
each. Implementation is outlined in the guidelines determined by the Academic Senate of California
Community Colleges. A number of programs have been developed to enhance the learning outcomes
for all students and the present plan fully supports these efforts while promoting the review of these
activities in their specific service to underrepresented students. It is at this time unknown if there are
differential success rates of various programs regarding specific student sub-groups. Specific activities
already in place, and those that can be augmented to maximize their potential, will be noted.
The remainder of the Student Equity Plan will address each indicator for student equity, followed by
data regarding that indicator displayed in graph form, followed by a summary of goals salient to those
data. Activities regarding the specific goals will be indicated in Section III as will the individuals and
units responsible for the overall coordination and implementation of the identified activities. In
conclusion, possible funding sources to support the activities will be outlined.
15
III. Indicators
Indicator I: Access
Graph 1
2005 CR Student Body Figures by Ethnicity and Gender
Table 1
2007-2011 CR DSPS Student Composition by Ethnicity and Year
16
Table 2
2007-2011 CR Student Composition by Ethnicity and Year
Table 3
Enrollment Percentages as Compared with Service Area Demographics
Ethnicity by Region
Humboldt
Humboldt
County*
Mendocino
Eureka campus
& 101 Corridor
(CR)**
Mendocino
region
served*
Del Norte
Mendocino
campus
(CR)**
Del Norte
County*
Del Norte campus
(CR)
Population
134,623
4,452
9570
607
28,610
706
Caucasian
82%
72%
73%
74%
74%
66%
African American
American Indian &
Alaska Native
Asian/Pacific
Islander
Hispanic or Latino
1%
4%
1%
1%
4%
1%
6%
8%
1%
3%
8%
12%
3%
5%
0%
3%
4%
10%
10%
11%
25%
19%
18%
12%
*Source: 2010 U.S. Census Bureau, State & County QuickFacts: http://quickfacts.census.gov/qfd/states/06/06023.html
**Source: Headcounts at fall 2011 census. Gathered form Institutional Research Orchestrator Database.
17
Graph 2
Mendocino Population Composition by Year
18
Graph 3
Klamath Trinity Population Composition by Year
Graph 4
Del Norte Population Composition by Ethnicity and Year
19
Graph 5
Eureka Population Composition by Ethnicity and Year
Operational Definition:
A comparison of the percentage of each group that is enrolled to the percentage of each group in the
adult population within the community served.
Goals:
Equity populations enrolled at College of the Redwoods are represented in varying proportions to their
relative populations within Del Norte, Humboldt and Mendocino Counties. The goals will address
each district site separately due to the variations in County population numbers and representations of
those populations at each of the CR district site.
1. Increase the Del Norte Campus Hispanic Population 1.25% per year for five years to
reach 17%.
2. Increase the Mendocino Campus Hispanic enrollment 1% per year for five years to reach
24%.
3. Increase the District-wide Hispanic student enrollment, which in 2010-2011 was at 9%,
by 2% per year to reach at least 12% by year 2015.
The comparison between the three counties’ Black populations shows Humboldt at 1%, Mendocino is
at 1% and Del Norte is at 4%. Enrollment data indicates the Eureka Campus has 4%, and both
Mendocino and Del Norte indicate 1% Black students. Across the District this population is relatively
small and not significantly increasing.
20
4. Increase the percentage of Black student enrollment in Mendocino and Del Norte
Counties by .5% (average between the two counties) per year to reach at least 3% by the
year 2015.
5. Increase the percentage of American Indian Alaskan Natives at the Mendocino Center by
1% for two years to reach 5% by the year 2014.
6. Identify barriers to access for disabled student populations.
Activities:
To Increase Hispanic Student Enrollment:
1. Develop a community recruitment program: Create a “Community Recruitment Program”
involving Latino leaders, Spanish speakers and/or successful students who will act as
mentors. Using a “Latino Advisory Committee” (with leaders from the community and
campus), to develop workshops, tours and field trips to recruit Hispanic students and to
provide information to their parents.
Responsible: Vice President Student Development and Deans of Academic Affairs
2. Expand school visits and tours: Continue to visit schools in the area and provide
information about the college and continue to conduct campus tours specifically for
potential Hispanic students with application materials in Spanish.
Responsible: Vice President Student Development and Deans of Academic Affairs
3. Make available admissions materials in Spanish: Create a website in Spanish with
relevant college information including calendar information, course catalogue and
schedules.
Responsible: Admissions and Records, Director EOPS, and Vice President Student
Development
4. Develop a non-credit English for Speakers of Other Languages, (ESOL) program: Work
in conjunction with Humboldt State University to provide ESOL learning opportunities for
the community and to generate positive alliances with the leaders and members of the
Latino community. Explore partnerships with Humboldt County Office of Education to
offer practical courses in community centers.
Responsible: Vice President Instruction
To Increase Black Student Enrollment
1. Develop a community outreach and recruitment program: Create a Community
Recruitment Program involving African American leaders from the CR campus and the
community (including Humboldt State University). Develop workshops, campus tours, and
cultural history and appreciation events for African and African American culture geared
toward recruiting African American students (Appendix G).
Responsible: Vice President Student Development, Co-Presidents of Faculty Senate,
Center Deans
2. Collect meaningful population data on African American students to ascertain if the
RCCD is reflecting local population numbers or if students are primarily recruited from
21
out of the area. Determine if local African American populations are meeting equity
access goals.
Responsible: Institutional Research
Activities to Increase Native American Student Enrollment
1. Develop a community recruitment program: Create a Community Recruitment Program
involving Native American leaders from the CR campus and the community (including
Humboldt State University). Develop workshops, tours, cultural history and appreciation events
for Native American and Native American culture geared toward recruiting African American
students (Appendix G).
2. Visit High Schools for recruitment purposes.
Responsible: Vice President Student Development, Co-Presidents of Faculty Senate, Dean of
Academic Affairs
3. Develop community outreach to the Pacific Islander and Latino communities throughout the
district. Involve local district county offices of education, high schools, health agencies,
organizations, businesses, religious and community centers in determining areas for targeted
recruitment.
Responsible: Director of EOPS, Vice President Instruction
4. Explore activities at the Klamath Trinity site to determine the most productive outreach
methods for Native American populations.
Responsible: Dean of Academic Affairs
Activities to Maintain and/or Increase Enrollment of Traditionally Underrepresented Groups
5. Re-engage in community “listening sessions” and develop new community dialogue
opportunities to determine the needs of underrepresented populations. Annually review
progress of SEP goals (2012) related to access.
Responsible: President/Superintendent, SEP Oversight Committee
Re-establish Native American Studies courses at the Eureka campus that would meet the
HSU Social Work degree diversity requirement. This would serve the dual purpose of meeting
transfer requirements and would promote a culturally enriched learning environment for Native
American students. Responsible: Vice President Instruction, Dean of Academic Affairs Eureka
Activities to Increase Disabled Student Enrollment
1.
Continue to develop distance education programs to respond to the needs of disabled students
who find it difficult to attend classes on campus.
Responsible: Vice President Instruction
2. Implement Americans with Disabilities Act. Analyze ADA documents and CR ADA
Committee plans and recommendations and create a plan needed to address any problems
limiting access to disabled students and integrate it into the appropriate planning committees.
Responsible: Board of Trustees, President/Superintendent, Director of DSPS, Director Human
Resources
22
3. Collect data on persistence and success of disabled students in equity population categories
and analyze data relative to outcomes of disabled students in non-equity population category
Responsible: Institutional Research and Vice President Student Development, Director of DSPS
Indicator II: Course Completion
Graph 6
2002-2003 Successful Completion of All Courses by CR Students
23
Graph 7
2007-2011 Successful Completion of All Courses by CR Students Disaggregated by
Ethnicity, Gender and Disability
Graph 8
2007-2011 DSPS Course Completion by Ethnicity
24
Graph 9
Course Completion by All Populations & Year Del Norte Site
Graph 10
Course Completion by All Populations & Year Klamath-Trinity Site
25
Graph 11
Course Completion by All Populations & Year Eureka Site
Graph 12
Course Completion by All Populations Year Mendocino Site
26
Operational Definition:
Course Completion is determined by computing the ratio of the number of credit courses that students
by population group successfully completed by the end of the term compared to the number of courses
in which students in those groups were enrolled on the census day of the term.
Goals:
1.
2.
3.
4.
5.
6.
Course completion rates for Redwoods Community College District have remained
relatively stable since 2006 at 69% with lower rates for Black, Native American, Pacific
Islander and Hispanic populations.
Increase the trend of decreasing course completions in the Hispanic, Black American
Indian/Alaskan Native, and Pacific Islander populations.
Increase the course completions of African American Students 5% per year for five years to
reach 69% by 2017.
Increase the course completions of Hispanic students 2% per year for five years to reach
69% by 2017.
Increase the course completions of American Indian/Alaskan Natives 2% per year for five
years to reach 69% by 2017.
Increase the course completions of Pacific Islander students 1% per year for five years to
reach 69%.
Increase Disabled students course completions 1% per year for five years to reach 69% by
2017.
Activities to Increase Course Completion for All Groups
Continue to explore and institute curriculum changes to increase multiculturalism and
awareness.
2. Explore various ways to enhance the curriculum to reflect changing needs of students in
such areas as applied learning.
3. Promote diversity and common ground requirement consistent with articulation criteria at
Humboldt State University to create a complete transfer package and to increase retention
of all students.
4. Promote professional development activities for faculty on outcome based research
revealing a positive correlation between multicultural curriculum infusion and student
success (Appendix G).
Responsible: President/Superintendent, Co-Presidents of Faculty Senate, Vice President
Instruction, Chair of Curriculum Committee and Chair of Multicultural and Diversity
Committee
Increase overall completion rates for all groups:
5. Conduct exit polling: Develop an exit interview protocol and instrumentation
(questionnaire) for students who drop or fail two or more courses; develop data basedprograms academic support programs for specific populations (if applicable).
Responsible: Vice President Student Development and Center Deans
27
6. Explore and develop mentoring opportunities: Explore options for providing mentoring
that involve students, College staff and community members. The mentors would assist
students in accessing resources designed to help them stay in College. Support and expand
peer mentoring programs.
Responsible: Faculty Senate, Vice President Student Development and Vice President
Instruction
7. Select and implement use of appropriate ADA compliant software and materials to
facilitate course completion for disabled students’ in certificate and degree programs.
Responsible: Director Disabled Student Programs and Services, Director Human Resources
and Vice President Instruction
Activities to Increase Course Completion of African American Native American, Pacific
Islander, and Hispanic students:
1. Conduct grant research and pursue funding to provide assistance to communities in
overcoming barriers to college entrance and college success. Assist students in
transportation, child care and obtaining information in alternate language formats to support
students in attaining their educational goals.
Responsible: Vice President Student Development
2. Improve data gathering and analysis: Examine population differences within programs
designed to increase the retention of all students. Evaluate re-instituting the Early Alert and
student programs. Disaggregate data by tracking each student through various programs so
that relative success rates can be determined and appropriate institution responses will be
developed.
Responsible: President/Superintendent, Institutional Research Office, and Director of EOPS
3. Promote and support a Multicultural and Diversity Resource Center: Provide a place
where all faculty and staff can easily access current information regarding cultural events,
and find cultural resources such as films, books, and research. Promote and provide a
Multicultural Resource Center that would function as a gathering place for students to
facilitate multicultural understanding and positive social interactions.
Responsible: President/Superintendent, Faculty Senate, Vice President Student Development
and Director Human Resources
4.
Research Puente Projects and UMOJA projects. Puente exists at half of the community
colleges in California and is focused on Latino student success. While a new program,
UMOJA has been instituted at many California community colleges and is created for
African American students. Colleges that have been determined more successful in
completion and transfer rates for these populations utilize these programs. The programs
generally serve 35 students per year at each college, which would greatly benefit a smaller
community college population such as the population at College of the Redwoods (Laden,
2000).
Responsible: Vice President Student Development
28
5. Obtain specific training concerning best practices of summer bridge programs that have
been proven effective in matriculating students to the college level. These projects have
demonstrated effectiveness in increasing student access and success at the college level.
Responsible: Vice President Student Development, Director of EOPS, Faculty Professional
Development Committee, and Professional Development Committee.
6. Investigate AVID; a program devoted to the academic success of underrepresented High
School students to determine effective practices used to support their academic progress
and college access. This program has proven successful in Eureka and Crescent City public
schools.
Responsible: Dean of Del Norte Center, Vice President of Student Development
7. Include disaggregated data on course completion rates in Program Review forms. Integrate
student equity indicators into Program Review.
Responsible: Program Review Committee, Institutional Effectiveness Committee
8. Consistently offer (NAS) courses at the Eureka campus: Explore integration of
courses into the academic structure at the Del Norte Center, as a model to support
Native American students at the Eureka campus, conduct necessary outreach with
Humboldt State University Social Work program to promote transfer with NAS
coursework to meet diversity requirement for Social Work degree.
Responsible: Vice President Instruction, Dean of Academic Affairs Eureka
9. The course success percentage for Native Americans is 10% higher at the Klamath-
Trinity site than is the course success percentage at all other sites in the same population.
Analyze activities at the Klamath-Trinity site that support Native American students and
determine the hierarchy of support measures at all other sites.
Responsible: Institutional Research, Vice President of Student Development, Dean of
Academic Affairs
10. The course success percentage for Latino is 10% higher at the Mendocino site than is the
course success percentage at all other sites in the same population. Analyze activities at
the Mendocino site that support Latino students and determine feasibility of offering
similar support measures at all other sites.
Responsible: Institutional Research, Vice President of Student Development, Dean of
Academic Affairs
Indicator III: Degree and Certificate Completion
Table 4
Graduation Rates and Vocational Course Completion Rates of the 2000 Cohort
(This cohort includes all first-time full-time degree or certificate-seeking undergraduate students that began in the
stated cohort year.)
Graduation Rate within 1.5 times the of normal time*
Transfer-out rate
Graduation rates by gender
Men
29
26.90%
18.90%
23.20%
Women
Graduation rates by ethnicity
White, non-Hispanic
Black, non-Hispanic
Hispanic
Asian/Pacific Islander
American Indian/Alaskan
Native
Unknown Race/ethnicity
32.40%
27.50%
(!) 0.0%*
(!) 16.7%*
(!) 45.5%*
(!) 15.4%*
(!) 40.9%*
(! Interpret data with caution. There are insufficient cases for reliable estimate).
*”Normal Time” is related to the number of units required to complete a degree or certificate. E.g. an Associate of
Science or an Associate of Arts degree requires 60 units of coursework, thus 60 units is the “normal time” it takes to
complete an Associate of Science or an Associate of Arts degree. 1.5 times the “normal time” in this example would
be 90 units or less
Graph 13
2004-2009 Completion Rates for Certificate or Degree in 150% Time by Gender
Graph 14
2004-2009 (Degree) Disabled Student Completion Rate
30
Graph 15
2004-2009 Degree/Certificate Completion Rates for All Populations
Graph 16
2004-2009 Degree/Certificate Completion Rates by Ethnicity
Operational Definition:
Completion is determined by comparing the number of students in the targeted groups who have
received degrees and certificates in the past three years to the completion rates of the non-target group
f students with the same informed articulation goal. Target group completion will be considered
31
sufficient if it equals or exceeds the three-year averaged ratio of enrolled targeted students to enrolled
non-targeted students in the District. The 150% or 3 year completion rate for the total student
population in the 2008-2009 cohort hovers at 6.1%.
Goals:
The completion rates for the total student population hovers at 6.1% in 150% time or three years. Of
note is that some groups (Black population 2005-2006 cohort, Hispanic population 2008-2009 cohort
and Pacific Islanders 2005-2008 cohort) showed no completions for one or more years.
Due to the relatively small percent of students who are completing courses in three years’ time the goal
for this indicator is to:
1. Achieve greater rates of completion for equity and other populations to grow at least 1% (or
more) per year over the next five years with the target of 6.1% (or more) for all equity groups.
•
Examine course completion data by the end of the Spring 2013 semester to determine the ratio
of underrepresented students to Caucasian students (Black students/non-Blacks, Hispanic/nonHispanics, disabled/non-disabled and Native American/non-Native American) and to set
appropriate goals for those groups, so the target ratios will be equal to or exceed that number.
•
Continue to monitor the ethnic and gender distribution of degree and certificate recipients to
assure it is comparable to that of the total student population who enrolled for the first time
three years earlier.
Activities:
1. Promote the Associate Degree: Continue to promote the Associate Degree and develop
materials on how students can achieve and benefit from the degree.
Responsible: Vice President Student Development
2. Identify students who have met most requirements for the Associate Degree. Make contact
with these students and encourage degree completion.
Responsible: Vice President Student Development
3. Consider awarding a Certificate of Completion for those who transfer as soon as they
complete their general education requirements.
Responsible: Vice President Instruction and Faculty Senate
4. Include equity dimensions in Program Reviews to determine if facilities are adequate for
disabled students.
Responsible: Institutional Research Director, Dean of Academic Affairs
5.
Encourage all students to declare majors in their first year of attendance.
Responsible: Student Services, Faculty
6.
Offer first year completion awards to all students signed by the President/Superintendent to
encourage persistence.
Responsible: President/Superintendent
32
7. Expand Perkins Grant supported programming to encourage the success of underrepresented
populations in Vocational Certification.
Responsible: Deans of Vocational and Certificate Programs
8. Investigate I-Best funding to support underrepresented student success programming and
support.
Responsible: Vice President Student Development, Vice President Instruction
Indicator IV: ESOL/Basic Skills Completion
Graph 17
Enrollment in English 153 (ESOL) Courses by Ethnicity,
Spring 2003 vs. Spring 2004
33
Graph 18
ESOL Enrollment by Ethnicity and Year
Graph 19
ESOL Success by Ethnicity
34
Graph 20
Success Rates of Students in English 1A in spring 2003 following
Completion of English 150 during fall 2002
Graph 21
2007-2011 Student Success in English 1A following English 150
by Ethnicity and Year
35
Graph 22
2007-2011 BSI Course Success by Ethnicity
Graph 23
BSI Course Success by Gender (2004-2011)
36
Graph 24
BSI Course Success by DSPS and Year
Graph 25
Success Rates of Students in MATH 30 (College Algebra) in spring 2003
following enrollment in MATH 120 during the fall 2002 by Ethnicity
37
Graph 26
Student Success in Math-30 after Math-120 by Ethnicity and Year
Graph 27
Graph 27
Successful Completion of Basic Skills Courses by All Students/ 2002-2003
38
Graph 28
BSI Successful Course Completion: All Populations/Year
Operational Definition:
The number of students who complete a degree-applicable course in the Basic Skills discipline within
two semesters of having completed the final ESOL or Basic Skills course in the discipline.
Goals:
•
•
•
•
•
Reverse declining trends in success completion rates in Basic Skills in all equity groups
with the exception of the Asian Pacific Islander group since 2005. The decline in success
rates has been greatest for African American and Native American students.
Increase the percentage of African American student Basic Skills completion by 4% for
the next five years to reach 55% by 2017.
Increase the percentage of Hispanic student Basic Skills completion by 1.5% per year for
the next five years to reach 55% by 2017.
Increase the percentage of Native American/Alaskan Native student Basic Skills
completion by 1.5 % in the next five years to reach 55% by 2017.
Continue to track females enrolled in Basic Skills courses to monitor recent trends in
success gaps in BSI courses.
39
Activities to Improve ESOL and Basic Skills Completion:
Meeting ESOL Student Needs and Increasing the Overall Success Rates of Latino Students
1. Create reports: Work with information systems to create reports on the persistence of students
from the final Basic Skills or ESOL course to a degree applicable course.
Responsible: Institutional Research and President/Superintendent
2. Develop appropriate ESOL skills assessment at enrollment to facilitate accurate placement in
courses.
Responsible: Director of Academic Support Center
3. Develop substantive ESOL program with relevant coursework.
Responsible: President/Superintendent, Faculty Senate and Vice President Instruction
4.
Identify ESOL students in application process and track success rates in all Basic Skills
courses. Track students enrolled in ESOL courses and analyze the data on persistence to
determine if there is a difference in the distribution of the total number of completers. Develop
goals as they relate to these data.
Responsible: Institutional Research Office
5. Continue to develop ESOL specific coursework aimed at the success of the ESOL population.
Responsible: Curriculum Committee and Faculty Senate
6. Offer pre-collegiate ESOL courses at the Mendocino, Del Norte Centers, and the Eureka
site.
Responsible: Vice President Instruction, Dean of Academic Affairs and Center Deans
7. Create a learning community with ESOL students within a First Year Experience Cohort
Model and Monitor Success.
Responsible: Director of EOPS, Vice President Student Development
Activities to Meet Basic Skills Students Needs to Increase the Overall Success Rates of Equity
Populations
•
Increase basic skills course completion for all students: Focus on African American,
Hispanic, Asian Pacific Islander and American Indian/Alaskan Native student groups.
Responsible: Vice President Student Development and Basic Skills Committee
•
Provide math and English testing for all students at enrollment to facilitate accurate
placement in courses.
Responsible: Director of Academic Support Center
•
Explore ways to mine information regarding the progress of basic skills students to
mitigate the possibility that they drop or fail while concurrently determining what
academic support interventions services these students most needed. Track all students
enrolled in these programs by race, gender, ethnicity and ability.
Responsible: Vice President Student Development and Institutional Research
40
•
Offer First Year Experience (FYE,) a successful cohort model that tracks student
progress, incorporates a college success support class and other student service
experiences to help students integrate into the college and build supportive networks.
Responsible: Vice President of Student Development
Activities to Improve Data Collection and Analysis
1. Continue to Examine Data: Analyze population differences within programs designed to
increase retention of all students such as the Early Alert and the Basic Skills student programs.
Disaggregate data by tracking each student through various programs so that relative success
rates can be determined and appropriate institutional responses developed.
Responsible: Vice President Student Development and Institutional Research
2. Integrate equity dimensions into Program Reviews: Analyze population differences within
degree and certificate programs to inform planning. Disaggregate course success and program
success data by equity populations.
Responsible: Institutional Research, Program Review Committee and Deans of Instruction
Indicator V: Transfer
Graph 29
Transfer Course Completion by Ethnicity and Gender 2002-2003
41
Table 5
Enrollment of Fall Term 1998 CR Transfer Students to Public Institutions
Aggregated by Higher Education System, Course Institution, Gender, and Ethnicity
Year
Education
System
University of
1998 California
University of
1998 California
Gender
Asian/
Pacific
Islander
Black
Filipino
Hispanic
Native
Amer/
Alaskan
Native
Other White
Non
Res
Alien
No
Response
Men
0
0
0
1
0
0
6
0
2
Women
1
0
0
0
1
0
2
0
2
California
State
1998 University
Men
3
2
1
13
7
3
82
1
20
California
State
1998 University
Women
7
0
0
10
9
3
98
2
35
California
Community
1998 Colleges
Men
2
4
0
3
3
1
86
0
8
1
0
0
8
9
3
81
0
2
14
6
1
35
29
10
355
3
69
California
Community
1998 Colleges
Women
Totals:
Source: http://www.cpec.ca.gov/OnLineData/OnLineData.asp
42
Graph 30
Transfer Rates to Four-Year California Universities from California Community Colleges
Over a Three Year Period
Graph 31
Transfer Rate for Eligible Students based on First Year
43
Graph 32
2006-2010 Transferring Students to UC and CSU by Ethnicity
Operational Definition:
This indicator is defined as the ratio of the number of students by population group who complete a
minimum of 12 units and have attempted a transfer-level course in mathematics or English to the
number of students in that group who actually transfer after one or more (up to six) years.
Goals
There are large discrepancies between equity populations and non-equity populations.
Transfer rates for eligible students are at 40% for the white population in 2005-2006 and there are
differential percentages for equity populations with the total population percent at about 37%. Goals
are based on bringing all populations up to 40% or higher. Among young adults who attended
California community colleges between 1996 and 1998, Asians were the most likely to transfer to a
four-year institution within six years of entry, followed by Whites. Transfer rates for African
Americans and Latinos were lower and almost identical to each other (Graph 29) (Gandara et.al.,
2012). CR trends follow this data.
1. Increase female percentage of transfer by 1% every year for the next five years to reach 40% by
2017.
3. Increase Black student percentage of transfer 1.5% per year for five years to reach 40% by 2017.
4. Increase American Indian Alaskan Native transfer 4.5% every year for the next five years to
reach 40% by 2017.
5. Increase Asian Pacific Islander percentage of transfer 2% every year for the next five years to
reach 40% by 2017
44
6. Increase Hispanic percentage of transfer 2% for the next five years to reach 40% by 2017.
7. Increase Female percentage of transfer 1% for the next five years to reach 40% by 2017.
Activities to Increase the Number of Transfer Students
1. Develop a “Pipeline Project”: This program can be modeled after the program developed for
Latino females to encourage transfer and can apply to all underrepresented groups. This
program includes:
a. Student mentoring: CR students recruit mentees at the high schools and then mentor
these students.
b. Collaboration with Humboldt State University and Sonoma State University. Students
at the State University level mentor students from College of the Redwoods.
c. Collaboration with the University of California to bring in students from
underrepresented groups to recruit for transfer to University of California.
d. Instructor mentoring: Faculty work with students to assist them in transferring to 4-year
college or university.
e. Alumni connections: Alumni and alumni groups from the community, as well as staff
of CR, are recruited to serve as mentors and role models to encourage students to attend
their alma maters.
Responsible: Co-Presidents Faculty Senate, Vice President Instruction, Vice President Student
Development, Director CR Foundation, Director of Special Projects and Grant Initiatives
2. Increase Transfer Guarantees and Articulation Agreements: Continue to promote transfer
guarantees and develop a more complete articulation package for Humboldt State University by
developing a Diversity and Common Ground requirement at the GE level that will meet the
same requirement at Humboldt State University.
Responsible: Vice President Student Development, Vice President of Instruction, and
Curriculum Committee of the Faculty Senate
3. Conduct round table discussions on research conducted with community colleges that
produce healthy transfer rates in underrepresented populations (Building Pathways to
Transfer-full report University of California, 2012).
Responsible: President/Superintendent, Vice President Student Affairs, Vice President of
Instruction
4.
Investigate funding sources to offer summer bridge programs that have consistently proven
effective in supporting students to gain access to transfer institutions (Mosqueda, 2010).
Responsible: Vice President Student Development, Director Special Projects and Grant
Initiatives, Director CR Foundation
5. Explore the use of “diagnostic” testing to replace or augment placement testing to indicate if
students would better benefit from “refresher” courses as opposed to remediation placement
(Gandara et. al., 2012).
Responsible: Director Learning Resource Center, Basic Skills Committee, Vice President of
Student Development, Vice President Instruction
6. Apply for Community College- to -Baccalaureate Program/Bridges to the Future (National
Institute of General Medical Science, National Institute of Research on Minority Health and
the National Institute of Health). To fund empirically based strategies to facilitate retention
45
and transfer of “minority” students including, enriched curriculum, mentoring, joint courses
between 2 year and 4 year institutions, tutoring and counseling.
Responsible: Vice President Student
Activities to Obtain Better Transfer Data
1. Work with Chancellor’s Office to obtain better data on students who transfer from the
RCCD to other institutions.
Responsible: Institutional Research
2. Develop protocols and statistical programs to better track success and retention of CR
students by population through their college career (at CR and beyond).
Responsible: Institutional Research
Indicator VI: Retention
Graph 33
Course Retention by Population and Year
46
Graph 34
Vocational Course Retention
Operational Definition:
The combined number of students who remain in a course with a grade of F or better. Retention will
be assessed by the number of retained students divided over the total number of students enrolled at
census.
Goals:
Course Retention
• Maintain and increase Latino retention by 1% in one year to reach 88% by 2013.
• Increase the Disabled population retention by 1% in one year to reach 88% in 2013.
Vocational Course Retention
• Monitor Asian Pacific Islander retention percentages closely to determine factors that
contribute to decline in retention.
• Increase Asian Pacific Islander retention by 2% per year to reach 92% by 2015.
• Monitor Disabled student retention percentages closely to determine factors that contribute to
decline in retention.
• Increase Disabled student retention by 2% every year to reach 92% by 2015.
47
•
•
•
Monitor Native American retention percentages closely to determine factors impeding
retention.
Increase Native American retention by 2% every year to reach 92% by 2014.
Monitor Latino retention percentages closely to determine factors that contribute to decline in
retention.
Activities: Activities for Vocational Retention and Non- Vocational Course Retention
Supplemental Instruction: Develop a companion course with hands on learning, tutoring and support
for more difficult courses that use collaborative teaching and learning models. Responsible, Vice
President of Instruction, Vice President of Student Development, Deans of Instruction and Enrollment
Management Committee
Mandatory Advising for all Students: Assure that students are informed of course choices and are
directed to courses consistent with their goals. Responsible, Vice President of Student Development
Employ Community Learning Models: Provide opportunities for group projects and study groups to
build in cohesive relationships within classroom communities. Responsible, Vice President of
Instruction, Vice President of Student Development
Assessment Activities to Include Discussions of Supportive Teaching Methodologies that lead to
Retention of Underrepresented Student Populations: Responsible, Assessment Coordinator
Indicator VII: Campus Climate
Table 6
2004 Full-Time Faculty with Tenure by Ethnicity
Ethnicity
Male Professors Female Professors
Nonresident Alien
0
0
Black, non-Hispanic
0
0
American Indian/Alaska Native
4
0
Asian/Pacific Islander
<4
<4
Hispanic
<4
<4
39
23
0
4
48
32
White, non-Hispanic
Race/ethnicity unknown
Total
48
Graph 35
2007-2011 Full-Time Faculty by Gender and Ethnicity
Graph 36
2007-2011 Staff by Gender and Ethnicity
49
Graph 37
2007-2011 Administration by Gender & Ethnicity
Operational Definition:
Campus climate will be assessed by analyzing the recruitment efforts and retention data related to
the hiring of faculty and staff from underrepresented groups.
Goal:
To improve the Campus Climate for Students from Diverse Backgrounds
Activities:
1. Increase the number of qualified faculty, staff and administration from ethnic minority
groups and increase retention rates of these individuals. Explore recruitment strategies that
increase the numbers of qualified applicants from underrepresented groups.
Responsible: President/Superintendent, Vice President Instruction, Director Human
Resources, Vice President Student Development, and Faculty Senate
2. Increase Role Models and Social Support for African American, American
Indian/Alaskan Native and Hispanic Students.
3. Recruit a culturally diverse faculty, staff and administration that reflects the cultural
diversity of currently underrepresented groups.
Responsible: President/Superintendent, Vice President of Instruction, Director Human
Resources, and Faculty Senate
50
4. Include equity dimensions in program reviews. Integrate accountability measures into
program development and review to measure the relative success of newly developed
programs across disaggregated student groups in accordance with populations described by
the Chancellor’s Office and the Board of Governors (Fall 2002) and The Academic Senate
for the California Community Colleges.
Responsible: Co-Presidents Faculty Senate, Program Review Committee, and Institutional
Research
5. Execute and develop training for selection committees on cross-cultural competency.
Responsible: Vice President Instruction, Human Resources, and Academic Senate
6. Hire outside trainers to provide professional development in diversity awareness to faculty,
staff, and administrators.
Responsible: President/Superintendent Director Human Resources and Professional
Development Committee, and Professional Development Committee
7. Conduct follow-up interviews with faculty candidates who decline employment offers at
the College to ascertain where improvements in recruitment methods/offers of employment
can be made.
Responsible: President/Superintendent, Vice President Student Development, Director
Human Resources, and Chief Instructional Officer
8. Implement appropriate instrumentation (questionnaires or surveys) designed to assess
campus climate at all instructional sites within the District. Research appropriate
instrumentation (such as George Baker’s Campus Climate) available to mine student,
faculty, and staff attitudes regarding diversity and student satisfaction with the climate.
Implement results of the assessment as appropriate.
Responsible: Director Human Resources, Vice President Student Development, Deans of
Academic Affairs
9. Promote and support a Multicultural and Diversity Resource Center accessible to all
throughout the District. Provide a place where all students, faculty, and staff can easily
access current information regarding cultural events and find cultural resources such as
films, books, and research materials. The Center would also provide a gathering space for
students to promote multicultural understanding.
Responsible: President/Superintendent, Faculty Senate, Vice President Student
Development, Facilities Committee
10. Provide reassign time to faculty to pursue grant funding to address student equity issues.
Responsible: President/Superintendent, Vice President of Instruction, Director of Special
Projects and Grant Initiatives, Director CR Foundation
11. Continue to provide a Diversity and Fellowship Award to any employee of the District
who has been consistently involved in the education and enhancement of pluralistic ideals
and positively contributes to the achievement of College of the Redwoods diversity goals or
to promoting diversity in the communities the College serves.
Responsible: Co-Presidents Faculty Senate, Vice President, Human Resources
51
12. Honor Faculty of the Year recipients from all District sites during Convocation and
graduation ceremony at the Eureka site to endorse the commitments of instructors of all
sites to teaching and to the outer communities they serve.
Responsible: Human Resources Director
13. District leaders will attend the Wiyot World Renewal Ceremony (in Eureka) annually to
demonstrate the District’s continued support of tribal legacy and culture. To continue the
tradition of clearly demonstrating the welcoming of tribal affiliated students and employees
to the District.
Responsible: President
Indicator VIII: Systematic Implementation of the Student Equity Plan
Goal:
1. To continually update, implement and integrate the Student Equity Plan.
Activities:
1.
Establish a Committee: Establish a permanent Student Equity Plan Committee reflecting the
highest levels of governance as recommended in the Student Equity Plan guidelines. This
committee will be comprised of the following persons, the CR President/Superintendent, the
Vice President of Instruction, Vice President of Student Development, and with one additional
member appointed by the College Council, a Senator chosen from the Faculty Senate, a
Multicultural and Diversity Committee representative, a representative from the Institutional
Research Office and one Dean of Instruction. This committee will invite an ASCR student
representative. This committee will provide direction to the program, will identify internal and
external funding sources, and assess progress towards achieving specified goals and
implementing activities.
Responsible: President
8. Integrate the Plan: The Student Equity Plan will be integrated into the district’s planning
efforts and will be reflected in all appropriate integrated planning models, the Strategic Plan,
Educational Master Plan, Program Review and other applicable bodies, processes and in order to
insure that it is properly aligned with and fully integrated into overall district planning.
Responsible: Student Equity Plan Committee, Institutional Effectiveness Committee, Program
Review Committee, and the Board of Trustees.
9. Promote the Plan: Promote the goals and activities in the Student Equity Plan to all College
faculty, staff and students through the use of media and printed materials, open forums, and the
institution of College Hour activities.
Responsible: President and Faculty Senate
10. Review the Plan: The Student Equity Plan committee Chair will report on the progress of the
Plan to the College Council, the Faculty Senate and the Board of Trustees annually.
Responsible: President, Vice President of Student Development, Faculty Senate, and Board of
Trustees.
52
11. The 2012 Student Equity Plan will be made available on the College of the Redwoods website
in order to assure accessibility for reporting and accountability.
Responsible: Director of Information Technology Services
IV. IMPLEMENTATION
Sources of Funding
The sources of funding for the Student Equity Plan and its activities include both external and internal
resources. The college’s administration will identify general funds that are available to support the
activities outlined by this plan. Many activities will require little or no funding yet necessitate
administrative support for integrating them into the college’s culture. Others will require additional
funds that may have to come from outside sources. The Student Equity Plan can help prioritize the
activities based on the availability of fiscal resources.
1. Internal Resources:
Budgetary constraints may limit the funding of activities delineated in the present plan. However, it is
critical that the institution demonstrates commitment to the principles and values of the Student Equity
Plan and to its own philosophy, mission, and policies in order to create the foundation of the plan rests.
The 2004 Student Equity Plan Task Force therefore recommends that:
•
•
Existing resources be utilized by shifting the allocations of existing funds to accommodate
the new student equity activities.
Discussion regarding reallocation of existing resources for selected student equity activities
will transpire at the highest level of governance.
2. External Resources:
• The submission of additional grant applications will help to fund student equity activities
that may not be covered by initial resources.
3. Funding Sources are included on page 84
Assessment Schedule and Process
The assessment of progress related to implementation of the plan will include both informal and formal
(data analysis) processes. These informal and formal evaluations will be conducted by the Student
Equity Committee, described earlier in this document. The membership of the standing Student Equity
Committee will represent the highest levels of governance at College of the Redwoods in keeping with
both the guidelines for the Student Equity Plan as put forth by the California Community College’s
Faculty Senate and the Office of the Chancellor. The Student Equity Plan Committee will track the
implementation of the Plan and those responsible for implementation will report semi-annually to the
Committee regarding progress on the various activities described in the Plan.
The Committee will meet three times yearly: once to prioritize activities and goals and to review
responsibilities for implementation, once to receive reports from those responsible for enacting the
activities, and once to evaluate progress in meeting designated goals and to develop a reporting
schedules. The Student Equity Plan Committee will report annually to the Faculty Senate, the Board of
53
Trustees and to the College Council on the progress of the Student Equity Committee. Progress of the
Student Equity Committee will be determined by progress made in the following areas:
•
•
•
The activities conducted (at least one activity will be chosen per indicator)
The success rates of those activities; and
Augmentation and adjustment of activities
Data Analysis will be conducted based on the Indicators I-VII. The progress on each goal related to
each indicator will be reviewed by the Student Equity Plan Committee annually in the spring. Data will
be included into Program Reviews and will be reported through the Program Review documentation
process. This integration of process will ensure that consistent collaboration and accountability will be
built into the systematic review of the Student Equity Plan. The annual report given to the Board of
Trustees will be posted on the College of the Redwoods web-site for easy access. This will promote
further accountability.
Closing Statement
One overriding issue emerged while updating the 2005 report: the marked improvement of
institutional research capability. The present report strongly recommends continuing consistent efforts
to develop statistical programs to track student data and to conduct meaningful assessment and
analysis. In this way, the district will be well positioned to develop programs based upon substantive
data to institute a culture of evidence. Larger cohorts will also make data sets more reliable and
therefore more informative.
The district sites vary in access for underrepresented students and with differing populations. The
Eureka campus is doing well in relative population matching; however, the data show a need to
increase the Native American population. The Del Norte site has made significant gains in increasing
access for Native Americans, however, lags behind in Hispanic representation. The Latino population
is increasing and the 2012 Student Equity Plan promotes appropriate responsiveness to the changing
demographics in the District.
In reviewing the Student Equity Plan of 2005 and comparing those data and activities to 2011 College
of the Redwoods responsiveness to underrepresented students, it is clear that significant gains noted
comparing the 1999 data to the 2005 data are in decline. A number of programs that were developed
to increase the success rates for all students have been lost over the last decade. For further review of
gains made from 1996 to 2005, please refer to Attachment F. Moreover, the data demonstrates that the
College is challenged to improve its functioning in many areas, such as in its responsiveness to the
surrounding Native American, Asian Pacific Islander and Latino communities. One advantage of
updating the Student Equity Plans of 1996 and 2005 is to have the opportunity to honestly review how
the College is doing with respect to serving underrepresented students and to responsibly addressing
critical issues related to access, retention and success.
It is clear that ESOL students benefit from ESOL specific coursework. Latino students do significantly
better than do their Caucasian counterparts in English 1A after completing English 153. However, the
college has not offered ESOL (at the Del Norte and Eureka sites) since 2009, despite the fact that the
data indicate these courses benefit those students. In the fall of 2012, a pilot project funded by Basic
Skills Initiative and general funds will establish and assess a new ESOL course which will help
determine strategies to best serve these underrepresented student groups. The Del Norte site will
54
continue to provide courses and outreach services to the Native American student population and the
Mendocino site will maintain its ESOL offerings. This Plan clearly indicates a need to source what is
working well for the district in its support of vulnerable populations at each site in order to disseminate
these practices throughout the district.
Increasing community outreach to the diverse populations the college serves will be essential for
developing positive relationships, discovering needs and determining the best means of meeting those
needs. Communication with local high schools and Humboldt State University is essential to building
new bridges that will offer increased accessibility, support for student success and to create a culture of
transfer.
55
References
American Association of Community Colleges. (2012, April). Reclaiming the American Dream: A report
from the 21st –Century Commission on the Future of Community Colleges. Washington, DC: Author.
Available from http://www.aacc.nche.edu/21stCenturyReport
Astin, A.W., & Oseguera, L. (2003). Degree attainment among Latino undergraduates: Re-thinking timeto-degree. Berkeley: California Policy Research Institute, UC Latino Policy.
Baker, B., Keller-Wolff, C., & Wolf-Wendel, L. (2000). Two steps forward, one step back: Race ethnicity
and student achievement in education policy, research. Educational Policy 14(4), 511-529.
Edgecombe, N. (2011). "Accelerating the academic achievement of students referred to
developmental education." Community College Research Center Working Paper.
Roksa, J., E. Grodsky, et al. (2006). "The role of community colleges in promoting student diversity in
California." Equal Opportunity in Higher Education: The Past and Future of Proposition 209.
Gandara, P., Alvarado E., Driscoll A. &Orfeild, G. (2012). Building Pathways to Transfer: Community
Colleges that Break the Chain of Failure for Students of Color. The Civil Rights Project Proyeto Derechos
Civiles. Los Angeles, 2012
Laden, B.V. (2000). The Puente Project: Socializing and mentoring Latino community college students.
Academic Quarterly Exchange, 4(2), 90-99.
Lee, V. E. & Frank, K.A. 1990. "Students' Characteristics that facilitate the transfer from two-year to
four-year colleges." Sociology of Education 63 (3), 178-193.
Mosqueda, C. (2010). The effect of a First-Year Experience program on transfer readiness and the
transfer process of community college students. Unpublished doctoral dissertation, University of
California, Los Angeles.
National Center for Public Policy and Higher Education, (2005). Projected drop in income for California
most severe in U.S. Educational level of state workforce also expected to decline. Policy Supplement.
Available from http://www.highereducation.org/reports/pa_decline/states/CA.pdf
Smith B., 2010 Equity and Diversity Action Committee, Academic Senate of California Community
Colleges. The Sun Rises on Equity and Diversity Issues: Looking Ahead. Available from
http://asccc.org/content/sun-rises-equity-and-diversity-issues-looking-ahead-2009-2010
Witt, Allen A., James L. Wattenbarger, James F. Gollattscheck, and Joseph E. Suppinger. America's Community
Colleges: The First Century, Community College Press, 1994. 34.
56
Student Equity Plan Implementation Grid for College of the Redwoods
Activities in the 2012 Plan will be engaged at the direction of the Student Equity Plan Oversight Committee, (see
Appendix G). Each year the committee will select activities to address each Equity Indicator, identify the responsible
parties for the action, and assess the results of the activity at the end of the annual cycle.
Equity Indicator I: Access
Goals:
1. Increase the Del Norte Hispanic Population 1.25% per year for five years to reach 17%.
2. Increase the Mendocino County Hispanic enrollment 1% per year for five years to reach 17%.
3. Increase the District-wide Hispanic student enrollment, which in 2010-2011 was at 9%, by 2% per year to reach at least
12% by year 2015.
4. Increase the percentage of Black student enrollment in Mendocino and Del Norte Counties by .5% (average between
the two counties) per year to reach at least 3% by the year 2015.
5. Increase the percentage of American Indian Alaskan Natives at the Mendocino Center by 1% for two years to reach 5%
by the year 2014.
6. Identify barriers to access for disabled student populations.
Initiative
Activity
Increase Hispanic
1. Develop a community recruitment program: Create a “Community Recruitment
Student Enrollment
Program” involving Latino leaders, Spanish speakers and/or successful students who will
act as mentors. Using a “Latino Advisory Committee” (with leaders from the community
and campus), to develop workshops, tours and field trips to recruit Hispanic students and
to provide information to their parents.
2. Expand school visits and tours: Continue to visit schools in the area and provide
information about the college and continue to conduct campus tours specifically for
potential Hispanic students with application materials in Spanish.
3. Make available admissions materials in Spanish: Create a website in Spanish with
relevant college information including calendar information, course catalogue and
schedules.
4. Develop a non-credit or not for credit English for Speakers of Other Languages, ( ESOL),
program: Work in conjunction with Humboldt State University to provide ESOL learning
opportunities for the community and to generate positive alliances with the leaders and
members of the Latino community. Explore Partnerships with Humboldt County Office
of Education to offer practical courses in community centers.
57
Increase Black Student
Enrollment
Increase Native
American Student
Enrollment
Maintain and/or
Increase Enrollment of
Traditionally
Underrepresented
Groups
5. Develop a community outreach and recruitment program: Create a Community
Recruitment Program involving African American leaders from the CR campus and the
community (including Humboldt State University). Develop workshops, campus tours,
and cultural history and appreciation events for African and African American culture
geared toward recruiting African American students (Appendix G).
6. Collect meaningful population data on African American students to ascertain if the
RCCD is reflecting local population numbers or if students are primarily recruited from
out of the area. Determine if local African American populations are meeting equity
access goals.
7. Develop a community recruitment program: Create a Community Recruitment Program
involving Native American leaders from the CR campus and the community (including
Humboldt State University). Develop workshops, tours, cultural history and appreciation
events for Native American and Native American culture geared toward recruiting
African American students (Appendix G). Visit High Schools for recruitment purposes.
8. Develop community outreach to the Pacific Islander and Latino communities
throughout the district. Involve local district county offices of education, high schools,
health agencies, organizations, businesses, religious and community centers in
determining areas for targeted recruitment.
9. Explore activities at the Klamath Trinity site to determine the most productive
outreach methods for Native American populations and establish hierarchies for
implementation.
10. Re-engage in community “listening sessions” and develop new community dialogue
opportunities to determine the needs of underrepresented populations. Annually
review progress of SEP goals (2012) related to access.
11. Consistently offer Native American Studies courses at the Eureka campus that would
meet the HSU Social Work degree diversity requirement and engage in outreach
activities to increase access. This would serve the dual purpose of meeting transfer
requirements and would promote a culturally enriched learning environment for Native
American students.
58
Increase Disabled
Student Enrollment
12. Continue to develop distance education programs to respond to the needs of disabled
students who find it difficult to attend classes on campus.
13. Implement Americans with Disabilities Act. Analyze ADA documents and CR ADA
Committee plans and recommendations and create a plan needed to address any
problems limiting access to disabled students and integrate it into the appropriate
planning committees.
14. Collect data on persistence and success of disabled students in equity population
categories and analyze data relative to outcomes of disabled students in non-equity
population category
Equity Indicator II: Course Completion
Goals
7. Reverse the trend of decreasing course completions in the Hispanic, Black American Indian/Alaskan Native, and Pacific
Islander populations.
8. Increase the course completions of African American Students 5% per year for five years to reach 69% by 2017.
9. Increase the course completions of Hispanic students 2% per year for five years to reach 69% by 2017.
10. Increase the course completions of American Indian/Alaskan Natives 2% per year for five years to reach 69% by 2017.
11. Increase the course completions of Pacific Islander students 1% per year for five years to reach 69%.
12. Increase Disabled students course completions 1% per year for five years to reach 69% by 2017.
Initiative
Increase
multiculturalism and
awareness.
Increase course
completion rates for
all groups:
Activity
1. Explore various ways to enhance the curriculum to reflect changing needs of
students, in such areas as applied learning.
2. Promote diversity and common ground requirement consistent with articulation
criterion at Humboldt State University to create a complete transfer package and to
increase retention of all students.
3. Promote professional development activities for faculty on outcome based research
revealing a positive correlation between multicultural curriculum infusion and
student success
4. Conduct exit polling: Develop an exit interview protocol and instrumentation
(questionnaire) for students who drop or fail two or more courses; develop data
based-programs academic support programs for specific populations (if applicable).
5. Explore and develop mentoring opportunities: Explore options for providing
59
Indicators
(and targets)
Increase Course
Completion of African
American Native
American, Pacific
Islander, and Hispanic
students
mentoring that involve students, College staff and community members. The
mentors would assist students in accessing resources designed to help them stay in
College. Support and expand peer mentoring programs. Responsible: Faculty Senate,
Vice President Student Development and Vice President Instruction.
6. Select and implement use of appropriate ADA compliant software and materials to
facilitate course completion for disabled students’ in certificate and degree
programs. Responsible: Director Disabled Student Programs and Services, Director
Human Resources and Vice President Instruction
7. Pursue funding to provide assistance to communities in overcoming barriers to
college success and college entrance. Assist students in transportation, child care
and obtaining information in alternate language formats to support students in
attaining their educational goals.
8. Improve data gathering and analysis: Examine population differences within
programs designed to increase the retention of all students. Evaluate re-instituting
the Early Alert and student programs. Disaggregate data by tracking each student
through various programs so that relative success rates can be determined and
appropriate institution responses will be developed.
9. Promote and support a Multicultural and Diversity Resource Center: Provide a place
where all faculty and staff can easily access current information regarding cultural
events, and find cultural resources such as films, books, and research. Promote and
provide a Multicultural Resource Center that would function as a gathering place for
students to facilitate multicultural understanding and positive social interactions.
10. Investigate for Puente Project and UMOJA projects. Puente exists at half of the
community colleges in California and based on its success with Latino students.
While a new program, UMOJA has been instituted at many California community
colleges and is created for African American students. Colleges that have been
determined more successful in completion and transfer rates for these populations
utilize these programs. The programs generally serve 35 students per year at each
college, which would greatly benefit a smaller community college population such as
that at College of the Redwoods (Laden, 2000).
11. Obtain specific training concerning best practices of summer bridge programs that
have been proven effective in matriculating students to the college level. These
projects have demonstrated effectiveness in increasing student access and success at
the college level.
60
12. Investigate AVID; a program devoted to the academic success of underrepresented
High School students to determine effective practices used to support their
academic progress and college access. This program has proven successful in Eureka
and Crescent City public schools.
13. Include disaggregated data on course completion rates in Program Review forms.
Integrate student equity indicators into Program Review.
14. Consistently offer (NAS) courses at the Eureka campus: Explore integration of
courses into the academic structure at the Del Norte Center, as a model to support
Native American students at the Eureka campus, conduct necessary outreach with
Humboldt State University Social Work program to promote transfer with NAS
coursework to meet diversity requirement for Social Work degree.
15. Analyze activities at the Klamath-Trinity site that support Native American
students and offer similar support measures at all other sites. The course success
percentage for Native Americans is 10% higher at the Klamath-Trinity site than is the
course success percentage at all other sites in the same population.
16. Analyze activities at the Mendocino site that support Latino students and
determine offer similar support measures at all other sites.
Equity Indicator III: Degree and Certificate Completion
Goals: . Achieve greater rates of completion for equity and other populations to grow at least 1% (or more) per year over the next
five years with the target of 6.1% (or more) for all equity groups.
Initiative
Activity
Gather data to better
understand barriers to
degree/certificate
completion
1. Examine course completion data by the end of the Spring 2013 semester to
determine the ratio of underrepresented students to Caucasian students (Black
students/non-Blacks, Hispanic/non-Hispanics, disabled/non-disabled and Native
American/non-Native American) and to set appropriate goals for those groups, so the
target ratios will be equal to or exceed that number.
61
Indicators
(and targets)
2. Continue to monitor the ethnic and gender distribution of degree and certificate
recipients to assure it is comparable to that of the total student population who
enrolled for the first time three years earlier.
3. Monitor the disparity between course completion and vocational course completion
for disabled students who show a stable disparity in both vocational and degree
completions
Achieve greater rates
of completion for
equity and other
populations
4. Promote the Associate Degree: Continue to promote the Associate Degree and
develop materials on how students can achieve and benefit from the degree. Identify
students who have met most requirements for the Associate Degree. Make contact
with these students and encourage degree completion.
5. Consider awarding a Certificate of Completion for those who transfer as soon as
they complete their general education requirements.
6. Include equity dimensions in Program Reviews to determine if facilities are
adequate for disabled students.
7. Encourage all students to declare majors in their first year of attendance.
8. Offer first year completion awards to all students signed by the
President/Superintendent to encourage persistence.
9. Expand Perkins Grant supported programming to encourage the success of
underrepresented populations in Vocational Certification.
Equity Indicator IV: ESOL/Basic Skills Completion
Goals:
13. Reverse declining trends in success completion rates in Basic Skills in all equity groups. There has been a 10% decline in
Caucasian student success rates since the 2005 SEP report (2003 data). The decline in success rates has been greatest for
Black, Hispanic, and Pacific Islander students.
14. Increase the percentage of Black student basic skills completion by 6% for the next five years to reach 55% by 2017.
15. Increase the percentage of Hispanic student basic skills completion by 2% per year for the next five years to reach 55% by
2017.
16. Increase the percentage of Asian Pacific Islander student basic skills completion by 1.5% for the next five years to reach
55% by 2017.
62
17. Increase the percentage of Native American/Alaskan Native student basic skills completion by 1.5 % in the next five years
to reach 55% by 2017.
18. Continue to track females enrolled in Basic Skills courses to monitor recent trends in success gaps in BSI courses.
Initiative
Improve ESOL and Basic
Skills Completion.
Meeting ESOL Student
Needs and Increasing the
Overall Success Rates of
Latino Students
Increase the Overall Success
Rates of Equity
Populations
Activity
1. Create reports: Work with information systems to create reports on the persistence
of students from the final basic skills or ESOL course to a degree applicable course.
Article I.
2. Develop appropriate ESOL skills assessment at enrollment to
facilitate accurate
Article II.
placement in courses.
3. Develop substantive ESOL program with relevant coursework.
4. Identify ESOL students in application process and track success rates in all Basic
Skills courses. Track students enrolled in ESOL courses and analyze the data on
persistence to determine if there is a difference in the distribution of the total
number of completers. Develop goals as they relate to these data.
5. Continue to develop ESOL specific coursework aimed at the success of the ESOL
population.
6. Offer pre-collegiate ESOL courses at the Mendocino, Del Norte Centers, and the
Eureka campus.
7. Create a learning community with ESOL students within a First Year Experience
Cohort Model and Monitor Success
8. Increase basic skills course completion for all students: Focus on African American,
Hispanic, Asian Pacific Islander and American Indian/Alaskan Native student groups.
9. Provide math and English testing for all students at enrollment to facilitate accurate
placement in courses.
10. Explore ways to mine information regarding the progress of basic skills students to
mitigate the possibility that they drop or fail while concurrently determining what
academic support interventions services these students most needed. Track all
students enrolled in these programs by race, gender, ethnicity and ability.
11. Offer First Year Experience (FYE) a successful cohort model that tracks student
progress and incorporates at least one support class where students learn how to be
successful college students and other service experiences to help students get on
track early and build supportive networks (Mosqueda, 2010).
63
Improve Data Collection
and Analysis
12. Examine Data: Analyze population differences within programs designed to increase
retention of all students such as the Early Alert and the Basic Skills student programs.
13.
Disaggregate data by tracking each student through various programs so that
relative
.
success rates can be determined and appropriate institutional responses developed.
Equity Indicator V: Transfers
Goals:
19. Increase female percentage of transfer by 1% every year for the next five years to reach 40% by 2017.
20. Increase Black student percentage of transfer 1.5% per year for five years to reach 40% by 2017.
21. Increase American Indian Alaskan Native transfer 4.5% every year for the next five years to reach 40% by 2017.
22. Increase Asian Pacific Islander percentage of transfer 2% every year for the next five years to reach 40% by 2017
23. Increase Hispanic percentage of transfer 2% for the next five years to reach 40% by 2017.
24. Increase Female percentage of transfer 1% for the next five years to reach 40% by 2017.
Initiative
Increase the Number of
Transfer Students
Activity
1. Develop a “Pipeline Project”: This program can be modeled after the program
developed for Hispanic females to encourage transfer and can apply to all
underrepresented groups. This program includes:
a. Student mentoring: CR students recruit at the high schools and then mentor
these students.
b. Collaboration with Humboldt State University and Sonoma State University.
Students at the State University level mentor students from College of the
Redwoods.
c. Collaboration with the University of California to bring in students from
underrepresented groups to recruit for transfer to University of California.
d. Instructor mentoring: Faculty work with students to assist them in transferring to
4-year college or university.
e. Alumni connections: Alumni and alumni groups from the community, as well as
staff of CR, are recruited to serve as mentors and role models to encourage
students to attend their alma maters.
64
2. Increase Transfer Guarantees and Articulation Agreement: Continue to promote
transfer guarantees and develop a more complete articulation package for
Humboldt State University by developing a Diversity and Common Ground
requirement at the GE level that will meet the same requirement at Humboldt State
University.
3. Conduct round table discussions on research conducted with community colleges
that produce healthy transfer rates in underrepresented populations (Building
Pathways to Transfer-full report University of California, 2012).
4. Investigate funding sources to offer summer bridge programs that have
consistently proven effective in supporting students to gain access to transfer
institutions (Mosqueda, 2010).
5. Explore the use of “diagnostic” testing to replace or augment placement testing to
indicate if students would better benefit from “refresher” courses as opposed to
remediation placement (Gandara et. al., 2012).
Obtain Better Transfer Data
6. Work with Chancellors Office to obtain better data on students who transfer from
the RCCD to other institutions.
7. Develop protocols and statistical programs to better track success and retention of
CR students by population through their college career (at CR and beyond).
Equity Indicator VI: Retention
Goals:
Course Retention
25. Maintain and increase Latino retention by 1% in one year to reach 88% by 2013.
26. Increase the Disabled population retention by 1% in one year to reach 88% in 2013.
Vocational Course Retention
27. Monitor Asian Pacific Islander retention percentages closely to determine factors that contribute to decline in retention.
28. Increase Asian Pacific Islander retention by 2% per year to reach 92% by 2015.
29. Monitor Disabled student retention percentages closely to determine factors that contribute to decline in retention.
30. Increase Disabled student retention by 2% every year to reach 92% by 2015.
31. Monitor Native American retention percentages closely to determine factors impeding retention.
32. Increase Native American retention by 2% every year to reach 92% by 2014.
33. Monitor Latino retention percentages closely to determine factors that contribute to decline in retention.
65
Initiative
Improve Vocational
Retention and NonVocational Course
Retention
1.
2.
3.
4.
Activity
Supplemental Instruction: Develop a companion course with hands on learning,
tutoring and support for more difficult courses that use collaborative teaching and
learning models.
Mandatory Advising for all Students: Assure that students are informed of course
choices and are directed to courses consistent with their goals. Responsible, Vice
President of Student Development.
Employ Community Learning Models: Provide opportunities for group projects and
study groups to build in cohesive relationships within classroom communities.
Assessment Activities: to Include Discussions of Supportive Teaching Methodologies
that lead to Retention of Underrepresented Student Populations.
Equity Indicator VII: Campus Climate
Goal:
34. To improve the Campus Climate for Students from Diverse Backgrounds
Initiative
Improve the Campus
Climate for Students from
Diverse Backgrounds
Activity
1. Increase the number of qualified faculty, staff and administration with diversity
awareness and training and those from ethnic minority groups and increase
retention rates of these individuals. Explore recruitment strategies that increase the
numbers of qualified applicants from underrepresented groups.
2. Increase Role Models and Social Support for African American, American
Indian/Alaskan Native and Hispanic Students.
3. Recruit a culturally diverse faculty, staff and administration that reflect the cultural
diversity of currently underrepresented groups.
4. Include equity dimensions in program reviews. Integrate accountability measures
into program development and review to measure the relative success of newly
developed programs across disaggregated student groups in accordance with
populations described by the Chancellor’s Office and the Board of Governors (Fall
2002) and The Faculty Senate for the California Community Colleges.
5. Execute and develop training for selection committees on cross-cultural
competency.
6. Hire outside trainers to provide professional development in diversity awareness to
faculty, staff, and administrators.
66
7. Conduct follow-up interviews with faculty candidates who decline employment
offers at the College to ascertain where improvements in recruitment
methods/offers of employment can be made.
8. Implement appropriate instrumentation (questionnaires or surveys) designed to
assess campus climate at all instructional sites within the District. Research
appropriate instrumentation available to mine student, faculty, and staff attitudes
regarding diversity and student satisfaction with the climate. Implement results of
the assessment as appropriate.
9. Promote and support a Multicultural and Diversity Resource Center accessible to
all throughout the District. Provide a place where all students, faculty, and staff can
easily access current information regarding cultural events and find cultural
resources such as films, books, and research materials. The Center would also
provide a gathering space for students to promote multicultural understanding.
10. Provide reassign time to faculty to pursue grant funding to address student equity
issues.
11. Continue to provide a Diversity and Fellowship Award to any employee of the
District who has been consistently involved in the education and enhancement of
pluralistic ideals and positively contributes to the achievement of College of the
Redwoods diversity goals or to promoting diversity in the communities the College
serves.
12. Honor Faculty of the Year recipients from all District sites during Convocation and
graduation ceremony at the Eureka site to endorse the commitments of
instructors of all sites to teaching and to the outer communities they serve.
67
Equity Indicator VIII: Systematic Implementation of the Student Equity Plan
Goal:
35. To continually update, implement and integrate the Student Equity Plan
Initiative
Activity
Continually update,
1. Establish a Committee: Establish a permanent Student Equity Plan Committee
implement and
reflecting the highest levels of governance as recommended in the Student Equity
integrate the Student
Plan guidelines. This committee will be comprised of the following persons, the CR
Equity Plan
President/Superintendent, the Senior Vice President, Chief Instructional Support,
and the Vice President, Chief Student Services Officer along with two additional
members appointed by the College Council, a Senator chosen from the Faculty
Senate and a member of the administrative team. This committee will provide
direction to the program, will identify internal and external funding sources, and
assess progress towards achieving specified goals and implementing activities.
2. Integrate the Plan: The Student Equity Plan will be integrated into the district’s
planning efforts and will be reflected in all appropriate integrated planning
models, the Strategic Plan, Educational Master Plan, Program Review and other
applicable bodies, processes and in order to insure that it is properly aligned with
and fully integrated into overall district planning.
3. Promote the Plan: Promote the goals and activities in the Student Equity Plan to
all College faculty, staff and students through the use of media and printed
materials, open forums, and the institution of College Hour activities.
4. Review the Plan: The Student Equity Plan committee Chair will report on the
progress of the Plan to the College Council, the Faculty Senate and the Board of
Trustees annually.
68
Summary of Recommendations and Funding Sources
1) Increase outreach to prospective Black, Hispanic, Native American and other underrepresented students
and families
a) Conduct outreach activities to encourage target populations to attend CR
b) Encourage participation of target populations in the Academy of the Redwoods
2) Increase course completion rates for targeted student groups
a) Institution of an ESOL program
b) Review general education content and consider institution of a diversity/common ground
requirement
3) Increase basic skills course completion rates for targeted student groups
a) Study this issue further and collect meaningful data to guide recommendation development
4) Increase transfer rates of targeted student groups; obtain better transfer data on all groups
a) Collect data to clarify transfer trends; better disseminate scholarship info re: UC and private colleges
b) widespread discussion of creating models for creating a culture of transfer
5) Conduct surveys; collect more information re: campus climate
a) Annually review faculty and staff recruitment, hiring, and retention data
b) Create a Multicultural and Diversity Resource Center
c) Make student equity a more visible component of the Program Review process
d) Identify and conduct appropriate campus climate and student satisfaction survey research
6) Establish a standing committee to implement, update and evaluate the Student Equity Plan
Possible Sources of Funding
•
•
•
•
•
•
•
•
•
District Funding
Associate Students CR
Existing Grants
Categorical Programs
Existing Funding
Alumni Grants
Foundation Grants
Private Donations
New Grants
I-Best, Bridges to the Future Program National Institute of General Medical Science, National Institute of
Research on Minority Health, National Institute of Health, UCD SRRC Grant, the Lumina Foundation, Bill
and Melinda Gates Foundation
69
Appendix A
CR Philosophy
The primary objective of the College is the success of each student. We consider education to be a process of
intellectual and physical exploration that rests upon the mutual responsibility of the College and the student.
We recognize the dignity and intrinsic worth of the individual and acknowledge that individual needs, interests,
and capacities vary.
In fulfilling these objectives and principles, we affirm our intention:
1. To provide the highest possible level of education and counseling to help students realize their personal
goals;
2. To provide opportunities for development of moral values and ethical behavior;
3. To enhance self-esteem and a sense of individual responsibility; and
4. To instill an appreciation of the values and contributions of other cultures and increase global
understanding among all students.
We will continuously seek and support a dedicated, highly qualified staff that is diverse in terms of cultural
background, ethnicity, and intellectual perspective and that is committed to fostering a climate of academic
freedom and collegiality. We will encourage and reward professional development for all staff and will all share
in the responsibility for student outcomes.
College of the Redwoods affirms its responsibility to address the diverse civic needs of the many communities
we serve and to provide leadership in the civic, cultural, and economic development of the North Coast region.
70
Appendix B
REDWOODS COMMUNITY COLLEGE DISTRICT
Board of Trustees Policy No. 1200
DISTRICT MISSION
College of the Redwoods puts student success first by providing outstanding developmental, career technical,
and transfer education. The College Partners with the community to contribute to the economic vitality and
lifelong learning needs of its service area. We continually assess student learning and institutional performance
and practices to improve upon the programs and services we offer.
71
Appendix C
STUDENT EQUITY
COLLEGE OF THE REDWOODS
Board of Trustees Policy No. 537
STUDENT EQUITY
The Board of Trustees, in order to promote student success for all students, directs the administration to develop
a Student Equity Plan for the district. This plan should include, at minimum:
•
•
•
•
campus-based research on institutional barriers to equity and campus climate;
goals for access, retention, degree and certificate completion, ESL and basic skills completion, and
transfer for each of the historically underrepresented groups as appropriate;
sources of funds for activities in the plan; and
a schedule and process for evaluation.
Student equity outcomes should be reported annually to the Board of Trustees.
Adopted by the Board of Trustees: November 7, 1994
72
Appendix D
Proposal to Strengthen Academic and Community Program for English for Speakers of Other Languages
What is RCCD Currently Doing?
Assessments: Level of English proficiency tested with ACCUPLACER for
Math/English assessments
ESOL faculty: 1 associate faculty in Mendocino
ESOL curriculum: Two tracks of courses; one for non-credit courses
practical skills and the other for pre-college level coursework. Three
additional courses in process of development.
Develop non-credit ancillary support courses such as Citizenship Process
Two courses are offered in Mendocino and one will be offered at the Eureka
site in fall of 2012 and then at least one in spring 2013.
ESOL integration into BSI in beginning stages
Outreach events have begun; consultation with Latino service providers,
educators, Humboldt County Office of Education, Humboldt Area Fund,
community centers and churches.
Interfacing with the Spanish speaking communities is limited. There are
currently no CR admissions materials available in Spanish.
Create a CR website with Spanish interface. Investigate ways to make online
financial aid applications more accessible with links to CR website.
Institutional Research refining tracking practices to determine success of
ESOL students.
Funding and Professional Development
Description of Activities to Strengthen and Develop
Expand the use of TOEFL to ESOL students beyond International student
groups.
Increase faculty at Eureka site and Del Norte site
Develop ESOL faculty coordinator position
Continue to create new curriculum for a substantive ESOL program for noncredit courses devoted to practical skills development.
Continue to develop curriculum for pre-college level preparation (English
1A).
Create liaison networks with H.S.U. to create learning communities that
support a culture of transfer.
Diversity training for staff and faculty regarding ESOL students.
Diversity training made available to ESOL students.
Provide ESOL specific tutoring
Continue efforts to integrate ESOL with BSI
Continue outreach efforts throughout the RCCD to the Hmong and Latino
communities.
Outreach efforts at High Schools in the District.
Create partnerships that determine needs of the district.
Develop community outreach to increase access
Begin outreach in Del Norte County.
Registration and application materials are currently being translated from
BSI funds.
Website is English only. Financial aid applications are available on the web.
Indicate on application forms if students are ESOL to track progress and
success.
ESOL faculty/coordinator adapts ESOL program as needed.
Make grant research for underrepresented students a priority.
Continue to explore internal (BSI) funds and external sources.
Send small teams to visit community colleges that have demonstrated high
success rates for ESOL students (Cabrillo College, Los Medanos) to share
practices that work.
Fall 2012
Redwoods Community
College District Libraries
Ruth Moon, Faculty Librarian, with the assistance of
Jessica Herrera, Library Systems Technician; Tim Miller,
Library Technician; Greg Toleno, Library Assistant; and
Sheila St. John, Library AOA, and Angelina Hill, Director
of Institutional Research
LIBRARY COLLECTION
ASSESSMENT: BOOKS
The library’s print collections, District-wide, are assessed for quantity,
quality, subject match to courses and programs at the college, currency,
and usage rates by location and by subject. Critical reflection on the data
provides some recommendations.
LIBRARY COLLECTION ASSESSMENT: BOOKS
Introduction
The ACCJC Standards provide fundamental guidelines for library and learning resources in
“Standard II: 1. The institution supports the quality of its instructional programs by providing
library and other learning support services that are sufficient in quantity, currency, depth, and
variety to facilitate educational offerings, regardless of location or means of delivery. a. Relying
on appropriate expertise of faculty, including librarians and other learning support services
professionals, the institution selects and maintains educational equipment and materials to
support student learning and enhance the achievement of the mission of the institution.”
The ACCJC Guide to Evaluating Institutions, the manual provided to visiting accreditation team
members, provides some further detail in a series of questions.





What information about student learning needs is provided by other instructional faculty
and staff to inform selection of library resources?
How does the institution assess the effectiveness of its own library collection in
terms of quantity, quality, depth and variety?
What is the quality determined as necessary by the institution?
How does the institution know it has sufficient depth and variety of materials to
meet the learning needs of its students?
What information does the library use to determine whether it is enhancing student
achievement of identified learning outcomes?
The questions that this book collection assessment report will attempt to answer are indicated in
bold and italics. The Guide further provides some examples of the kind of evidence that the
team should seek that will demonstrate how the college meets this standard. The examples
relevant to this assessment report are listed below, in order of their listing in the Guide. Again,
the questions that this report is intended to answer, are in bold and italics.







Evidence that includes the evaluation instruments, their analysis, conclusions and plans
for improvement of the library and learning support services, [and] evidence that
improvements are planned and implemented.
Evidence that shows quantity, quality, depth and variety: Description of quantity:
Number of volumes, number of periodicals, description of number and kinds of
technological resources or equipment …
Evidence that data linking purchases to educational programs and SLOs defined by
educational programs and by assessments of student learning.
A description of library acquisition plans related to educational plans.
Data and analyses of the institutional evaluations of library holdings by faculty (or
disciplines or programs), students, and any external reviewers.
Other analyses showing relationship between library use and student learning.
Evidence that holdings are related to educational programs and that all
educational program needs have adequate materials in the library.
Library Collection Assessment: Books
Fall 2012
Page |1
Library Mission Statement
The library mission statement has three goals, and the second goal is relevant to this
assessment: the library “provides organized information resources that support the achievement
of program and learning outcomes throughout the college.”
Reference Services Mission Statement
The mission statement for reference services within the library states, “Regardless of location or
means of delivery, reference librarians provide accurate, friendly, unbiased, and timely
assistance; provide the tools and resources that support student learning and success in
their assignments, courses, and programs; and assist students in developing their research,
critical thinking, and information competency as transferable skills for lifelong learning.” The bold
and italicized statement is documented and supported by this report.
Board Policy and Administrative Procedure
BP 4040 Library Services and AP 4040 Library Services and other Instructional Support
Services provide policy guidance relevant to the aims of this study:
http://www.redwoods.edu/District/Board/New/Chapter4/BP4040.pdf
http://www.redwoods.edu/District/Board/New/Chapter4/AP4040.pdf
Reference Services Assessment Plan
The Reference Services Assessment Plan is posted online as part of the “All” document at:
Assessments Home -> Service Areas - (Resources & Artifacts) -> Artifacts -> see link at top of
page under the heading “Artifacts” for “Student Development Planning and Reports (ALL), and
the Reference Services Assessment Plan starts on page 92. This assessment plan for
reference services within the library includes a biennial review of the library’s print, or analog,
resource collections every even-year spring. Data will be collected in the spring for critical
reflection and closing the loop in the following Fall. Assessment findings and recommendations
for improvement will be recorded in the assessment web system, reported to the Senate, and
archived by the reference librarian. Listed below are the guiding questions for the collection
assessment project and assessment methods, as recorded in the Reference Services
Assessment Plan. Again, bold and italics indicate questions addressed in this report.




Are the library’s print collections and resources easy to access and use?
Are the analog collections being used? Are the student’s searches successful?
Is the content supportive of the assignments, courses, and programs?
Assessed by: analysis of usage rates within call number (subject) ranges that match the
courses and programs; average and oldest-to-newest publication date ranges; number
of titles within each range; biennial student survey; biennial faculty survey
Previous Assessment & Inventories
The library’s print collections have been inventoried three times, once prior to the move from the
old library to the new library, when the collection catalog was also migrated from the previous
CD-ROM based catalog to a new system, Voyager, in 2000-01. The collection has been
inventoried twice after the move, in summer 2010, and in 2007. An inventory, however, only tells
us if the catalog matches what’s on the shelf, so that library staff can delete lost items or add
found items and correct other errors. An inventory is not an assessment.
Library Collection Assessment: Books
Fall 2012
Page |2
The library’s print collections were assessed by the librarian in 2003. At that time, a report was
provided to the Academic Senate, and some recommendations were made, one of which was to
encourage faculty to participate as library liaisons within subject disciplines that matched the
courses and programs offered at the college. The library liaison project was approved by the
Senate, and has been implemented since that time with some success.
Another recommendation from 2003 was for the librarian to conduct regular weeding of the
collection, in consultation with subject discipline faculty, to remove outdated and damaged
books, or books on subjects no longer taught at the college. The librarian continues to weed the
collection once or twice per year. Withdrawn items from all campus libraries are sold at the
library’s book sale. The income is allocated in proportion to the number of items weeded out
from each library, and is used to purchase new items.
Data Collection and Methods
Data was extracted by query language from the library catalog system (Koha) and compared to
archived data similarly collected from the library’s previous catalog system (Voyager). Reliable
data was available for 2003, when the first assessment was done, and for the years 2008-2011.
For the years 2003-2007, the data is digitally archived and the work of retrieving that data so as
to incorporate it into future assessments will need to be done incrementally, as time and
workload allows. Where relevant, data is provided by subject, as represented in Library of
Congress (LC) call number ranges. Where available, breakdowns are provided for all three
libraries. The data elements examined and compared in this study are listed and described
below.
Item count is the number of items within the LC call number range for each subject and
increase or decrease of number of items within the ranges. Most libraries try to maintain their
item count at a stable figure, as a way to control growth within what is usually a limited physical
space. Although the Eureka (EU) library does have plenty of room to expand its collection, a
bigger collection is not necessarily a better collection, and Mendocino (MC) and Del Norte (DN)
libraries have less flexibility. Older items, materials no longer relevant, and damaged items must
be regularly removed from the collection. In many subject areas, such as medicine, outdated
materials can be misleading or dangerous or both. A newer collection is more appealing and
newer items are more likely to circulate. The table below shows the item count and change
within the broad LC ranges. Overall, the District library book collection has been maintained at
about the same size.
A (General Works)
B (Phil, Psych, Rel)
C (History Auxiliaries)
D (World History)
E (U.S. History)
F (History of the Americas)
G (Geography, Anthro)
Library Collection Assessment: Books
Item
Count
Item
Count
08 - 09
857
3,500
1,154
3,273
5,297
2,847
2,030
09 - 10
838
3,462
765
3,329
5,276
2,802
2,025
Fall 2012
Item Count
10 - 11
838
3,480
687
3,352
5,223
2,799
2,052
Change
08-09 to
09-10
(19)
(38)
(389)
56
(21)
(45)
(5)
Change
09-10 to
10-11
0
(18)
78
(23)
53
3
(27)
Page |3
H (Social Sciences)
J (Political Science)
K (Law)
L (Education)
M (Music)
N (Fine Arts)
P (Language, Literature)
Q (Science)
R (Medicine)
S (Agriculture)
T (Technology)
U (Military Science)
V (Naval Science)
Z (Library Science)
Totals
7,564
1,273
2,324
1,384
1,433
4,053
10,217
6,821
2,988
1,701
3,595
250
317
945
63,823
7,594
1,277
2,092
1,388
1,388
3,974
10,015
6,850
2,965
1,765
3,566
252
291
947
62,861
7,800
1,296
2,112
1,438
1,387
4,060
9,753
6,824
2,984
1,772
3,602
259
129
952
62,799
30
4
(232)
4
(45)
(79)
(202)
29
(23)
64
(29)
2
(26)
2
(962)
(206)
(19)
(20)
(50)
1
(86)
262
26
(19)
(7)
(36)
(7)
162
(5)
62
Percent of total and by library item count has remained stable over the years from 2007 through
2011, and the size of the local collections at Eureka, Del Norte, and Mendocino is somewhat
congruent with student populations at each campus, based on data from the IR report,
Headcount By Location. The pie chart below shows percent of items by library location, and the
accompanying table shows student headcount and percent of total for each location.
Year
Jul - Jun
2007-08
2008-09
2009-10
2010-11
2011-12
Head
Count
(HC)
9,213
10,200
10,763
9,600
8,560
HC at EU
6,376
6,379
7,705
6,318
5,643
Library Collection Assessment: Books
HC at EU
+ 101
7,677
8,313
9,678
8,320
6,946
HC at DN
HC at MC
985
1,119
1,240
1,056
937
949
1,094
960
805
737
Fall 2012
HC at
HC at EU
HC at DN, HC at MC,
EU, %
+ 101, %
% total
% total
total
of total
69%
11%
10%
83%
63%
11%
11%
82%
72%
12%
9%
90%
66%
11%
8%
87%
66%
11%
9%
81%
Page |4
We can assume that at least some of the “101 corridor” students will primarily use the Eureka
Campus library, and although some may use the Del Norte library, it’s unlikely that any use the
Mendocino library. The size of the local libraries’ collections appear to be shared equitably
based on the head count share per campus.
Circulation count: The raw count of check-outs within LC ranges over the June-July year, and
the increase or decrease by year. The count is only general collection books that patrons
actually borrow, and does not include “browses” which are books used within the library but not
checked out. The count also does not include textbooks on reserve, as these circulate so
frequently it would skew the data, and reference books are not included since they do not
circulate. Oversize and fiction collections are also excluded in this count, primarily due to how
the data must be extracted. Circulation rate is most useful when compared to item count within
the call number range. A call number range with a 100% circulation rate, but only one item in
the range, means that book was checked out one time during the year. Although we can look at
the number of times an individual item has been checked out, in the LC ranges with many items,
it’s just not practical to manually check each item in a range of several hundred, or thousand,
items.
Circulation rate: The ratio of number of check-outs to the number of items within the LC
ranges, expressed as a percent. A high circulation rate is most likely the result of course
assignments requiring books, with a secondary cause being student interest, since for many
research assignments, students have some freedom in topic selection. The three graphs on the
next page, “Highest to Lowest Circulation Rates by LC Subject,” show which subjects had the
highest and lowest circulation rates in the years 2008-09, 2009-10, and 2010-11. Although three
years of data is not sufficient to show a trend, it is worth noting that the top eight subjects are
the same in each of the three year spans. Comparing the blue line of the first chart for 08-09,
with the red line of the second chart for 09-10, and the green line of the third chart for 10-11
shows an overall decline in book borrowing across all subjects.
The data used here for both circulation count and rate is only for the past three years, even
though the library has been collecting circulation data since 2000, when the initial Integrated
Library System (ILS) was installed and all the catalog records were migrated to the Voyager
system from a CD-ROM based system. With the switch to a new ILS in 2010, Koha, only the
cumulative totals were transferred, with new
checkouts added to the previous cumulated
totals. The only way to see the year by year
breakdowns is to retrieve the tables from the
archived digital files. However, a quick look at
the overall item count, circulation count, and
median and average circulation rates (see inserted table) shows the past data is very similar to
current numbers.
Circulation rate by specific LC ranges: The Library of Congress single letter ranges are broad
subject areas that are subsequently broken down into more specific sub-categories that provide
a better match to courses and programs. And example is the B range for Philosophy,
Psychology, and Religion. The Voyager system could extract data for each sub-category, as
follows: B, Philosophy; BC, Logic; BF, Psychology; BJ, Ethics; BL, Religions, Mythology,
Rationalism; BM-BX, Judaism, Islam, Buddhism, Christianity, Other religions. However, using
Koha, each sub-category must be extracted manually, and that is simply too labor-intensive.
Library Collection Assessment: Books
Fall 2012
Page |5
Library Collection Assessment: Books
Fall 2012
Page |6
Student usage rate is the number of item checkouts per student.
Library Collection Assessment: Books
Fall 2012
Page |7
The first chart “Head Count, Active Patrons, FTES” shows that both Head Count and FTES
track closely with the library data on “active patrons.” Active patrons are those enrolled students
who have Library / Student I.D. cards. This number varies by week and month, as students drop
out or are de-registered, so the number used here is an average of the monthly totals.
The second chart, “Active Patrons and Circulation,” compares those two data elements, and
shows an almost perfect one-book-per-student checkout rate for 2007-08, with a gradually
widening gap in 08-09 and 09-10 and a large drop in checkouts from 09-10 to 10-11 that shows
signs of remaining flat through 2012. The next book collection assessment report will more
definitively show if that is a trend, if in fact, students are using fewer books.
The third chart “Active Patrons & Circulation of three collections” compares circulation rate for
three different collections to the number of students. The general collection, labeled “Circ
Count,” and defined as all circulating items except fiction, reserves, and oversize, is compared
to the circulation rate for the Reserves collection and the E-books, to test the assumption that
Reserves are the highest circulating collection, and that E-books are more popular with students
than print books. No data for 2007-2009 is available for some of those data elements. However,
this chart shows that the drop in print book circulation was not matched by an increase in ebook or reserves, that in fact, reserves usage has slightly increased relative to number of
students, and e-book usage remains flat.
Age of Collection is the average age of books within the LC ranges, as determined by
publication year. The data table and chart above shows the average age of the collection by
library. The average age does not help us understand the distribution of publication year dates.
It will not reveal, for example, what percent of total books in the subject range are in fact recent
publications. An average age of 1968 for Eureka library in the subject range for D, World
History, when compared to the item count for that collection and subject range, (2,453 items)
means that at least half of those items are older than that date. It may appear that the Eureka
Collection overall is older; however, simply because it is a larger collection, newer additions
over the years affect the average less than in a smaller collection such as those at Mendocino
and Del Norte. The average age should be considered as just a starting point in understanding
and evaluating the age of the collection. It must be noted, however, that the only average within
the 90s is R (Medicine) at MC.
Library Collection Assessment: Books
Fall 2012
Page |8
Critical Reflections & Closing the Loop
Generally, we can conclude that the collection is well balanced among the three libraries, and
the number of items at each library is appropriate to the relative size of the student population at
each location. While not enough years are included in this study to show a reliable trend, the top
circulating subjects have been consistent over those years, and matches the experience of the
librarian and library staff working with students and assisting them with their research needs.
These are popular subjects with students. Some subjects, however, are popular with students
yet the librarian finds few materials to offer them and must make a referral to another area
library or to the internet. When Reference Services are assessed in Fall 2013, in keeping with
the Reference Services Assessment Plan, specific subjects lacking sufficient coverage will be
tracked and data recorded. All collections in all subjects are too old and require extensive
weeding and supplementation with newer materials.
Recommendations















Compare collection assessment with current and ongoing student survey results, and with
future faculty survey
Compare collection assessment with upcoming electronic resources assessments
Compare the number of sections or enrollments in courses that relate to the subject ranges,
to determine if there is a match with high enrollment, item count, and circulation rate
Consider a closer look at the age of the collections, to include if possible a distribution of
publication years in quartiles
Consider adding “browses” as an additional measure of book collection usage
Consider including other collections in the assessment, such as DVDs, fiction, oversize
Consider looking for a connection between budget amounts provided to the library and the
collection data
Continue the faculty-library liaison program, that provides faculty with an opportunity to
recommend books for purchase
Continue to track overall circulation rates, and other data sets described, for at least another
two years to determine if there are any trends
Determine if faculty assignments are driving circulations rates, and if so, to what extent
Determine if there are state or national standards or benchmarks for book collection usage
rates, or by type or size of institution, that can provide comparative data
Funding should be provided in stable and consistent amounts to allow for a sensible and
planned approach to improving the collection, both in terms of newer materials, and in
matching to the courses and programs
Seek additional data collection, and/or new processes that can help answer some of the
other questions listed in the introduction section of this report, and especially, ways to link
library usage more directly to learning outcomes in courses and programs
Weeding of the collection should be increased to ensure that outdated materials are
removed from the collection
Work with library and IR staff to correct and clarify older data sets, especially those from the
Voyager ILS
Library Collection Assessment: Books
Fall 2012
Page |9
Tables of 12-Year Averages
from Voyager ILS for
Eureka, Del Norte, and Mendocino libraries:
Item Count
Circulation Count
Average Publication Year
Specific Call Number Ranges
Library Collection Assessment: Books
Fall 2012
P a g e | 10
Eureka
Library
41059
Total Item Count
51731
12-Year Circ Count
10%
Median Circ Rate
13%
Average Circ Rate
Item
12-yr 12 yr
Call
Avg
Number
Count Circ
Count Annual Range
Circ
Rate
Subject Description
Avg
Pub
Yr
193
84
4%
A
General Works, Encyclopedias, Almanacs
1962
339
845
21%
B
Philosophy
1965
12
29
20%
BC
Logic
1978
988
2732
23%
BF
Psychology
1978
77
123
13%
BJ
Ethics
1982
303
103
3%
BL
Religions, Mythology, Rationalism
1974
699
1193
14%
BM-BX
Judaism, Islam, Buddhism, Christianity, Other
religions
1971
37
45
10%
CC
Archaeology
1986
95
75
7%
CT
Biographies
1967
2453
2421
8%
D (ALL)
History: General, by Region, and World History
1969
6218
4423
6%
E, F
History: America, United States, and US Local
1964
84
55
5%
E90-150
History: Native Americans
1963
363
428
10%
F12013799
History: Latin America, Spanish America
1972
164
106
5%
G
Geography, Atlases, Maps
1975
91
69
6%
GB
Physical Geography
1975
30
69
19%
GE
Environmental Science
2003
Library Collection Assessment: Books
Fall 2012
P a g e | 11
66
83
10%
GF
Human Ecology, Anthropogeography
1983
414
506
10%
GN
Anthropology
1978
88
152
14%
GR
Folklore
1973
84
186
18%
GT
Manners and Customs
1975
307
585
16%
GV
Sports, Recreation, Leisure
1983
45
20
4%
H
Social Sciences (general)
1970
32
20
5%
HA
Statistics
1972
622
736
10%
HB-HC
Economic theory, History, Demographics
1975
194
136
6%
HE
Transportation, Communication
1972
156
120
6%
HG
Finance
1982
324
300
8%
HM
Sociology (general)
1973
324
308
8%
HN
Social History, Conditions, Problems, Reform
1978
1068
2247
18%
HQ
Family, Marriage, Women
1985
156
77
4%
HT
Communities, Classes, Races
1974
1470
3231
18%
HV
Social Pathology, Welfare, Criminology
1986
2
3
13%
HV2475
American Sign Language
1980
90
110
10%
HX
Socialism, Communism, Anarchism
1968
1006
719
6%
J (ALL)
Political Science
1974
60
125
17%
JV
Colonies, Colonization, Emigration,
Immigration; International Migrations
1983
820
602
6%
K (ALL)
Law, General; Comparative, Uniform
1986
781
574
6%
KF
Law, United States
1986
60
33
5%
KFC
Law, California
1993
98
110
9%
LA
History of Education
1979
578
704
10%
LB
Theory and Practice of Education
1986
152
202
11%
LC
Special Aspects fo Education
1988
Library Collection Assessment: Books
Fall 2012
P a g e | 12
Item
12-yr 12 yr
Call
Avg
Number
Count Circ
Count Annual Range
Circ
Rate
(Eureka Library)
997
1373
11%
M (ALL)
Music
1971
1040
780
6%
N
Visual Arts
1979
263
266
8%
NA
Architecture
1969
194
175
8%
NB
Sculpture
1976
284
619
18%
NC
Drawing, Design, Illustration
1976
837
909
9%
ND
Painting
1974
101
68
6%
NE
Print Media
1970
357
389
9%
NK
Decorative Arts
1974
89
73
7%
NX
Arts in General
1986
122
278
19%
P
Language and Literature, General
1984
4
7
15%
P200-300
Grammar, Style, Composition, Rhetoric
1968
33
105
27%
P87-95
Communication, Mass Media, Speech
1989
134
273
17%
PA
Greek, Latin Language and Literature
1961
2
14
58%
PC20013761
French
1966
50
118
20%
PC40014977
Spanish
1999
136
351
22%
PE
English Language
1989
0
0
PE1625
DICTIONARIES
1
4
33%
PL501699
Japanese Language
1982
18
14
6%
PN
Literature (General)
1966
43
21
4%
PN10101389
Poetry
1958
Library Collection Assessment: Books
Avg
Pub
Yr
Subject Description
Fall 2012
P a g e | 13
Item
12-yr 12 yr
Call
Avg
Number
Count Circ
Count Annual Range
Circ
Rate
Avg
Pub
Yr
(Eureka Library)
Subject Description
635
847
11%
PN16003307
Drama (as literature)
1977
34
56
14%
PN19901992
Broadcasting: Radio, Television
1986
289
509
15%
PN19931999
Motion Pictures
1982
263
222
7%
PN20003299
Theater (Dramatic Representation)
1973
109
98
7%
PN46995650
Journalism
1979
0
0
431
434
8%
PQ
French, Italian, Spanish, Portuguese Literature
1968
1514
1101
6%
PR
English (British) Literature
1964
2068
2366
10%
PS
American Literature
1970
219
189
7%
Q
Science
1972
704
1112
13%
QA
Mathematics
1982
4
8
17%
QA76
Computer Science
1997
351
571
14%
QB
Astronomy
1974
350
422
10%
QC
Physics
1973
242
234
8%
QD
Chemistry
1967
327
353
9%
QE
Geology
1973
707
862
10%
QH
Natural History, Biology
1975
278
530
16%
QK
Botany
1974
759
1231
14%
QL
Zoology
1974
67
87
11%
QM
Human Anatomy
1984
PN6100S- Drama, Collection of PLAYS
Library Collection Assessment: Books
Fall 2012
P a g e | 14
Item
12-yr 12 yr
Call
Avg
Number
Count Circ
Count Annual Range
Circ
Rate
(Eureka Library)
Avg
Pub
Yr
174
384
18%
QP
Physiology
1981
57
213
31%
QR
Microbiology
1978
212
413
16%
R
Medicine (General)
1985
348
676
16%
RA
Public Aspects of Medicine
1992
26
29
9%
RB
Pathology
1991
591
1807
25%
RC
Internal Medicine
1989
26
56
18%
RD
Surgery
1992
104
208
17%
RG
Gynecology and Obstetrics
1993
107
377
29%
RJ
Pediatrics
1994
157
168
9%
RK
Dentristry
1994
4
6
13%
RL
Dermatology
1979
100
229
19%
RM
Therapeutics, Pharmacology
1992
12
42
29%
RS
Pharmacy
1995
305
233
6%
RT
Nursing
1975
RV,RX,
RZ
Homeopathy, Botanic, Eclectic Medicine
Subject Description
190
272
12%
S
Agriculture
1973
428
949
18%
SB
Plant Culture
1983
252
343
11%
SD
Forestry
1983
185
253
11%
SF
Animal Culture
1974
81
103
11%
SH
Aquaculture, Fisheries
1983
114
123
9%
T
Technology
1986
78
66
7%
TA
Engineering (General), Civil
1982
Library Collection Assessment: Books
Fall 2012
P a g e | 15
42
21
4%
TC
Hydraulic Engineering, Ocean Engineering
1980
181
282
13%
TD
Environmental Technology
1987
139
300
18%
TH
Building Construction
1987
128
254
17%
TJ
Mechanical Engineering and Machinery
1979
247
280
9%
TK
Electrical Engineering, Electronics, Nuclear
Engineering
1986
248
263
9%
TL
Motor Vehicles, Aeronautics, Astronautics
1979
117
316
23%
TP
Chemical Technology
1981
434
387
7%
TR
Photography
1979
144
180
10%
TS
Manufactures
1975
414
546
11%
TT180-
Carpentry, Woodworking
1977
215
194
8%
U (ALL)
Military Science
1981
Library Collection Assessment: Books
Fall 2012
P a g e | 16
Del Norte Library
5914
Total Item Count
5938
12 Year Circ Count
7%
Median Circ Rate
9%
Average Circ Rate
Item
12-yr 12 yr
Call
Avg
Number
Count Circ
Count Annual Range
Circ
Rate
Del Norte Library
Avg
Pub
Yr
126
19
1%
A
General Works, Encyclopedias, Almanacs
1964
47
39
7%
B
Philosophy
1973
6
5
7%
BC
Logic
1977
187
274
12%
BF
Psychology
1979
18
11
5%
BJ
Ethics
1980
86
256
25%
BL
Religions, Mythology, Rationalism
1980
99
118
10%
BM-BX
Judaism, Islam, Buddhism, Christianity, Other
religions
1974
4
7
15%
CC
Archaeology
1981
14
9
5%
CT
Biographies
1976
303
170
5%
D (ALL)
History: General, by Region, and World History
1975
625
694
9%
E, F
History: America, United States, and US Local
1977
E90-150
History: Native Americans
F12013799
History: Latin America, Spanish America
Subject Description
18
12
6%
G
Geography, ATLASES, Maps
1982
15
7
4%
GB
Physical Geography
1984
12
17
12%
GE
Environmental Science
1998
25
43
14%
GF
Human Ecology, Anthropogeography
1991
50
41
7%
GN
Anthropology
1983
Library Collection Assessment: Books
Fall 2012
P a g e | 17
Item
12-yr 12 yr
Call
Avg
Number
Count Circ
Count Annual Range
Circ
Rate
Del Norte Library
12
18
13%
GR
Folklore
1988
6
9
13%
GT
Manners and Customs
1992
38
30
7%
GV
Sports, Recreation, Leisure
1981
7
0
H
Social Sciences (general)
1974
1
0
HA
Statistics
1975
85
47
5%
HB-HC
Economic theory, History, Demographics
1981
5
1
2%
HE
Transportation, Communication
1980
19
15
7%
HG
Finance
1983
46
67
12%
HM
Sociology (general)
1983
50
36
6%
HN
Social History, Conditions, Problems, Reform
1981
146
208
12%
HQ
Family, Marriage, Women
1985
11
4
3%
HT
Communities, Classes, Races
1976
183
217
10%
HV
Social Pathology, Welfare, Criminology
1988
2
12
50%
HV2475
American Sign Language
1972
14
8
5%
HX
Socialism, Communism, Anarchism
1962
109
51
4%
J (ALL)
Political Science
1979
15
13
7%
JV
Colonies, Colonization, Emigration,
Immigration; International Migrations
1991
62
44
6%
K (ALL)
Law, General; Comparative, Uniform
1986
59
44
6%
KF
Law, United States
1986
2
5
21%
KFC
Law, California
1990
14
20
12%
LA
History of Education
1981
134
87
5%
LB
Theory and Practice of Education
1983
45
46
9%
LC
Special Aspects fo Education
1991
Library Collection Assessment: Books
Avg
Pub
Yr
Subject Description
Fall 2012
P a g e | 18
Item
12-yr 12 yr
Call
Avg
Number
Count Circ
Count Annual Range
Circ
Rate
Del Norte Library
66
44
6%
M (ALL)
Music
1972
90
123
11%
N
Visual Arts
1988
14
15
9%
NA
Architecture
1965
9
10
9%
NB
Sculpture
1998
84
24
2%
NC
Drawing, Design, Illustration
1991
81
95
10%
ND
Painting
1988
1
0
0%
NE
Print Media
1942
36
32
7%
NK
Decorative Arts
1980
11
5
4%
NX
Arts in General
1993
14
15
9%
P
Language and Literature, General
1982
0
0
P200-300
Grammar, Style, Composition, Rhetoric
0
33
105
27%
P87-95
Communication, Mass Media, Speech
1989
19
13
6%
PA
Greek, Latin Language and Literature
1962
19
19
8%
PC20013761
French
1969
18
21
10%
PC40014977
Spanish
1995
140
72
4%
PE
English Language
1978
1
7
58%
PE1625
DICTIONARIES
1981
0
0
PL501699
Japanese Language
0
3
2
6%
PN
Literature (General)
1969
12
10
7%
PN10101389
Poetry
1984
43
85
16%
PN1600-
Drama (as literature)
1984
Library Collection Assessment: Books
Avg
Pub
Yr
Subject Description
Fall 2012
P a g e | 19
Item
12-yr 12 yr
Call
Avg
Number
Count Circ
Count Annual Range
Circ
Rate
Avg
Pub
Yr
Del Norte Library
Subject Description
2
1
4%
PN19901992
Broadcasting: Radio, Television
1999
23
78
28%
PN19931999
Motion Pictures
1993
12
3
2%
PN20003299
Theater (Dramatic Representation)
1968
PN46995650
Journalism
PN6100S- Drama, Collection of PLAYS
48
13
2%
PQ
French, Italian, Spanish, Portuguese Literature
1964
194
74
3%
PR
English (British) Literature
1965
543
458
7%
PS
American Literature
1984
29
21
6%
Q
Science
1979
115
240
17%
QA
Mathematics
1989
6
7
10%
QA76
Computer Science
1991
23
20
7%
QB
Astronomy
1987
32
42
11%
QC
Physics
1979
37
29
7%
QD
Chemistry
1969
46
124
22%
QE
Geology
1986
151
173
10%
QH
Natural History, Biology
1986
37
64
14%
QK
Botany
1983
194
167
7%
QL
Zoology
1984
9
9
8%
QM
Human Anatomy
1982
56
84
13%
QP
Physiology
1984
15
47
26%
QR
Microbiology
1994
46
29
5%
R
Medicine (General)
1990
Library Collection Assessment: Books
Fall 2012
P a g e | 20
Item
12-yr 12 yr
Call
Avg
Number
Count Circ
Count Annual Range
Circ
Rate
Del Norte Library
Avg
Pub
Yr
59
33
5%
RA
Public Aspects of Medicine
1986
9
10
9%
RB
Pathology
1989
181
202
9%
RC
Internal Medicine
1986
12
1
1%
RD
Surgery
1971
17
36
18%
RG
Gynecology and Obstetrics
1986
15
39
22%
RJ
Pediatrics
1984
2
0
0%
RK
Dentristry
1978
1
1
8%
RL
Dermatology
1983
43
41
8%
RM
Therapeutics, Pharmacology
1986
4
1
2%
RS
Pharmacy
1999
122
149
10%
RT
Nursing
1988
RV,RX,
RZ
Homeopathy, Botanic, Eclectic Medicine
Subject Description
30
15
4%
S
Agriculture
1977
47
30
5%
SB
Plant Culture
1979
31
79
21%
SD
Forestry
1991
15
6
3%
SF
Animal Culture
1981
11
4
3%
SH
Aquaculture, Fisheries
1983
20
16
7%
T
Technology
1984
9
1
1%
TA
Engineering (General), Civil
1974
0
0
TC
Hydraulic Engineering, Ocean Engineering
19
26
11%
TD
Environmental Technology
1990
13
14
9%
TH
Building Construction
1975
20
11
5%
TJ
Mechanical Engineering and Machinery
1975
Library Collection Assessment: Books
Fall 2012
P a g e | 21
Item
12-yr 12 yr
Call
Avg
Number
Count Circ
Count Annual Range
Circ
Rate
Del Norte Library
26
17
5%
TK
Electrical Engineering, Electronics, Nuclear
Engineering
1980
22
4
2%
TL
Motor Vehicles, Aeronautics, Astronautics
1974
13
10
6%
TP
Chemical Technology
1978
89
76
7%
TR
Photography
1985
16
7
4%
TS
Manufactures
1978
38
14
3%
TT180-
Carpentry, Woodworking
1983
18
11
5%
U (ALL)
Military Science
1980
Library Collection Assessment: Books
Avg
Pub
Yr
Subject Description
Fall 2012
P a g e | 22
Mendocino Library
5043
Total Item Count
3472
Total Circ Count
4%
Median Circ Rate
5%
Average Circ Rate
Item
12-yr 12 yr
Call
Avg
Number
Count Circ
Count Annual Range
Circ
Rate
(Mendocino Library)
Avg
Pub
Yr
11
0
0%
A
General Works, Encyclopedias, Almanacs
1975
64
30
4%
B
Philosophy
1955
6
0
0%
BC
Logic
1976
103
69
6%
BF
Psychology
1976
11
7
5%
BJ
Ethics
1981
48
68
12%
BL
Religions, Mythology, Rationalism
1980
50
44
7%
BM-BX
Judaism, Islam, Buddhism, Christianity, Other
religions
1984
3
7
19%
CC
Archaeology
1975
15
10
6%
CT
Biographies
1983
288
129
4%
D (ALL)
History: General, by Region, and World History
1980
578
371
5%
E, F
History: America, United States, and US Local
1977
E90-150
History: Native Americans
F12013799
History: Latin America, Spanish America
Subject Description
22
3
1%
G
Geography, ATLASES, Maps
1976
17
12
6%
GB
Physical Geography
1988
18
22
10%
GE
Environmental Science
1999
18
20
9%
GF
Human Ecology, Anthropogeography
1990
39
17
4%
GN
Anthropology
1976
Library Collection Assessment: Books
Fall 2012
P a g e | 23
Item
12-yr 12 yr
Call
Avg
Number
Count Circ
Count Annual Range
Circ
Rate
(Mendocino Library)
17
4
2%
GR
Folklore
1979
14
14
8%
GT
Manners and Customs
1979
53
33
5%
GV
Sports, Recreation, Leisure
1983
6
0
0%
H
Social Sciences (general)
1966
3
4
11%
HA
Statistics
1945
62
27
4%
HB-HC
Economic theory, History, Demographics
1986
19
8
4%
HE
Transportation, Communication
1971
14
3
2%
HG
Finance
1989
37
4
1%
HM
Sociology (general)
1978
28
15
4%
HN
Social History, Conditions, Problems, Reform
1986
145
112
6%
HQ
Family, Marriage, Women
1985
19
3
1%
HT
Communities, Classes, Races
1986
81
27
3%
HV
Social Pathology, Welfare, Criminology
1991
1
0
0%
HV2475
American Sign Language
1980
9
9
8%
HX
Socialism, Communism, Anarchism
1979
79
21
2%
J (ALL)
Political Science
1981
7
6
7%
JV
Colonies, Colonization, Emigration,
Immigration; International Migrations
1996
47
10
2%
K (ALL)
Law, General; Comparative, Uniform
1990
42
9
2%
KF
Law, United States
1990
5
1
2%
KFC
Law, California
1992
11
5
4%
LA
History of Education
1986
76
15
2%
LB
Theory and Practice of Education
1983
28
4
1%
LC
Special Aspects fo Education
1990
Library Collection Assessment: Books
Avg
Pub
Yr
Subject Description
Fall 2012
P a g e | 24
Item
12-yr 12 yr
Call
Avg
Number
Count Circ
Count Annual Range
Circ
Rate
(Mendocino Library)
Avg
Pub
Yr
104
49
4%
M (ALL)
Music
1969
168
238
12%
N
Visual Arts
1985
31
20
5%
NA
Architecture
1973
39
44
9%
NB
Sculpture
1987
47
114
20%
NC
Drawing, Design, Illustration
1980
128
195
13%
ND
Painting
1986
30
52
14%
NE
Print Media
1986
49
56
10%
NK
Decorative Arts
1982
11
6
5%
NX
Arts in General
1990
12
4
3%
P
Language and Literature, General
1997
1
0
0%
P200-300
Grammar, Style, Composition, Rhetoric
2008
2
1
4%
P87-95
Communication, Mass Media, Speech
1995
30
23
6%
PA
Greek, Latin Language and Literature
1991
3
0
0%
PC20013761
French
1966
17
20
10%
PC40014977
Spanish
1979
54
11
2%
PE
English Language
1980
2
0
0%
PE1625
DICTIONARIES
1973
PL501699
Japanese Language
0
Subject Description
1
0
0%
PN
Literature (General)
2008
12
10
7%
PN10101389
Poetry
1984
Library Collection Assessment: Books
Fall 2012
P a g e | 25
Item
12-yr 12 yr
Call
Avg
Number
Count Circ
Count Annual Range
Circ
Rate
Avg
Pub
Yr
(Mendocino Library)
Subject Description
43
85
16%
PN16003307
Drama (as literature)
1984
3
0
0%
PN19901992
Broadcasting: Radio, Television
1988
25
10
3%
PN19931999
Motion Pictures
1985
13
3
2%
PN20003299
Theater (Dramatic Representation)
1971
PN46995650
Journalism
0
PN6100S- Drama, Collection of PLAYS
0
37
23
5%
PQ
French, Italian, Spanish, Portuguese Literature
1978
125
27
2%
PR
English (British) Literature
1953
222
77
3%
PS
American Literature
1979
28
35
10%
Q
Science
1985
42
28
6%
QA
Mathematics
1986
1
0
0%
QA76
Computer Science
1985
23
20
7%
QB
Astronomy
1987
48
41
7%
QC
Physics
1989
12
12
8%
QD
Chemistry
1984
86
67
6%
QE
Geology
1986
182
95
4%
QH
Natural History, Biology
1983
170
148
7%
QK
Botany
1974
290
233
7%
QL
Zoology
1978
15
5
3%
QM
Human Anatomy
1980
19
4
2%
QP
Physiology
1987
Library Collection Assessment: Books
Fall 2012
P a g e | 26
Item
12-yr 12 yr
Call
Avg
Number
Count Circ
Count Annual Range
Circ
Rate
(Mendocino Library)
30
90
25%
QR
Microbiology
1988
16
14
7%
R
Medicine (General)
1991
27
14
4%
RA
Public Aspects of Medicine
1991
3
1
3%
RB
Pathology
1991
112
49
4%
RC
Internal Medicine
1992
RD
Surgery
0
RG
Gynecology and Obstetrics
1992
RJ
Pediatrics
1991
RK
Dentristry
0
RL
Dermatology
0
5
17
5
2%
Avg
Pub
Yr
Subject Description
18
15
7%
RM
Therapeutics, Pharmacology
1991
3
1
3%
RS
Pharmacy
1979
5
2
3%
RT
Nursing
1986
RV,RX,
RZ
Homeopathy, Botanic, Eclectic Medicine
27
15
5%
S
Agriculture
1978
136
47
3%
SB
Plant Culture
1971
41
13
3%
SD
Forestry
1987
20
16
7%
SF
Animal Culture
1986
73
27
3%
SH
Aquaculture, Fisheries
1979
15
6
3%
T
Technology
1989
4
0
0%
TA
Engineering (General), Civil
1986
11
5
4%
TC
Hydraulic Engineering, Ocean Engineering
1983
37
8
2%
TD
Environmental Technology
1988
Library Collection Assessment: Books
Fall 2012
P a g e | 27
Item
12-yr 12 yr
Call
Avg
Number
Count Circ
Count Annual Range
Circ
Rate
(Mendocino Library)
10
3
3%
TH
Building Construction
1984
7
4
5%
TJ
Mechanical Engineering and Machinery
1991
16
5
3%
TK
Electrical Engineering, Electronics, Nuclear
Engineering
1986
6
0
0%
TL
Motor Vehicles, Aeronautics, Astronautics
1982
19
25
11%
TP
Chemical Technology
1985
98
134
11%
TR
Photography
1985
12
8
6%
TS
Manufactures
1973
39
56
12%
TT180-
Carpentry, Woodworking
1982
17
10
5%
U (ALL)
Military Science
1979
Library Collection Assessment: Books
Avg
Pub
Yr
Subject Description
Fall 2012
P a g e | 28
6.5
6.8 a
REDWOODS COMMUNITY COLLEGE DISTRICT
Board of Trustees Policy
Proposed BP 5300
STUDENT EQUITY
The Board is committed to assuring student equity in educational programs and college services.
The President shall implement the Student Equity Plan (that meets the Title 5 standards for such
a plan) guided by the recommendations of the Student Equity Committee and it will be
maintained and updated under the direction of both the Chief Instructional Officer and the Chief
Student Services Officer.
See Administrative Procedure AP 5300
Reference: Education Code Sections 66030; 66250, et seq.; 72010 et seq.; Title 5, Section 54220
Adopted by Board of Trustees: xx/xx/xxxx
Former BP# 537 “Student Equity” Adopted by Board of Trustees November 7, 1994
6.8 b
REDWOODS COMMUNITY COLLEGE DISTRICT
Administrative Procedure
Proposed AP 5300
STUDENT EQUITY
The District shall have a student equity plan. The plan shall be filed as required with the
Chancellor’s Office for the California Community Colleges, following approval by the Board of
Trustees. The District’s Student Equity Plan will address:
•
•
•
•
•
•
•
•
•
•
the active involvement of constituent groups on campus.
involvement by appropriate people from the community who can articulate the
perspective and concerns of historically underrepresented groups.
campus-based research as to the extent of student equity.
institutional barriers to equity.
goals for access, retention, degree and certificate completion, English as a Second
Language (ESL) and basic skills completion, and transfer for each historically
underrepresented group.
activities most likely to be effective to attain the goals, including coordination of existing
student equity related programs.
sources of funds for the activities in the plan.
a schedule and process for evaluation of progress towards the goals.
an executive summary that describes the groups for whom goals have been set, the goals,
the initiatives that the District will undertake to achieve the goals, the resources budgeted
for that purpose, and
the District officer or employee who can be contacted for further information.
The President/Superintendent is responsible for the implementation of the Plan and shares joint
responsibility with the Senate for the collective promotion of the plan and its activities through
the Student Equity Plan Committee. General oversight continues throughout the year under the
supervision of the Chief Student Services Officer. The Student Equity Plan Committee updates
the Plan, after at least one annual cycle, and promotes the Plan and reports its progress annually
to the Board of Trustees, the Academic Senate and College Council. The Student Equity Plan
Committee Chair shall be appointed by the President / Superintendent from the membership as
stipulated in the Plan:
•
•
•
•
•
•
•
•
•
The President/Superintendent
Co-President of the Academic Senate
College Council Representative
Two additional members appointed by the College Council
Vice President of Instruction, Chief Instructional Officer
Vice President of Student Services, Chief Student Services Officer
One Senator of the Academic Senate
One individual from the administrative team of the College
Two members of the Associated Students of College of the Redwoods (ASCR)
Reference: Education Code Sections 66030; 66250, et seq.; 72010 et seq.; Title 5, Section 54220
Approved: XX/XX/XXXX
New Administrative Procedure