REDWOODS COMMUNITY COLLEGE DISTRICT
Meeting of the Academic Senate

Eureka: 7351 Tompkins Hill Road, SS 202 (Board Room)
 Fort Bragg: 440 Alger St (Fine Woodworking)
Friday, September 5, 2014, 1:00 pm
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 May 2, 2014 Academic Senate Meeting Minutes, Dan Calderwood
4. Action Items
4.1
4.2
Approve Academic Senate Proposed Appointments, Dan Calderwood (Attachment)
Approve 2014-15 Faculty Development Funding Resolution, Dan Calderwood
(Attachment)
5. Discussion
5.1
5.2
5.3
5.4
Ad-hoc Committee for Faculty Handbook Review, John Johnston
Student Success & Support Program (SSSP) Documents, Sheila Hall (Attachments)
Student Equity Plan (SEP) Documents, Tracey Thomas (Attachments)
Distance Education (DE) Substantive Change Proposal, Angelina Hill and Mark
Renner (Attachment)
6. Reports
6.1
6.2
Academic Senate Retreat Report – August 23 meeting, John Johnston
Progress of Senate & District Committee Membership Appointments, Dan
Calderwood
6.3 Executive Committee May 13, 2014 Actions, Dan Calderwood (Attachments)
6.3.1 May 9 Curriculum Committee Recommendations
6.3.2 May 9 Faculty Qualifications Committee Recommendations
6.4 Distance Education Activities, Mark Renner
6.5 “Noncredit” vs “Not for Credit”, Julia Peterson
6.6 College Update, Keith Snow-Flamer
7. Announcements and Open Forum
7.1
7.2
Faculty Meeting Scheduled for September 26, Room/Date/Time TBD
Upcoming CR Events (please announce any events!):
 Home Football Game vs Hartnell College, 1 PM Community Stadium
 Constitution Day Workshop, Thursday, September 18, 6 PM HU129
 Visiting Writer Taylor Mali, Friday, September 19 at 7 PM, Theater
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 Debbie Williams, Academic Senate Support, 7351 Tompkins
Hill Road, Eureka, CA 95501, (707) 476-4259, 9 a.m. to 4 p.m., Monday, Tuesday, Thursday, and Friday.
Next Meeting:
Friday, September 19, 2014
REDWOODS COMMUNITY COLLEGE DISTRICT
Meeting of the Academic Senate

Eureka: 7351 Tompkins Hill Road, SS 202 (Board Room)
 Fort Bragg: 440 Alger St (Fine Woodworking)
Friday, May 2, 2014, 1:00 pm
MINUTES
Members Present: Bob Brown, Mark Renner, Dave Bazard, Peter Blakemore, Steve Brown, Dan
Calderwood, Mike Cox, Kady Dunleavy, Marcy Foster, John Johnston, Laura Mays (by phone),
Kevin Yokoyama (for Richard Ries, and by phone), Chris Vicory, Keith Snow-Flamer
Members Absent: Philip Mancus, Richard Ries, Sandra Rowan, Jerred Scheive
1. Call to Order: Co-President Brown called the meeting to order at 1:03 pm.
2. Introductions and Public Comment: Co-President Brown welcomed the Senators and
audience and called for public comments. No comments were forwarded.
3. Approve the April 18, 2014 Meeting Minutes: On a motion by Dan Calderwood, seconded by
Steve Brown, the minutes were approved as written.
4. Action Items
4.1 Approve April 25 Curriculum Committee Recommendations: On a motion by Steve
Brown, seconded by Peter Blakemore, George Potamianos answered a question about
the math labs and non-repeatability strategies - each class may have its own math lab,
so the Math Lab as it exists today may disappear. Kevin Yokoyama will bring the
matter to his division meeting right after this meeting. The recommendations were
approved by roll call vote: Bazard – y; Blakemore – y; Brown, S. – y; Calderwood – y;
Cox – y; Dunleavy – y; Foster – y; Johnston – y; Mays – y; Vicory – y.
4.2
Approve Revised Curriculum Committee (CC) Bylaws: On a motion by Kady
Dunleavy, seconded by Peter Blakemore: George Potamianos was available for
questions. Dave Bazard reported that his division is divided equally on the subject and
that he remained curious about why the Articulation Officer (AO) would need to vote
when they can always voice their opinion. John Johnston asked for more rationale as
promised at the last meeting, and George provided information from the minutes of the
CC meeting (You may find the discussion for CC in Agenda item 5.2 at
http://inside.redwoods.edu/Curriculum/documents/04.11.14CurriculumMinutes.pdf)
where it was discussed. Having the AO as a voting member would demonstrate to
ACCJC and other entities that our institution realizes the importance of AO
involvement and would perhaps make the AO more apt to speak up if they knew that
their opinion held more weight. As to the order of the vote – it is always alphabetical.
The recommendations were approved by roll call vote: Bazard – y; Blakemore – y;
Brown, S. – y; Calderwood – y; Cox – y; Dunleavy – y; Foster – y; Johnston – y;
Mays - y; Vicory – y.
5. Reports
5.1 Student Equity Plan (SEP)-Student Equity Annual Plan Progress Report: Tracey
Thomas reported that according to BP 5300 Student Equity The SEP is tasked with
reporting the status of actions in the Student Equity Plan. She explained the attachment
and brought a document that was the actual 2013-14 plan (this document may be
found at http://inside.redwoods.edu/senate/documents/HandoutatMeeting5.1aSEP2013-14AnnualPlan.pdf . Feedback included Dave Bazard thanking them and
saying he was very impressed with the report and how open the progress report was.
The report will also be given to College Council and the Board of Trustees.
Academic Senate Sept. 5, 2014
Page 2 of 159
5.2
2013-14 CTE Advisory Committee Report: Jeff Cummings reported that AP 4102
Occupational/Vocational Technical Programs outlines advisory committee guidelines
and reporting procedures. Minutes of meetings are available online
(http://inside.redwoods.edu/pac/). Kady asked why nursing was not included; thy met
too recently to be included in the attached report. Dave commented about other
advisory committees that may not be on the CTE list, or have not provided minutes;
committee reporting has been problematic for the Program Advisory Committees
(PAC); ADCT, for instance, is one of those not updated online and is not even on the
attached list, and the hope is that this report would bring about an institution-wide
conversation about better communication and adherence to policy regarding reporting.
Some do not have an established committee. Connecting all information online is
important. Independent advisory committees are areas that should be strengthened and
there is certainly room for progress and improvement. How are advisory committee
members derived? The intent is to be inclusive, but the members are generally people
who are available, willing, and who have contacted us (or been contacted), and we also
try to be respectful of the faculty within each field. Jeff encouraged all faculty to
continue to bring in new blood, and that they tried a district-wide advisory committee
meeting in the fall – it is a challenge to get members, especially ones that need to
travel or come after a day of classes to make it to meetings. It is really the faculty who
“own” the advisory committee. Programs lacking a full-time faculty member definitely
have a huge disadvantage, both for the program as a whole and for finding advisors.
5.3
Program Review Update: Joe Hash spoke to the process for program review. As his
first year on the Program Review Committee (PRC), he welcomed the members of the
group who had more experience and got him up to speed. In September they finalized
templates, got them to Dr. Hill who populated templates; then templates were
disseminated to Deans/Directors. Authoring was not the PRC purview, just the
templates. Each year it seems that the data shows more programs to review as areas
begin using the process. Dr. Hill proposed a rubric, looked at best practices, and on
Nov. 22 the PRC approved her rubric. Terms used are “Exemplary”, “Acceptable”,
and “Developing”. Completed March 28, and the PRC feedback was sent to
Deans/Directors. Every program should have received their feedback or have been
able to access their review online. Tech services presented an electronic template for
submitting online reviews. Due to changes that have already happened, we stuck to the
same process this year. We will vet the electronic template to constituents for
reviews/suggestions/remarks and try to implement an online review process in future.
5.4
Marketing Update: Paul DeMark showed us the “Ready for a Change” post card that
will be sent to the community. A class in market research was responsible for the
postcard trying to get NEW students. We would like to do something similar for ADTs
that would supply the same type of information, and he has meetings set up with the
faculty in each of the current five ADTs to help with that project. If it goes well, we
would do it for Transfers, too. The web task force would like to have a new website up
by next fall; make it more streamlined, interesting, and with more ease of navigation.
There are funds to support summer class promotions on radio, television, little bit of
print. Web tiles are showing up on Lost Coast and other sites; will change to Fall
promotions on July 1; high school flyers for Eureka, Arcata and McKinleyville and
their counselors will promote; Angela Winkle will promote in DN; also advertising in
The Lumberjack, KHSU, The Pepperbox (http://thepepperbox.com/). Marketing
Academic Senate Sept. 5, 2014
Page 3 of 159
student surveys found two primary things; students are looking for transfer
opportunities and career technical programs or GETTING A JOB. #1 marketing
advantage promotions is that we are affordable but we also have excellent teaching
faculty! You may find the postcard at www.redwoods.edu/getahead/.
5.5
IEC Proposed Institution-Set Standards and Targets: (*This report was moved up and
given right after agenda item 5.1, but appears here in the order of agenda.) CoPresident Brown turned the update over to Angelina Hill who made her report and
spoke to the ACCJC needing to see this report. Plans and Targets are totally different
from Plans, but at the same time they also do set “targets”. Some targets in the
Strategic Plan included ones that were unattainable, and they learned to set attainable
targets from that experience. Basic Skills, education are essential so they added those
success rates. They are utilizing the “Seven year trend” for the “attainment floor”.
They would like to roll it out within the institutional success score card-they would
add two columns and the explanations. After the proposal is approved, it will be
publicized. “Success” is measured by a C or better, or “pass”. Time frame? Each year
they would strive for the target and most likely update the target number. Dan added
that IEC does not have a finite goal for reaching the target, but will discuss it each
year. Dan also thanked Angelina for putting together this report in such a wonderful
way. Dave mentioned that it was good that we got these targets set so early, because
they learned at the Assessment Institute that other colleges have been setting their
targets low to look good, while others made the process too complex which opens
them up for retribution. These are almost like meeting your accreditation standards: if
you don’t meet them, you’re not always in trouble, but if you don’t have them or are
treating them lightly, that’s when you get in trouble. IEC reports to ACCJC their
standards and achievements every year. Some schools are starting to set institution
standards at the program level but we are doing it one step at a time. Will it be
reported at Convocation? Yes, and to the Expanded Cabinet and the Board before
convocation to get their buy-in. The table is great in order to get a quick glance of
progress.
5.6
College Update: Keith Snow-Flamer reported that the board packet includes a draft
document for MOU Mendocino – an editor misleadingly said that we had an
agreement, but it is still only in a draft form-next Tuesday they will meet with the
President of Mendocino College and there is still a lot of work to make sure it
happens.
5.7
College Council Update: Bob Brown: Enrollment priorities are being reviewed and
clarified. Old business: AP 4105 Distance Education has been tabled until CRFO
meets with ASPC to align and move it on to June board meeting. Brief discussion
about Emeritus privileges-there was a question about email privileges after retirement,
which is NOT current practice and discussion needs to happen with IT people about
whether they can handle the load; auto forwards, maybe? Lee Lindsey, Steven Roper
and Mark Renner will possibly do further research.
6. Announcements and Open Forum
6.1 Portugal Award Winner for 2014-15 - Shannon Sullivan
6.2 Flex Forms Due by 5 pm
6.3 Reminder: Eureka Senators VOTE for Eureka FOY/AFOY in the Senate Office!
6.4 Reminder: 2014-15 Senate Representation
6.5 Meeting Schedule 2014-15
Academic Senate Sept. 5, 2014
Page 4 of 159
6.6 Reminder: Saturday, August 23 - Academic Senate Retreat
6.7 Upcoming CR Events
No further additions were given.
7. Adjournment: On a motion by Peter Blakemore, seconded by Dan Calderwood, the meeting
was adjourned at 2:15 pm, whereupon cookies and cheesecake was enjoyed by participants to
commemorate Bob and Mark’s last Senate meeting as Co-presidents.
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 Debbie Williams, Academic Senate
Support, 7351 Tompkins Hill Road, Eureka, CA 95501, (707) 476-4259, 9 a.m. to 4 p.m., Monday, Tuesday, Thursday, and Friday.
Next Meeting:
Senate Retreat on Saturday, August 23 at 9:00 AM!
Academic Senate Sept. 5, 2014
Page 5 of 159
Academic Senate Meeting
Agenda Item 4.1
September 5, 2014
PROPOSED NOMINEES
FOR
ACADEMIC SENATE APPOINTMENTS
September 5, 2014
The Copresidents of the Academic Senate forward for approval the following nominees
as Senate committee chairs for a two year term from September 1, 2014 through June 30,
2016:
1. Faculty Development – Kerry Mayer
2. Multicultural & Diversity – Deanna Herrera-Thomas
Academic Senate Sept. 5, 2014
Page 6 of 159
Agenda Item 4.2
Proposal 9/5/14
Academic Senate Meeting
September 5, 2014
Resolution
2014-2015 Faculty Development Funding
Whereas, $26,458 has been allocated to the Academic Senate for faculty development
funding:
Be It Resolved, that $5,000 of the $26,458 allocated for faculty development be set aside
for Senate-related faculty development activities for the 2014-2015 budget year; and
Be It Resolved, that the remaining $21,458 be allocated through the Faculty Development
Committee recommendation process.
Academic Senate Sept. 5, 2014
Page 7 of 159
Student Success and Support Program Plan (Credit Students) 2014‐15 District: __Redwoods Community College District__ College: ___College of the Redwoods____________ Report Due Postmarked by Friday, October 17, 2014 Email report to: cccsssp@cccco.edu and Mail report with original signatures to: Patty Falero, Student Services and Special Programs Division California Community Colleges Chancellor’s Office 1102 Q Street, Suite 4554 Sacramento, CA 95811‐6549 Academic Senate Sept. 5, 2014
Page 8 of 159
Instructions for Completion of the College Student Success and Support Program Plan INTRODUCTION The purpose of the Student Success and Support Program (SSSP) Plan (Credit Students) is for the college to plan and document how SSSP services will be provided to credit students1. The goal of the Student Success and Support Program is to increase student access and success by providing students with core SSSP services, including (1) orientation, (2) assessment and placement, and (3) counseling, advising, and other education planning services, and the support services necessary to assist them in achieving their educational goal and declared course of study. More specifically, colleges are to:  Provide at least an abbreviated SEP to all entering students with a priority focus on students who enroll to earn degrees, career technical certificates, transfer preparation, or career advancement.  Provide orientation, assessment and placement, and counseling, advising, and other education planning services to all first‐time students2.  Provide students with any assistance needed to define their course of study and develop a comprehensive SEP by the end of the third term but no later than completion of 15 units.  Provide follow‐up services, especially to students identified as at‐risk (students enrolled in basic skills courses, students who have not identified an education goal and course of study, or students on academic or progress probation. INSTRUCTIONS AND GUIDELINES Please carefully review these instructions and resources, including relevant sections of the Education Code and title 5 regulations before completing the program plan for your college. The program plan is set up as a word document with sections to be completed. As you enter the narratives, the box will expand to accommodate the information provided. Please be sure to save the document as the program plan for the appropriate year before making revisions in following years. When complete, also save the document as a PDF file and email it as an attachment to cccsssp@cccco.edu with the name of the college and “SSSP Credit Program Plan” in the subject line. It is also necessary to mail the plan with the original signatures, along with the separate Budget Plan, by the due date. The program plan is to be submitted on an annual basis3. When writing the program plan, assume that the reader knows nothing about your Student Success and Support Program and will have only your document to understand the manner in which the program will be implemented, and resources it will take (especially in terms of staffing). Be sure to include input from faculty, staff, administrators and students in the development of this plan (as per title 5, §55510[b]). Please provide sufficient detail to draw an explicit portrait of your college's SSSP activities and staffing. All state‐funded SSSP services, procedures, and staff activities must be described in the program plan. Section 78211.5(b) of the Education Code permits districts and colleges to expend these categorical funds only on SSSP activities approved by the Chancellor. Activities and expenses described in the narrative section of the plan should also be detailed in the Budget Plan. The program plan explains those activities and presents the opportunity for colleges to fully describe implementation of the SSSP with respect to the regulations. The program plan should not be limited to state‐funded activities. Describe all SSSP services, policies, activities and procedures in your college and/or district regardless of funding source. This provides a complete accounting of the planned costs and activities for the program each year. In districts with more than one college, the college program plans 1
Colleges operating SSSP programs for noncredit students must prepare a separate noncredit plan. The noncredit SSSP Plan will be developed in 2013‐14. 2
A first‐time student is defined as a student who enrolls at the college for the first time, excluding students who transferred from another institution of higher education, and concurrently enrolled high school students. 3
The program plan is now required on an annual basis due to new SSSP requirements focusing funding on core services, changes related to priority enrollment, mandatory core services, and the significant increases in funding in 2013‐14 and additional increases expected in 2014‐15. As implementation and funding stabilizes, this requirement may be revisited. Academic Senate Sept. 5, 2014
Page 9 of 159
must also address the arrangements for coordination among the colleges. The program plan will be compared with the college's SSSP Year‐End Expenditure Report to monitor for consistency. GENERAL INSTRUCTIONS The Student Success and Support Program Plan is divided into four sections. The Budget Plan is a separate document. I. Program Plan Signature Page II. SSSP Services a. Core Services i. Orientation ii. Assessment iii. Counseling, Advising, and Other Education Planning Services iv. Follow‐up for At‐Risk Students b. Related Direct Program Services i. Institutional Research ii. SSSP Technology c. Transitional Services Allowed for District Match III. Policies & Professional Development  Exemption Policy  Appeal Policies  Prerequisite Procedures  Professional Development  Coordination with Student Equity and Other Planning Efforts  Coordination in Multi‐College Districts IV. Attachments Links to program resources are provided on the last page of this document to assist with the development of your SSSP Plan. Academic Senate Sept. 5, 2014
Page 10 of 159
SECTION I. STUDENT SUCCESS AND SUPPORT PROGRAM PLAN SIGNATURE PAGE College Name: College of the Redwoods (CR) District Name: Redwoods Community College District (RCCD) We certify that funds requested herein will be expended in accordance with the provisions of Chapter 2 (commencing with Section 55500) of Division 6 of title 5 of the California Code of Regulations. Signature of College SSSP Coordinator: ________________________________________________ Name: Sheila Hall ________________________________________________________ Date: _______________ Signature of the SSSP Supervising Administrator or Chief Student Services Officer: _____________________________________________________ Name: Dr. Keith Snow‐Flamer ______________________________________________ Date: _______________ Signature of the Chief Instructional Officer: _____________________________________________ Name: Dr. Keith Snow‐Flamer ______________________________________________ Date: _______________ Signature of College Academic Senate President: ________________________________________ Name: Dan Calderwood and John Johnston ____________________________________ Date: _______________ Signature of College President: _______________________________________________________ Name: Kathryn G. Smith __________________________________________________ Date: _______________ Signature of District Chancellor: ______________________________________________________ Name: _________________________________________________________________ Date: _______________ Contact information for person preparing the plan: Name: Sheila Hall Email: sheila‐hall@redwoods.edu Title: Director, Counseling & Advising Phone: 707‐476‐4155 Academic Senate Sept. 5, 2014
Page 11 of 159
College: _______CR____________________ District: _______RCCD_________________ page __5____ of ___28___ SECTION II. STUDENT SUCCESS AND SUPPORT PROGRAM SERVICES Directions: For the following SSSP services: (a) orientation, (b) assessment and placement, (c) counseling, advising, and other education planning services, and (d) follow‐up services for at‐risk students, describe the approach your college is taking to meet its responsibilities under title 5 section 55531. Include the target student audiences, the types of activities, service delivery strategies, partnerships, staff, resources, technology and research support assigned to provide services. Report projected expenditures related to these items in the Budget Plan. Core Services IIa. i. Orientation 1. Describe the target student audience, including an estimate of the annual number of first‐time students to be served. Describe the delivery methods (in groups, online, etc.) and activities that will be provided. Describe any partnerships among colleges or with high school districts, workforce agencies, or other community partners that assist with providing orientation. Describe at what point(s) in the student’s academic pathway services are provided (before registration, at 15 units, etc.). College of the Redwoods (CR) is a public community college located on the north coast of California. Serving Del Norte and Humboldt Counties, parts of western Trinity County, and coastal Mendocino County, CR has one of the largest service areas in California. Home to nearly 280,000 residents, the district covers almost 10,000 square miles. With a population of more than 27,000, Eureka is the largest city in the service area and is home to CR’s largest campus. Eureka’s nearest metropolitan neighbors are more than 260 miles to the south (San Francisco) and 420 miles to the north (Portland, Oregon). Fall 2013‐data for enrolled students: Headcount: 4,975 Gender: 2,784 Female, 2,182 Male, 9 unknown Ethnicity: American Indian 302 Asian 136 Black or African American 101 Hawaiian/Pacific Islander 47 Hispanic 762 Two or More Races 300 Unknown 358 White Age: 17 and younger 2,969 327 18 to 24 2,513 25 to 34 1,241 35 to 49 595 50 and older 299 Unit Load: Between Half and Full Time Full Time 3,486 1,455 Academic Senate Sept. 5, 2014
Page 12 of 159
College: _______CR____________________ Overload District: _______RCCD_________________ page __6____ of ___28___ 34 Student Status demographics: # Continuing, # New, # New and Returning Unknown 3 Continuing 2,536 Minor 228 New 876 Returning 688 Transfer 644 The target audience for orientation includes new, first‐time college students who indicate an education goal other than the following exempt categories:  Maintain a certificate or license (e.g. Nursing, Real Estate)  Pursue educational development (intellectual, cultural)  Complete credits for high school or GED  University/4‐year college student taking courses to meet university/4‐year college requirements Students who are returning or those who are transferring from another institution are encouraged to participate in orientation, but are not required. We estimate 1,500 first‐time students will be provided orientation services annually district‐wide, approximately 1,000 for the fall semester and 500 for the spring semester. Students are informed about orientation in an initial “Welcome to CR” email sent after completing the admissions application. Information is available as part of the “Enrollment Steps” on the CR website and through outreach and pre‐
enrollment services discussed in the Counseling Advising & Other Education Planning Services section of this document. Orientations coincide with new student registration periods and are coordinated with math and English placement testing dates. Orientation delivery methods include:  in‐person small group (30 students or less)  in‐person individual appointments  online or via distance (email and/or phone) Student learning outcomes have been established for orientation services and upon completion of an in‐person orientation, students will be able to :  Identify college resources that will support academic success  Identify an education goal, course of study (academic program), and develop an abbreviated student education plan  Demonstrate proficiency with CR technology tools (e.g. MyCR/Sakai, student email, and WebAdvisor) As part of all orientation delivery methods district‐wide, students receive information on available academic programs, support services including financial aid, and campus facilities. Available support service information includes: Extended Opportunity Programs and Services (EOPS), Disabled Students Programs and Services (DSPS), Veterans Resource Center, Student Health Center, Financial Aid, Learning Resource Center, Academic Support Center, and Counseling & Advising. Additionally, information is provided related to available degree and certificates, math & English course sequence, First Year Experience (FYE), maintaining enrollment priority, academic progress, probation and dismissal, CR technology and the pre‐ and co‐requisite challenge process. Available services and program information may be site specific. In all orientations, information is delivered through a PowerPoint presentation and students are provided with handouts and links to college resources. In‐person orientations are facilitated by a counselor or advisor. Students who attend orientation in‐person receive assistance with class scheduling, register for the upcoming term(s), and develop an abbreviated student education plan. Students are provided with a recommended course package for their first semester that may include the following classes: math and/or English, First Year Experience or College Success, Academic Senate Sept. 5, 2014
Page 13 of 159
College: _______CR____________________ District: _______RCCD_________________ page __7____ of ___28___ academic program requirements, and/or general education requirements. Course pathways may also include career planning or noncredit options depending on the individual student’s program of study or need for basic skills. Counselors, advisors and student services specialists district‐wide have developed partnerships and maintain working relationships with area high schools, alternative, continuation, and community education programs; including Del Norte, Mendocino, and Klamath‐Trinity county areas. A memorandum of agreement has been established with the Hoopa Valley Tribe for the purpose of making education more accessible to the rural residents of the Klamath and Trinity Valleys. A Student Services Specialist is available at the Klamath‐Trinity Instructional Site (KTIS) to provide instructional activities and student support services, including but not limited to, assessment and placement, financial aid, advising, EOPS and DSPS. Special programs (EOPS, TRiO, Veteran Resource Center, CalWORKS, and DSPS) conduct enhanced orientations for new students in their programs. Students are provided information specific to these program requirements, expectations, services, policies and procedures. At this time, failure to participate in orientation does not result in a hold on students’ registration. Therefore, some students complete orientation (in‐person individually or group, or online) after they have registered for classes. Failure to participate in orientation does result in loss of enrollment priority, pursuant to Title 5 section 58108, until orientation, the assessment and placement process, and education plan development have been completed. 2. Identify the staff providing orientation, including the number of positions, job titles and a brief one‐sentence statement of their role. # OF FTE POSITIONS 1.00 0.20 0.25 0.15 0.10 0.20 3.34 3.97 1.20 1.28 1.25 2.00 JOB TITLE FUNDING TYPE ROLE Director, Counseling and Advising Director, Institutional Effectiveness Database Analyst SSSP Responsible for overall administration, coordination and supervision of implementing SB1456. Responsible for institutional research, coordination and supervision of technology related functions of SB 1456 implementation. Responsible for coordination and implementation of technology related functions of SB 1456. Responsible for coordination and implementation of technology related functions of SB 1456. Responsible for coordination and implementation of technology related functions of SB 1456. Responsible for overall administration, coordination and supervision of EOPS/CARE, Academic Support, and related services. Provides counseling and advising through orientation, educational planning, and follow‐up services. District Match District Match Senior Applications Analyst Systems Operator District Match Director, Special Programs and Academic Support Counselors (includes full‐time & part‐
time) Student Development Advisors Student Services Specialists Instructional Support Specialists Administrative Office Assistants District Match District Match SSSP District Match District Match Provides academic advising through orientation, educational planning, and follow‐up services. District Match Schedules appointments, assists with coordination of events and workshops, responsible for data collection and documentation. District Match Schedules appointments, assists with coordination of events and workshops, responsible for data collection and documentation. Provides clerical office support, schedules appointments, and addresses student requests and questions. District Match Includes only those positions that are referenced in the SSSP Budget Plan. Positions funded by categorical programs such as EOPS, DSPS, Veterans, CalWORKs, or TRiO that provide core SSSP services are not included in the # of FTE positions above. 3.
If orientation is provided through the full or partial use of technology, identify any commercial products or Academic Senate Sept. 5, 2014
Page 14 of 159
College: _______CR____________________ District: _______RCCD_________________ page __8____ of ___28___ describe in‐house products in use or under development, including any annual subscription or staff support requirements. An online orientation has been developed in‐house using a series of web pages that includes the same content as the PowerPoint presentation used with the in‐person group orientations. Upon completion of the online orientation, students provide their name and identification number which generates an email to the Counseling and Advising Office. Staff tracks completion of orientation for reporting purposes. Staff support is required from the Counseling, Institutional Research, and Technical Services departments. As described in our SSSP Annual Plan (Attachment D), we will further enhance our online orientation delivery, access, and tracking process. 4. Describe the college’s plans for developing and implementing orientation services. The following eight policies and procedures provided on the Orientation Checklist are identified in title 5 section 55521 as required information to include in an orientation. Orientation Checklist (Required Policy or Procedure) (1) Academic expectations and progress and probation standards pursuant to section 55031; Referenced from RCCD Administrative Procedure 4250 ‐ Academic Standing (2) Maintaining registration priority pursuant to section 58108; Referenced from RCCD Administrative Procedure 5055 ‐ Enrollment Priorities (3) Prerequisite or co‐requisite challenge process pursuant to section 55003; Referenced from RCCD Administrative Procedure 4260 ‐ Prerequisites and Corequisites (4) Maintaining Board of Governors Fee Waiver eligibility pursuant to section 58621; (5) Description of available programs, support services, financial aid assistance, and campus facilities, and how they can be accessed; (6) Academic calendar and important timelines; (7) Registration and college fees; and Referenced from RCCD Administrative Procedure 5030 ‐ Fees (8) Available education planning services. Referenced from RCCD Administrative Procedure 5050 ‐ Student Success and Support Program Orientation services have been developed and implemented through in‐person individual appointments, group settings, and online in accordance with title 5 section 55521 and provide information in the following areas:  Importance of the assessment and placement process and descriptions of the math and English course sequence  Services for students and how they can be accessed: counseling and advising, financial aid, DSPS, EOPS, TRiO, CalWORKs, Veteran Resource Center, and other student support programs and services  How to choose a major/program of study and subsequent general education planning  CR technology tools available through the College website: WebAdvisor, MyCR/Sakai, and student email  Costs of attendance  First Year Experience  Development of an abbreviated education plan and importance of timely completion of their goals These additional items from the orientation checklist have been included in all orientation delivery methods since summer 2014:  Academic expectations and progress and probation standards  Maintaining registration priority  Prerequisite or co‐requisite challenge processes  Maintaining Board of Governors Fee Waiver eligibility  Academic calendar and important timelines and deadlines 5. Please specify other issues, policies and procedures that the college or district determines necessary to provide a comprehensive orientation. Add additional lines as needed. To provide a comprehensive orientation, the Eureka campus should identify a designated location with computer access Academic Senate Sept. 5, 2014
Page 15 of 159
College: _______CR____________________ District: _______RCCD_________________ page __9____ of ___28___ to provide responsive and timely orientations to students in‐person. As described in our SSSP Annual Plan (Attachment D), the online orientation will be enhanced with continued development of an in‐house system to increase accessibility and tracking for reporting purposes. A communication management system will be used to facilitate student contact with a counselor or advisor after completing orientation to provide additional education planning support. Additionally, a video conference system will allow counseling staff to provide enhanced orientation and advising support to students via distance. 6. Include in the Budget Plan, all staff costs (salaries and benefits) for each position and the direct cost to purchase, develop or maintain technology tools specifically for orientation services. ii. Assessment and Placement 1. Describe the target student audience, including an estimate of the annual number of students to be assessed, and a description of who will be required to be assessed. Describe the methods by which assessment and placement services will be delivered. Describe any partnerships among colleges or with high school districts, workforce agencies, or other community partners that assist with providing assessment and placement. Describe at what point(s) in the student’s academic pathway assessment and placement are provided (while still in high school, summer, during registration, etc.). The target student audience includes all new students to CR, as well as continuing and returning students who need to take a course with a math or English pre‐requisite. The average number of students assessed for the first time annually is approximately 1,650. In addition, about 300 students re‐test annually. In the 2013‐2014 academic year, 128 students retested for English only, 68 students retested for math only, and 128 students retested for both English and math. All new, non‐exempt students are required to complete the math and English placement process to qualify for priority enrollment. Students are also required to complete the placement process to enroll in math or English classes, or classes with math and/or English prerequisites that were not otherwise met (i.e. transfer student with other college coursework). Placement tests are administered on an on‐going basis at the Academic Support Center located at the Eureka campus as well as the Del Norte, Klamath‐Trinity, and Mendocino sites. CR also provides remote proctoring for students coming from other states and other counties in California. Peak times for assessment are prior to the fall and spring terms, from April through August and November through January. The assessments are fully computerized and provide immediate results upon completion. Accommodations for qualifying students are available at the testing centers on each campus or site. CR accepts placement results from all other California community colleges. Assessment results from all four year colleges must be evaluated and may be used as part of the multiple measures placement process. Assessment testing results must have been within the past three years to be accepted. Counselors, advisors and support service specialists district‐wide have developed partnerships and maintain working relationships with area high schools, alternative, continuation, and community education programs. This includes Del Norte, Mendocino, and Klamath‐Trinity county areas. CR partners with local high schools, alternative, continuation, and community education programs at their locations to provide placement testing for individuals considering enrollment at CR. Before taking a placement test, students are encouraged to have submitted an admissions application to the college and have a student identification number. Students are informed of placement testing requirements and services in the initial “Welcome to CR” email from the college. Students are also directed to study guides and practice tests available on the college web‐site. 2. Identify the staff providing assessment services, including the number of positions, job titles and a brief one‐sentence statement of their role. Include staff providing direct assessment related research services. # OF FTE JOB TITLE POSITIONS FUNDING TYPE ROLE Academic Senate Sept. 5, 2014
Page 16 of 159
College: _______CR____________________ 1.00 0.20 District: _______RCCD_________________ page __10____ of ___28___ 0.25 Director, Counseling and Advising Director, Institutional Effectiveness Database Analyst District Match 0.15 Senior Applications Analyst District Match 0.10 Systems Operator District Match 0.20 3.34 3.97 Director, Special Programs and Academic Support Counselors (includes full‐time & part‐
time) Student Development Advisors Student Services Specialists Instructional Support Specialists Administrative Office Assistants District Match 1.20 1.28 1.25 2.00 SSSP District Match SSSP District Match Responsible for overall administration, coordination and supervision of implementing SB1456. Responsible for institutional research, coordination and supervision of technology related functions of SB 1456 implementation. Responsible for coordination and implementation of technology related functions of SB 1456. Responsible for coordination and implementation of technology related functions of SB 1456. Responsible for coordination and implementation of technology related functions of SB 1456. Responsible for overall administration, coordination and supervision of EOPS/CARE, Academic Support, and related services. Provides counseling and advising through orientation, educational planning, and follow‐up services. District Match Provides academic advising through orientation, educational planning, and follow‐up services. District Match Schedules appointments, assists with coordination of events and workshops, responsible for data collection and documentation. Schedules appointments, assists with coordination of events and workshops, responsible for data collection and documentation. Provides clerical office support, schedules appointments, and addresses student requests and questions. District Match District Match Includes only those positions that are referenced in the SSSP Budget Plan. Positions funded by categorical programs such as EOPS, DSPS, Veterans, CalWORKs, or TRiO that provide core SSSP services are not included in the # of FTE positions above. 3.
Identify any assessment test(s) used for placement into English, mathematics, and ESL courses. For second‐
party tests, be specific about the versions and forms used. Describe which tests and services are offered online, in person, individually or in groups, etc.  If using a test, describe what other measures are used and how they are used to meet the multiple measures requirement.  If not using a test, describe what other measures are used to assess students and describe how students are placed into courses.  Describe how these measures are integrated into the assessment system (as part of an algorithm included in the test scoring process, applied by counselors, used on their own without a test, etc.) CR administers the computer‐based Accuplacer tests by College Board for English, math and ESL placement. The Accuplacer placement test includes background questions that may be used for multiple measures for determining course placement. Students whose test scores fall within an advising zone, a range that borders the next course level, are referred to the Counseling and Advising Office for further determination of the appropriate course placement. Additional multiple measures used in‐person individually and in groups to determine placement may include the following: 
Surveys and questionnaires (e.g. First Year Experience form used during in‐person orientations) 
Past educational experience (e.g. courses or degrees completed, high school or college grade point average, recency of completion of subject area courses) 
College plans (e.g. full‐time vs. part‐time enrollment, number of hours working while going to college, intended major) 
Student maturity and motivation 
Student self‐assessment or self‐evaluation Math, English, and ESL faculty, in coordination with Institutional Research, Counseling, and area Deans recently reviewed the placement process. Revisions were made to course placement cut scores and advising zones. Academic Senate Sept. 5, 2014
Page 17 of 159
College: _______CR____________________ District: _______RCCD_________________ page __11____ of ___28___ Improvements were made and further clarification was provided to support the multiple measures evaluation process. Students that are not satisfied with their math placement, or that place into an advising zone, are allowed to complete a local Optimath assessment as an additional multiple measure. The College also offers math review and noncredit courses for students who wish to brush‐up on their skills and/or retest. For English placement, the following multiple measures are used for students with an Accuplacer score in the advising zone: A) students who are able to provide high school transcripts for their junior and senior year of English with a GPA of 3.0 within the past three years may be allowed to move up to the next higher placement; B) students can complete a writing sample and/or additional local reading and writing test evaluated by English faculty; or C) students who placed in the advising zone just below college level English may sign up for a one unit review course, which upon passing, will enable them to enroll in the next highest level. 4. Describe the college’s or district’s policy on the acceptance of student assessment scores and placement results from colleges within a multi‐college district, if applicable, and colleges outside of the district. CR accepts placement test results from other California Community Colleges that are less than three years old with supporting documentation. Test scores from other colleges are evaluated for validity determination. 5. Describe college or district policies and practices on: a. Pre‐test practice ‐ Describe what type of test preparation is available, how it is delivered, how students are informed of and access materials, including sample test questions, and how students are notified of their pre‐test performance. b. Re‐take ‐ How often may a student re‐take a test after taking it the first time? What is the waiting period? Is the waiting period consistent with publisher guidelines or more restrictive? Are there conditions that must be met such as completing a subject‐matter workshop before being allowed to take the test again? c. Recency ‐ How long are test scores, high school grades, etc. accepted before the student is required to reassess? Pre‐test practice: Study guides and practice tests with immediate feedback upon completion, are available on the Academic Support Center website. Students are highly encouraged to take the practice tests and review their English and math skills prior to taking the placement tests. Students are referred to the on‐line study guides and sample exams in their welcome letter, during high school outreach presentations and workshops, and again when they schedule their testing. The Academic Support Center also distributes printed study guides. The library maintains a list of older editions of textbooks, selected by math faculty that students can borrow to study and practice for the math placement test. We are also currently developing noncredit courses to support math and English test preparation. Re‐Take: Students are allowed to re‐take the Accuplacer English once prior to the start of their first English course at CR. Students are allowed to re‐take any level math assessment twice within a testing period of one regular semester. As described in our SSSP Annual Plan (Attachment D), we will investigate best practices in regards to retake and recency policies. Recency: Assessment testing results must be within the past three years to be accepted. As described in our SSSP Annual Plan (Attachment D), we will investigate best practices in regards to retake and recency policies. 6. Describe what externally‐administered third‐party test results are accepted for placement. Does the college accept an Early Assessment Program (EAP) result of “college ready” to exempt students from the college placement test in English? In math? Students who have completed an English and/or math class at another college; an Advanced Placement (AP), International Baccalaureate (IB), College‐Level Examination Program (CLEP), or Early Assessment Program (EAP) exam in English and math with a qualified score; or an approved assessment test at another California Community College can Academic Senate Sept. 5, 2014
Page 18 of 159
College: _______CR____________________ District: _______RCCD_________________ page __12____ of ___28___ complete the placement process by meeting with a counselor or advisor. The counselor or advisor evaluates the course and/or test and utilizes multiple measures to determine appropriate course placement. 7. Include in the Budget Plan all staff costs (salaries and benefits) for each position and the direct cost to purchase, develop or maintain assessment instruments or other technology tools specifically for assessment. iii. Counseling, Advising, and Other Education Planning Services 1. Describe the target student audience, including an estimate of the annual number of students to be provided (a) counseling, (b) advising, (c) and other education planning services. Describe what these services are, the service delivery methods (in person, in workshops, FTES funded classes, online, etc.) and models used. Describe any partnerships among colleges or with high school districts, workforce agencies, or other community partners that assist with providing these services. Describe at what point(s) in the student’s academic pathway counseling, advising, and other education planning services are provided (before registration, at 15 units, etc.) The target audience includes all currently enrolled, nonexempt students. Prospective students and those who have been dismissed from the college also receive counseling, advising, and education planning services. We anticipate that each semester all students will receive some level of counseling, advising, and/or other education planning services depending on their enrollment status (new, continuing, and returning) and/or number of units completed. In Fall 2013, the student headcount included 4,975 actively enrolled at census. During the 2013‐2014 academic year, 5,624 students district‐wide were provided counseling, advising, and other education planning services. We estimate a similar or slightly higher number of students to be provided services for the 2014‐2015 academic year. Based on Scheduling And Reporting System (SARS) reason code data, in the 2013‐2014 academic year (through June 9, 2014), 11,469 advising contacts were recorded. Based on SARS reason code data for the 2013‐2014 academic year (through June 9, 2014), 2,835 student education plan contacts were recorded. Counseling, advising, and education planning services include academic, career, and limited personal counseling. Counselors and advisors assist students to understand education options, identify educational and career goals, and to create individual education plans to meet those goals. Counselors and advisors provide guidance to help students identify appropriate on and off campus resources to support their academic success. Counselors also help students understand personal strengths, motivation, interests, and abilities. These services may be delivered through various methods, including group counseling/advising sessions, individual appointments, workshops, visits to classrooms, general studies and guidance credit and noncredit classes, online resources, and via distance through phone and email. Additionally, academic advisors and counselors are available for drop‐in services and assist new students at all orientation events. Counseling, advising, and other education planning services are provided in a model using paraprofessional Student Services Specialists, Student Development Advisors and faculty counselors (full‐and part‐time). Faculty counselors are professionally trained to address personal issues, resolve academic anxieties, assist students in choosing career fields and majors, and problem solve other academic difficulties. With students on academic dismissal or probation, counselors work to develop individual success plans, which address the specific issues inhibiting academic success. Generally, advisors specialize in matters pertaining to educational programs: college policies, placement/assessment test interpretation, degree requirements, transferability, schedule planning, and graduation verification. Special programs (EOPS, DSPS, CalWORKs, Veterans, and TRiO) also provide services delivered through group sessions, individual appointments, online resources, and a variety of education, career, financial literacy, and other student success workshops. Counselors, advisors and support service specialists district‐wide have developed partnerships and maintain working relationships with area high schools, alternative, continuation, and community education programs; including Del Norte, Mendocino, and Klamath‐Trinity county areas. Education planning services are provided by the College to concurrently enrolled students through the Academy of the Redwoods, an early college high school program, as well as other dual Academic Senate Sept. 5, 2014
Page 19 of 159
College: _______CR____________________ District: _______RCCD_________________ page __13____ of ___28___ enrollment programs with local high schools. Additional partnerships specific to transfer advising exist with our main transfer institution, Humboldt State University (HSU). While frequency and scope of visits vary by district‐wide locations, HSU admissions counselors meet with prospective transfer students to assist with the admissions and transfer process. Education planning is a comprehensive process that begins with multiple points of contact at various stages in the student’s academic pathway. These multiple points of contact include the following pre‐enrollment services: Advertising‐ Part of our advertising campaign includes a brochure which outlines the necessary steps to the enrollment process. The steps include admissions and financial aid applications, accessing student email, completion of the math and English placement process, orientation, registration, and payment of fees. This brochure is distributed at all outreach events and provided to prospective students at various community locations. This brochure is also posted to our website in an interactive format where students can use links to access more information about each step. In addition, advertisements run regularly on local radio and television stations encouraging the community to view the College website and contact the Admissions and/or Counseling departments for more information. Outreach‐ Teaching and non‐teaching faculty, as well as counseling and advising staff participate in a variety of outreach events throughout the academic year, including, but not limited to, on‐campus activities, tabling at a variety of community events, high school parent nights, career fairs, and high school classroom visits. During these events the brochure mentioned above is provided to attendees, and if the opportunity is available, a presentation is delivered to communicate the steps required. Student Services staff with knowledge of the enrollment and education planning processes participate in these events to answer questions and provide further information about beginning successful education planning. Application‐ After applying to College of the Redwoods, students receive an email to their personal email address describing the next steps in the enrollment process. Math, English, and ESL assessment testing and placement‐ Placement tests are administered on campus and at several local high schools, alternative, continuation, and community education programs. The assessments are fully computerized and provide immediate placement results upon completion. Students are informed of how their placement in the math, English, and/or ESL sequence relates to their education goal or academic program. Depending on the setting and time period, after completion of assessment testing and placement, students are scheduled for an orientation. Assessment and placement were discussed in more detail in the prior Assessment and Placement section of this plan. After completion of the above pre‐enrollment services, students are required to participate in orientation to qualify for enrollment priority. Orientation‐ Orientation services are offered online, by phone and/or email, in‐person individually and in group settings. During orientation students learn about general education, course requirements, and unit requirements needed for degrees, certificates, and transfer. Students learn how to choose which courses are appropriate for their education goal and academic program, where to locate information about CR programs, and how to successfully register for classes. Information and resources are provided to students during in‐person orientations to facilitate course selection and to develop an abbreviated student education plan. Orientation is discussed in more detail in the prior Orientation section of this plan. 2. Describe what services are offered online, in person, individually or in groups, etc. Indicate whether drop‐in counseling is available or appointments are required. Describe the adequacy of student access to counseling and advising services, including the method and time needed for students to schedule a counseling Academic Senate Sept. 5, 2014
Page 20 of 159
College: _______CR____________________ District: _______RCCD_________________ page __14____ of ___28___ appointment and the average wait time for drop‐in counseling. Describe any use of academic or paraprofessional advising. Various counseling, advising, and other education planning services are offered online, in person, individually and in group settings:  Services and information available online include: orientation, career exploration and job search resources, transfer resources, articulation agreements, program evaluation or degree audit, class registration, and assistance from counselors and advisors with all aspects of the enrollment process via distance (phone and/or email).  Services offered in person individually include: orientation, pre‐enrollment services, abbreviated and comprehensive SEP development, and other academic, career, and/or limited personal counseling.  Services offered in group settings include: orientation, pre‐enrollment services with local high schools, abbreviated SEP development, registration assistance, career planning and other student success workshops. Both drop‐in and appointments are available to students district‐wide in all programs providing counseling and advising services (i.e. EOPS, DSPS, TRiO, etc.). A counseling appointment can be scheduled in person, by phone, or via email for 30 or 60 minute increments for both counselors and advisors depending on the services requested by the student (education planning, transcript evaluation, financial aid appeals, etc.). Generally, students are able to schedule an appointment with a counselor or advisor within a week. Although the specific times and staffing vary, counselors and advisors are available for drop‐in sessions every day and the average wait time is approximately 15 minutes. During peak periods (typically once registration has begun and through the first week of school), access to in‐person individual appointments is limited. During peak periods, the wait time for drop‐in counseling has been as long as two hours.
3. Describe the type of assistance provided to help students develop an abbreviated student education plan and the scope and content of the plan. Abbreviated two‐semester student education plans are developed as part of in‐person orientations district‐wide. Students complete an abbreviated education plan by using the courses they have selected during registration and planning the courses they are likely to take the following semester. Counselors and advisors help students make informed decisions through the information provided in the orientation presentation, resources on the College website, and completion of the First Year Experience questionnaire that provides additional background information about each student (i.e. work or family responsibilities, high school GPA, education goal, major, etc.). Abbreviated education plans are also developed during individual appointments, drop‐in with advisors or counselors, or in group workshop settings. Students in the CalWORKs, EOPS, TRiO, and Veterans programs are required to have an education plan updated each semester. The scope and content of information provided to develop an abbreviated education plan may vary among programs and sites. 4. Describe the type of assistance provided to help students develop a comprehensive student education plan that identifies the student’s education goal, course of study, and the courses, services, and programs to be used to achieve them. Students identify or update their education goal and course of study (academic program) as part of the in‐person orientation. Additionally, as part of the in‐person orientation, students are directed to resources on the College website such as the catalog, schedule of classes, programs of study, and UC/CSU transfer guidelines. Students are encouraged to enroll in a First Year Experience or College Success course to help them further define their goals and develop a comprehensive and individualized educational plan. In addition to providing information about the programs of study, certificates, and associate degrees available at the College, the Counseling & Advising website provides transfer information links to ASSIST, IGETC, and GE CSU Breadth. At this time, comprehensive education plans are developed with individual appointments with a counselor or advisor. As described in our SSSP Annual Plan (Attachment D) the Counseling and Advising department, in collaboration with other service areas will provide opportunities such as workshops and individual or group sessions for students to develop comprehensive education plans. Staff training will be made available for Ellucian’s Student Planning Module Academic Senate Sept. 5, 2014
Page 21 of 159
College: _______CR____________________ District: _______RCCD_________________ page __15____ of ___28___ when implemented this year. 5. Identify the staff providing counseling, advising and other education planning services, including the number of positions, job titles and a one‐sentence statement of their roles. Indicate the number of full‐time counselors and their negotiated student contact hours. Indicate the number of part‐time counselors and the number of full‐time equivalent counselors (total full time and part time counseling hours divided by 2080). # OF FTE POSITIONS 1.00 0.20 JOB TITLE FUNDING TYPE ROLE SSSP 0.25 Director, Counseling and Advising Director, Institutional Effectiveness Database Analyst District Match 0.15 Senior Applications Analyst District Match 0.10 Systems Operator District Match 0.20 3.34 3.97 Director, Special Programs and Academic Support Counselors (includes full‐time & part‐
time) Student Development Advisors Student Services Specialists Instructional Support Specialists Administrative Office Assistants District Match Responsible for overall administration, coordination and supervision of implementing SB1456. Responsible for institutional research, coordination and supervision of technology related functions of SB 1456 implementation. Responsible for coordination and implementation of technology related functions of SB 1456. Responsible for coordination and implementation of technology related functions of SB 1456. Responsible for coordination and implementation of technology related functions of SB 1456. Responsible for overall administration, coordination and supervision of EOPS/CARE, Academic Support, and related services. Provides counseling and advising through orientation, educational planning, and follow‐up services. 1.20 1.28 1.25 2.00 District Match SSSP District Match District Match Provides academic advising through orientation, educational planning, and follow‐up services. District Match Schedules appointments, assists with coordination of events and workshops, responsible for data collection and documentation. Schedules appointments, assists with coordination of events and workshops, responsible for data collection and documentation. Provides clerical office support, schedules appointments, and addresses student requests and questions. District Match District Match Includes only those positions that are referenced in the SSSP Budget Plan. Positions funded by categorical programs such as EOPS, DSPS, Veterans, CalWORKs, or TRiO that provide core SSSP services are not included in the # of FTE positions above. 6.
Identify any technology tools used for education planning. For third‐party tools, be specific about the product and how it is used. Identify any technology tools used for support of counseling, advising and other education planning services, such as scheduling or degree audit. For third‐party tools, be specific about the product and how it is used. The technology tools used for education planning include:  The degree audit function using Ellucian’s program evaluation through our current E‐Advising system.  Websites accessed during planning sessions may include: ASSIST, CSUMentor, UC Transfer Admission Planner, Transfer Counselor Website, Humboldt State University Transfer Guide, CA Virtual Campus, CA Community College Chancellor’s Office, and California Colleges.  Other online resources such as tutorials, Power Point presentations, and on‐line career assessments and resources (CA Career Cafe, ONet, and other career planning and development related links).  SARS software solution is used for counselor/advising appointment scheduling, tracking, and reporting.  Some programs use Word documents or Excel spreadsheets saved to a shared drive as comprehensive education plans to meet specific program requirements (EOPS and DSPS). As described in our SSSP Annual Plan (Attachment D), the following technology tools will be implemented in the 2014‐
2015 academic year: Academic Senate Sept. 5, 2014
Page 22 of 159
College: _______CR____________________ 

7.
District: _______RCCD_________________ page __16____ of ___28___ Ellucian’s Student Planning Module is being implemented this year to allow students to develop education plans with less technical support from counseling/advising. A video conferencing system will be used to facilitate advising sessions for students off campus. Include in the Budget Plan, all staff costs (salaries and benefits) for each position and the direct cost to purchase, develop or maintain technology tools specifically for counseling, advising and other education planning services. iv. Follow‐Up for At‐Risk Students 1. Describe the target student audience according to title 5 section 55525, including an estimate of the annual number of students to be provided at‐ risk follow‐up services, and the college’s process to identify them. Describe the strategies for addressing the needs of these students, including: a. Types of services are available to these students; how they are notified and when. b. Strategies for providing counseling, advising, or other education planning services to assist them in selecting an education goal and course of study. c. How the services identified in “a” and “b” above are provided (online, in groups, etc.). d. How teaching faculty are involved or encouraged to monitor student progress and develop or participate in early alert systems. The target student audience include those in the following at‐risk categories:  Enrolled in Basic Skills Courses  No Identified Education Goal or Course of Study  Academic or Progress Probation or Facing Dismissal Enrolled in Basic Skills Courses Basic Skills students are identified by their assessment and placement results, as well as enrollment in Basic Skills courses. Basic Skills courses are defined as developmental credit and noncredit courses as specified by Title 5. The chart below shows the number of students taking at least one basic skills course per year: Year Basic Skills Students 2010 ‐ 2011 2011 ‐ 2012 2012 ‐ 2013 2013 ‐ 2014 1,881
1,727
1,463
1,299
Programs and services such as counseling and advising, tutoring, ESL, General Studies and Guidance courses, workshops, and noncredit courses are available to all students, specifically targeted to those at pre‐collegiate level in math, English & ESL. Students who may be eligible for additional support services and programs are identified and notified of eligibility. Tutoring services are provided in person and available online through tutor.com. Tutoring services for students in math and English courses are provided in the Academic Support Center with funding supported through Basic Skills Initiatives. Individual tutoring is provided to TRiO participants and DSPS students at the Del Norte site. Due to the high concentration of at‐risk students in basic skills math & English courses, the College offers tutoring, supplemental instruction, and/or peer mentor support in the Writing Center and Math Lab to improve student success in these courses. As referenced in our SSSP Annual Plan (Attachment D), we will collaborate with the Basic Skills Committee, Institutional Research, and Academic Senate to further define intervention strategies to increase progression in basic skills classes. The Counseling and Advising department was granted Basic Skills Initiative funding for a temporary professional resource matter expert position to support outreach efforts to local high schools and community groups, assist students Academic Senate Sept. 5, 2014
Page 23 of 159
College: _______CR____________________ District: _______RCCD_________________ page __17____ of ___28___ with the enrollment process, and provide mentoring for basic skills/ESL students during their first year. The EOPS program targets instructional support services to at‐risk students in math & English basic skills courses. The DSPS program offers specialized instructional support services to eligible students in Guidance courses. Faculty receive a tutoring schedule for specific disciplines each semester and information on how to refer students who need help to appropriate programs and services. Tutoring schedule flyers are posted on campus. At the Del Norte site, TRiO student tutors visit all academic classes to promote their tutoring services and availability. Dialogue sessions related to the work of the Basic Skills committee and relevant student data are offered to faculty and staff at least twice during the year. This year, we will make a point of reporting out on the Basic Skills Committee activities twice a year in dialogue sessions. Additionally, the Instructional and Student Development program review process requires faculty and staff to reflect on the success of students in specific at‐risk categories. Teaching faculty participate in staff meetings and events which highlight support services, programs, and their student achievements. Faculty are provided a resource handbook and information regarding College programs and services are highlighted in new faculty orientation sessions. We assume that faculty and staff regularly provide informal referrals or recommendations to students regarding support services. As noted in our SSSP Annual Plan (Attachment D), the College will investigate and implement an early alert notification process to identify at‐risk students and to provide specific services to those enrolled in basic skills classes. No Identified Education Goal or Course of Study In fall 2013, students educational goals were reported as follows: Unreported Obtain associate degree & transfer 27 1,869 Transfer without associate degree 547 Obtain associate degree without transfer 421 Obtain vocational degree without transfer 116 Earn a vocational certificate without transfer 184 Discover/formulate career interests, plans and goals 142 Prepare for a new career 189 Advance in current job 84 Maintain certificate or license 46 Educational development 225 Improve basic skills in English, reading or math 151 Complete credits for high school diploma or GED 133 Undecided 673 Move from noncredit to credit coursework Already a 4‐year college student 5 163 Students who have not declared an education goal are initially identified upon completion of the admissions application. They are further identified during orientation at which time they are asked to provide information related to their career goal, education goal, course of study (intended major), and planned coursework to develop an abbreviated SEP. Students who self‐identify as undeclared majors or are unsure of their academic goals are advised to enroll in a career planning course and referred to individualized career counseling. A two‐unit career planning course is offered to help students identify learning styles, work values, personalities, majors and careers, personal strengths and weaknesses, geographic location of potential future employment, and life goals. In the individualized career counseling process, similar topics are addressed such as work history, course work, hobbies, skills, personal life, interests and barriers. Attention is given to the academic and degree requirements necessary to Academic Senate Sept. 5, 2014
Page 24 of 159
College: _______CR____________________ District: _______RCCD_________________ page __18____ of ___28___ obtain a successful career. Tools such as the Strong Interest Inventory, the Myers‐Briggs inventory, and computer‐aided career search programs may be used this process. Noncredit courses specific to career planning and exploration are currently being developed. The library maintains current books and other resources on careers, degrees and majors, and colleges or universities to assist in the exploration process. Counselors and advisors often refer students to teaching faculty to further discuss majors and careers in their areas of expertise. Most faculty are involved with professional associations and organizations which can further serve as resources for students. Academic or Progress Probation or Facing Dismissal In the 2012 – 2013 academic year, 1,449 of all students were on academic and/or progress probation, or dismissal. In the 2013 ‐ 2014 academic year, 1,320 of all students were on academic and/or progress probation, or dismissal. The chart below represents the academic standing for all students enrolled in the fall 2013 semester: Academic Standing: Good Academic Dismissal Lvl 1 Academic Probation 3,619 78 391 Lvl 1 Prog & Acad Prob 6 Lvl 1 Prog & Lvl 2 Acad 2 Lvl 1 Progress Probation 117 Lvl 2 Academic Probation 197 Lvl 2 Prog & Acad Dis 1 Lvl 2 Prog & Acad Prob 1 Lvl 2 Prog & Lvl 1 Acad 5 Lvl 2 Progress Probation President's Honors 19 312 Prog Dis & Lvl 1 Acad 3 Progress Dismissal 5 Vice President's Honors 219 Students on academic and/or progress probation are identified through the academic standing process completed at the end of each full term. This process verifies semester and cumulative grade point averages below a 2.0 and completion rates at or below 50% of attempted units. Notification of academic or progress probation and/or dismissal is sent to students’ college email account no later than 3 weeks after the term ends. Students are then referred to meet with a counselor or advisor. Students are notified that their academic standing will impact enrollment priorities and may possibly impact their financial aid eligibility. Students on Academic and/or Progress Probation 1 & 2 Counseling and Advising services, workshops, and noncredit courses are provided to address the various techniques and strategies to overcome academic and personal issues. Workshops and noncredit courses include special topics such as time management, stress management, conflict resolution, study skills, and financial literacy. During individualized counseling and advising sessions, the counselor or advisor and the student identifies reasons why the student is on probation. Follow‐up meetings may take place later on in the semester or earlier to meet student needs. Students will be encouraged to repeat courses, adjust their course‐load, clarify their major, and/or review personal choices. Academic Senate Sept. 5, 2014
Page 25 of 159
College: _______CR____________________ District: _______RCCD_________________ page __19____ of ___28___ Instructors are encouraged to refer students to any number of appropriate services on campus. Tutoring, counseling, and advising services and provided from a variety of programs through the Counseling & Advising department, TRiO, Veterans, DSPS, and/or EOPS where early intervention can assist students in making informed choices and developing helpful strategies. Students on Academic and/or Progress Dismissal Per RCCD Administrative Procedure 4250 – Regulations Re: Academic Standing students are notified that an appeal for reinstatement to probationary status form is available if he/she has extenuating circumstances. After dismissal, readmitted students are required to schedule an appointment with a counselor or advisor prior to registration in the next term. As described in our SSSP Annual Plan (Attachment D), we will provide outreach and develop intervention strategies for students at level 2 academic and progress probation and dismissal. Other At‐Risk Populations As we continue to analyze data and coordinate our services and plans (i.e. Student Equity Plan, Basic Skills Initiative, Annual Plan, etc.), we anticipate other at‐risk student populations to be identified. As a result, specific strategies and interventions will be developed to address any disproportionate impacts. In addition, College of the Redwoods created the Behavioral Intervention Team (BIT) to address student behaviors that may be detrimental to health and safety on the campus. Faculty and staff are able to notify the BIT team of any student behavior that disrupts the mission or learning environment of the college or causes concern for a student’s well‐being. This may include suspected violations of college policies, failure in courses, excessive absences, concerns about a student’s physical or mental health, alcohol or drug abuse, or other changes in behaviors. 2. Identify the staff providing follow‐up services (including the numbers of positions, job titles and a one‐sentence statement of their roles). # OF FTE POSITIONS 1.00 0.20 JOB TITLE FUNDING TYPE ROLE SSSP 0.25 Director, Counseling and Advising Director, Institutional Effectiveness Database Analyst District Match 0.15 Senior Applications Analyst District Match 0.10 Systems Operator District Match 0.20 3.34 3.97 Director, Special Programs and Academic Support Counselors (includes full‐time & part‐
time) Student Development Advisors Student Services Specialists Instructional Support Specialists Administrative Office Assistants District Match Responsible for overall administration, coordination and supervision of implementing SB1456. Responsible for institutional research, coordination and supervision of technology related functions of SB 1456 implementation. Responsible for coordination and implementation of technology related functions of SB 1456. Responsible for coordination and implementation of technology related functions of SB 1456. Responsible for coordination and implementation of technology related functions of SB 1456. Responsible for overall administration, coordination and supervision of EOPS/CARE, Academic Support, and related services. Provides counseling and advising through orientation, educational planning, and follow‐up services. 1.20 1.28 1.25 2.00 District Match SSSP District Match District Match Provides academic advising through orientation, educational planning, and follow‐up services. District Match Schedules appointments, assists with coordination of events and workshops, responsible for data collection and documentation. Schedules appointments, assists with coordination of events and workshops, responsible for data collection and documentation. Provides clerical office support, schedules appointments, and addresses student requests and questions. District Match District Match Includes only those positions that are referenced in the SSSP Budget Plan. Positions funded by categorical programs such as EOPS, DSPS, Veterans, CalWORKs, or TRiO that provide core SSSP services are not included in the # of FTE positions above. Academic Senate Sept. 5, 2014
Page 26 of 159
College: _______CR____________________ District: _______RCCD_________________ page __20____ of ___28___ 3. Identify any technology tools used for follow‐up services. For third‐party tools, be specific about the product and how it is used. The technology tools used for follow‐up services include:  Student information system technology is used to identify and track at‐risk students  SARS Software is used for counselor /advisor appointment scheduling, tracking and reporting As described in our SSSP Annual Plan (Attachment D), additional technology tools that will be implemented include:  A video conferencing system to facilitate advising sessions for students off campus  Ellucian’s Student Planning Module to allow students to develop Student Education Plans with less technical support from counseling/advising 4. Include in the Budget Plan, all staff costs (salaries and benefits) for each position and the direct cost to purchase, develop or maintain technology tools specifically for follow‐up services. IIb. Related Direct Program Services (District Match Funds only) i. Instructional Research 1. Describe the types of Institutional Research will be provided that directly relate to the provision or evaluation of SSSP Services. The Office of Institutional Research will help develop an assessment plan to evaluate the effectiveness of services. Assessments will include a comparison of student achievement before and after implementation of new services. Specifically, indicators for which targets exist in the Institutional Effectiveness Scorecard, and for which CR has set Institution‐Set Standards are as follows: Institution‐
2006 ‐ 2007 ‐ 2008 ‐ 2009 ‐ 2010 ‐ 2011 ‐ 2012 ‐ Set Indicator 2007 2008 2009 2010 2011 2012 2013 Standard Target Retention 88% 89% 89% 89% 89% 89% 86% 86%
90%
Success 68% 68% 68% 68% 69% 68% 69% 68%
70%
Basic Skills course success 63% 61% 59% 59% 55% 54% 56% 54%
60%
Online course success 63% 61% 60% 60% 65% 64% 63% 60%
65%
Fall to Fall Persistence‐Full 47% 53% 55% 54% 49% 47% 46% 46%
50%
Fall to Fall Persistence‐Part 35% 38% 38% 34% 34% 34% 39% 34%
40%
Degrees Awarded 389 362 337 388 434 432 360 337
400
Certificates Awarded 212 211 180 175 165 162 189 162
200
Transfers to 4‐year 459 463 351 344 378 353 354 344
375
Enrollment over time FTES Headcount 4,630 7,908 4,934 8,878 5,482 10,182 5,773 10,747 5,385 9,572 4,709 8,560 4,565 7,644 Retention, success and persistence are expected to be affected by SSSP services within the first few semesters. Degree and certificate achievement and transfers are expected to be impacted, but will likely take somewhat longer to view noticeable improvements to baseline measures such that we reach targets. Performance will be disaggregated by student characteristics, including student equity group to see if some student groups are benefitting more than others. The achievement indicators will be reviewed at least annually following a planned assessment strategy. This will happen along with regular evaluation of the institutional effectiveness scorecard, and through assessment of initiatives in the Institution’s Annual Plan which align with SSSP initiatives. The Office of Institutional Research will also facilitate dialogue sessions where academic and support service staff will meet to discuss the extent to which students are meeting targeted levels of achievement. Academic Senate Sept. 5, 2014
Page 27 of 159
College: _______CR____________________ District: _______RCCD_________________ page __21____ of ___28___ ii. Technology 1. Describe the types of services provided through the use of technology that directly relate to the delivery of services, such as online orientation, advising and student educational planning. The following services are provided through the use of technology:  An in‐house online orientation has been developed and will continue to be available while improvements are made to enhance tracking, student outcome assessment, and feedback  Accuplacer assessment testing can be offered on campus or offsite via cloud‐based login  In‐person and group advising sessions will be augmented with a video conferencing system  SARS Software solution for counselor/advising appointment scheduling, tracking, and reporting  We are currently using Ellucian’s e‐advising for education plan development but will be upgrading to their Student Planning Module that will allow students to develop education plans with less technical support from counseling/advising  Students can perform transcript evaluation using Ellucian’s Degree Audit solution  Credentials Solutions provides transcript services to students IIc. Transitional Services Allowed for District Match 1.
Recognizing the challenges some districts face in restoring services after the 2009‐10 budget cuts, districts may also count expenditures for costs that were allowable as of 2008‐09, even though they are no longer allowable under SB 1456 and current SSSP regulations. These include Admissions and Records, Transfer and Articulation Services, Career Services and other Institutional Research. Describe what types of services are provided during this transition period that are being used for district match. N/A SECTION III. POLICIES & PROFESSIONAL DEVELOPMENT 1. Exemption Policy Provide a description of the college or district’s adopted criteria for exempting students from participation in the required services listed in title 5 section 55520 consistent with the requirements of section 55532. As described in RCCD Administrative Procedure 5050 – Student Success and Support Program: Students may be exempt from Student Success and Support Program services if they:  have completed an associate degree or higher;  have enrolled at the college for a reason other than career development or advancement, transfer, attainment of a degree or certificate of achievement, or completion of a basic skills or English as a Second Language course sequence;  have completed these services at another community college within a time period identified by the district;  have enrolled at the college solely to take a course that is legally mandated for employment as defined in section 55000 or necessary in response to a significant change in industry or licensure standards; or  have enrolled at the college as a special admit student pursuant to Education Code section 76001. Students who were previously exempt from Student Success and Support Program services shall be notified and may be given the opportunity to participate in those services. 2. Appeal Policies Describe the college’s student appeal policies and procedures. The student’s right to appeal is integrated in several district policies and procedures: RCCD Administrative Procedure 5050 – Student Success and Support Program Academic Senate Sept. 5, 2014
Page 28 of 159
College: _______CR____________________ District: _______RCCD_________________ page __22____ of ___28___ RCCD Administrative Procedure 5530 – Student Complaints Other than Academic Complaints or Unlawful Discrimination RCCD Administrative Procedure 5055 – Enrollment Priorities RCCD Administrative Procedure 4250 – Regulations RE: Academic Standing Specific to SSSP services, and as described in Title 5 Sections 55500 et seq. and RCCD Administrative Procedure 5050 – Student Success and Support Program, Redwoods Community College District shall establish written procedures by which students may challenge any alleged violation of the provisions of this subchapter. The District shall investigate and attempt to resolve any such challenges and complaints in a timely manner. Procedures may be consolidated with existing student grievance procedures by action of the governing board. Records of all such complaints shall be retained for at least three years after the complaint has been resolved or longer if necessary to meet other requirements and shall be subject to review by the Chancellor as part of the statewide evaluation required under section 55511. When a challenge contains an allegation that the District has violated the provisions of section 55522(c), the district shall, upon completion of the challenge procedure established pursuant to this section, advise the student that he or she may file a formal complaint of unlawful discrimination pursuant to subchapter 5 (commencing with section 59300) of chapter 10. Completion of the challenge procedure shall be deemed to be an effort at informal resolution of the complaint under section 59327. References: Education Code Sections 78210 et seq.; Title 5 Sections 55500 et seq. As referenced in RCCD Administrative Procedure 5055 – Enrollment Priorities, a student may appeal the loss of priority enrollment status due to extenuating circumstances, or where a student with a disability applied for, but did not receive reasonable accommodation in a timely manner. Extenuating circumstances are verified cases of accidents, illnesses or other circumstances beyond the control of the student. A written appeal may be submitted to the Registrar by the posted deadline and must include documentation of the extenuating circumstance. References: Title 5 Sections 56232, 56026, 58106, 58108; Education Code Sections 66025.8, 66025.9, 66025.91, 66025.92, 76001 3. Prerequisite Procedures Provide a description of the college’s procedures for establishing and periodically reviewing prerequisites in accordance with title 5 section 55003 and procedures for considering student challenges. As described in RCCD Administrative Procedure 4260 – Prerequisites and Co‐requisites: Prerequisite Procedures In accordance with Title 5, section 55003, and the District’s Policy and Prerequisites, Co‐requisites, and Advisories, all course and program prerequisites are established when faculty in the discipline submit a request and appropriate validation form to the Curriculum Committee for approval. Challenge Process  Any student who does not meet a prerequisite or corequisite or who is not permitted to enroll due to a limitation on enrollment but who provides satisfactory evidence may seek entry into the course as follows: o If space is available in a course when a student files a challenge to the prerequisite or corequisite, the District shall reserve a seat for the student and resolve the challenge within five (5) working days. If the challenge is upheld or the District fails to resolve the challenge within the five (5) working‐day period, the student shall be allowed to enroll in the course. o If no space is available in the course when a challenge is filed, the challenge shall be resolved prior to the beginning of registration for the next term and, if the challenge is upheld, the student shall be permitted to enroll if space is available when the students registers for that subsequent term.  Grounds for challenge are specified in Title 5 Section 55003 (p). Any prerequisite or corequisite may be challenged by a student on one or more of the grounds listed below. The student shall bear the initial burden of showing that grounds exist for the challenge. Challenges shall be resolved in a timely manner and, if the challenge is upheld, the student shall be permitted to enroll in the course or program in question. The challenge form is available in Division Offices. Authority for approval rests with the Faculty Subject Matter Academic Senate Sept. 5, 2014
Page 29 of 159
College: _______CR____________________ District: _______RCCD_________________ page __23____ of ___28___ Expert and the Division Chair. o Grounds for challenge are:  The prerequisite or corequisite has not been established in accordance with the district's process for establishing prerequisites and corequisites;  The prerequisite or corequisite is in violation of this section;  The prerequisite or corequisite is either unlawfully discriminatory or is being applied in an unlawfully discriminatory manner;  The student has the knowledge or ability to succeed in the course or program despite not meeting the prerequisite or corequisite;  The student will be subject to undue delay in attaining the goal of his or her educational plan because the prerequisite or corequisite course has not been made reasonably available; or  Such other grounds for challenge as may be established by the district governing board. o Additional grounds for challenge are:  The student seeks to enroll and has not been allowed to enroll due to a limitation on enrollment established for a course that involves intercollegiate competition or public performance, or one or more of the courses for which enrollment has been limited to a cohort of students. The student shall be allowed to enroll in such a course if otherwise he or she would be delayed by a semester or more in attaining the degree or certificate specified in his or her educational plan.  The student seeks to enroll in a course that has a prerequisite established to protect health and safety, and the student demonstrates that he/she does not pose a threat to himself/herself or others. o The student has the obligation to provide satisfactory evidence that the challenge should be upheld. However, where facts essential to a determination of whether the student's challenge should be upheld are or ought to be in the college's own records, then the college has the obligation to produce that information. 4.
Professional Development Describe plans for faculty and staff professional development related to implementation of the Student Success and Support Program. College of the Redwoods is planning a number of activities to involve, inform, and train the campus community during the 2014‐2015 academic year. These activities may include:  Convocation sessions and other activities with a specific focus on working with underrepresented and at‐
risk student populations  Student Success Summit Fall 2014 with a focus on student persistence for underrepresented student population and at risk students  Counseling and advising meetings which include district‐wide representation from DSPS, EOPS, Veteran Resource Center, CalWorks, TRiO, Admissions and Financial Aid, Assessment, and Early College High School  Annual Counselors Day this fall 2014 to provide SSSP‐related information to district‐wide community partners including high schools, alternative, continuation, and other educational organizations  Flex Activities for staff and faculty professional development including; First Year Experience and College Success curriculum  Student Development staff training in roles and responsibilities in meeting the SSSP guidelines  Campus‐wide information campaign including Student Services Newsletter called Friday Update, a weekly email sent to all district employees from Vice President Instruction and Student Development  Dialogue sessions for all district employees which present data and updates on annual planning initiatives which support or are related to SSSP actions  Presentations to academic programs regarding student success and SSSP initiatives  Presentations or reports to Academic Senate and the Board of Trustees  Attendance at the Chancellor’s Office SSSP Directors Training and RP Group Strengthening Student Academic Senate Sept. 5, 2014
Page 30 of 159
College: _______CR____________________ District: _______RCCD_________________ page __24____ of ___28___ Success conference this fall 2014 5.
Coordination with Student Equity Plan and Other Planning Efforts Describe how the SSSP Plan and services are coordinated with the college’s development of its student equity plan and other district/campus plans and efforts, including Accreditation Self‐Study, educational master plans, strategic plans, the Basic Skills Initiative, and departmental program review. This current SSSP Plan has been coordinated to align student outcomes and actions with the district’s Student Equity Plan as well as the Basic Skills Plan for 2014‐15. This alignment of goals ensures that the district has identified services and strategies to monitor and address student success and equity issues, make effort to mitigate any disproportionate impact on student access and achievement, and efficiently allocate college resources in budgeting and planning. The goals of the Student Equity Plan are derived from institutional data on student success and achievement indicators. The goals provide the vision and direction for specific planning actions. These actions are then integrated into the program review process and the college’s Annual Plan, which coordinates action planning and implementation for all programs under a common theme (currently persistence) in order to unite faculty and staff in working towards a common set of outcomes. 6. Coordination in Multi‐College Districts In districts with more than one college, describe how policies and Student Success and Support Program services are coordinated among the colleges. Redwoods Community College District is a multi‐campus/educational site district. Policies and procedures are centralized under one Board and Administrative Policy. Policies and procedures specific to the implementation of SSSP services are coordinated amongst all campus staff. Coordination and implementation of the SSSP initiatives are regularly reviewed via distance district‐wide counseling meetings and site visits by the SSSP Coordinator and support staff. SECTION IV. ATTACHMENTS Please provide a list of attachments to the SSSP Plan and a one‐sentence description of each attachment, if the title is not self‐explanatory. The following attachments are required: Attachment A, Student Success and Support Program Plan Participants. Please attach a listing of all individuals with their job titles, who were involved with creating the SSSP Plan. Attachment B, Organizational Chart. Please attach a copy of your colleges’ organization chart and highlight the Student Success and Support Program Coordinator’s position. Please include all positions that work directly in the program providing SSSP services. If your district has a district SSSP Coordinator in addition to the college SSSP Coordinator, please attach a copy of the district organization chart, and highlight the district SSSP Coordinator's position (if it is not identified as such on the chart). If a recent or accurate organization chart is not available at this time, please draw one that includes the minimum elements listed above. Attachment C, SSSP Advisory Committee. Attach a list of the members of the college's SSSP Advisory Committee. This can be a list of individuals and their positions or simply the positions. If the committee is chaired by someone other than the SSSP Coordinator, please highlight the chair on the list of members, and identify the correct name of the committee, (advisory committee, coordinating council, steering committee, etc.). If the committee has standing or formalized subcommittees (e.g., SEP, orientation, budget, training, etc.), please list those also. Other Attachments (optional) Academic Senate Sept. 5, 2014
Page 31 of 159
College: _______CR____________________ District: _______RCCD_________________ page __25____ of ___28___ Additional attachments may include SSSP forms or templates that illustrate section responses. You may also submit any documents, handbooks, manuals or similar materials that your district/campus has developed as SSSP materials. ADDITIONAL INFORMATION Questions regarding the development of the college SSSP Plan may be directed to: Debra Sheldon California Community College Chancellor's Office 1102 Q Street, Suite 4554 Sacramento, CA 95811‐6549 dsheldon@cccco.edu (916) 322‐2818 Academic Senate Sept. 5, 2014
Page 32 of 159
College: _______CR____________________ District: _______RCCD_________________ page __26____ of ___28___ A t t a c h m e n t A Student Success and Support Program Plan Participants Title 5 Section 55510 (11)(b) requires that the Student Success and Support Program Plan for each college "be developed in consultation with representatives of the academic senate, students, administrators, and staff with appropriate expertise." Please list the persons and their stakeholder group (e.g., Student Senate, Academic Senate, Curriculum Committee, etc.), of the individuals who participated in the development and writing of this Plan. Add more pages as needed. Name Title Stakeholder Group Keith Snow‐Flamer (Co‐Chair) Instruction and Student Development Sheila Hall (Co‐Chair) Vice President Instruction and Student Development Director of Counseling and Advising Student Development, SSSP Coordinator Angelina Hill Director of Institutional Effectiveness Institutional Research Carla Spalding Controller Business Office Cheryl Tucker Academic Support Center Johanna Helzer Director of Special Programs and Academic Support Center Administrative Coordinator Staff Kathy Goodlive Manager, Admissions & Records Admissions Angela Stewart Counselor Counseling & Advising Marla Gleave Dean, Career and Technical Education Career and Technical Education Paul Chown Database Analyst Institutional Research, Technology Services Tracey Thomas Student Equity Plan Committee Kristy Carlsen Dean, Mathematics, Science, Behavioral & Social Sciences Spanish faculty Philip Mancus Social Sciences faculty Faculty, Student Equity Plan Committee Vacant Student Student Government Faculty, Basic Skills Committee Academic Senate Sept. 5, 2014
Page 33 of 159
College: _______CR____________________ District: _______RCCD_________________ page __27____ of ___28___ A t t a c h m e n t B Organizational Chart Academic Senate Sept. 5, 2014
Page 34 of 159
College: _______CR____________________ District: _______RCCD_________________ page __28____ of ___28___ A t t a c h m e n t C Student Success and Support Program Advisory Committee It is the purpose of the CR SSSP Advisory Committee to review and recommend policies, procedures and activities to enhance the district‐wide understanding of the philosophy and process of matriculation and to increase student success for all students. Individual Angela Stewart Position Vice President Instruction and Student Development Director of Counseling and Advising Director of Special Programs and Academic Support Center Manager, Admissions and Records Veteran’s Resource Specialist Registrar/Director, Enrollment and Financial Aid Services Counselor, Transfer Center Director Faculty member (vacant) English Department Faculty Faculty member (vacant) Math Department Faculty Erin Wall Julia Peterson Dean, Arts and Humanities Chair, Basic Skills Committee Dean, Mathematics, Science, Behavioral & Social Sciences Chair, Student Equity Plan Committee Noncredit Matriculation Trish Blair Director, DSPS Paul Chown Database Analyst Kintay Johnson Assistant Director, EOPS Mark Renner Distance Education Student (vacant) Student Government Keith Snow‐Flamer (Co‐Chair) Sheila Hall (Co‐Chair) Cheryl Tucker Kathy Goodlive Crystal Morse Lynn Thiesen Tracey Thomas Academic Senate Sept. 5, 2014
Page 35 of 159
College: _______CR____________________ District: _______RCCD_________________ page __29____ of ___28___ A t t a c h m e n t D Student Success and Support Program 2014‐2015 Annual Plan Academic Senate Sept. 5, 2014
Page 36 of 159
College: _______CR____________________ District: _______RCCD_________________ page __30____ of ___28___ RESOURCES  Senate Bill 1456  California Code of Regulations, Online  Student Success and Support Program Student Equity Plan  Accrediting Commission for Community and Junior Colleges  Chancellor's Office Basic Skills web site Academic Senate Sept. 5, 2014
Page 37 of 159
SSSP Organizational Chart
Vice President Instruction and
Student Development
Keith Snow-Flamer
Klamath-Trinity
Instructional Site
Distance Education
1 program manager/
advisor
1 Student Services
Specialist
1 Instructional
Technology Support
Technology Support
Services
STAFF TO BE
INDENTIFIED
Non-Credit
Non-Credit
Coordinator
Enrollment Services, Financial
Aid, Veterans
Manager, Admissions & Records
Institutional Research
Disabled Student
Program Services
Director of Institutional
Effectiveness
Director
1 Database Analyst
1 full-time counselor
Registrar/Director Enrollment
Services and Financial Aid
1 Senior Applications
Analyst
1 Student Services Specialist IVEureka
1 Systems Operator
2 disability specialists
(Eureka and Del Norte)
EOPS, TRIO and Academic
Support Center
Counseling/Advising
Director Special Programs
Director of Counseling &
Advising—SSSP Coordinator
1 Administrative Office Coordinator,
CARE
1 Assistant Director, ( EOPS)
2 full-time counselors
1 full-time counselor
2 part-time counselors
3 part-time counselors
1 Student Services Specialist IIIEureka
3 Student Development Advisors
(Eureka and Del Norte)
1 part-time advisor (Del Norte)
2 Student Services Specialists IEureka
1 full-time Administrative Office
Assistant
1 Student Services Specialist III- Del
Norte
1 part-time Student Services
Specialist
TRIO coordinator/counselor
2-4 student workers
1 TRIO Student Development
Advisor
1 Student Services Specialist II-Del
Norte
1 Veterans Affairs Specialist
2-4 Veterans student workers
CalWorks program manager
1 CalWorks Student Development
Advisor
1 CalWorks Administrative Office
Assistant
1 Student Services Specialist IV
6-8 EOPS student workers
1 TRIO Administrative Office
Assistant
Director of Special Programs and
Academic Support
1 full-time ASC Instructional Support
Specialist III
1 part-time ASC Instructional
Support Specialist III
1 part-time ASC Student Services
Specialist I
Academic Senate Sept. 5, 2014
Page 38 of 159
ATTACHMENT D STUDENT SUCCESS AND SUPPORT PROGRAM ANNUAL PLAN 2014‐2015 ACTIONS TO BE TAKEN Orientation Services: RESPONSIBLE PERSONS SEMESTER EVALUATION PLAN RESOURCES NEEDED 1 Develop in house product for tracking on‐ line orientation completion or purchase additional product to assist with provision of on‐line orientation to students. VPISD, Institutional Research staff, Director of 2014F Distance Education Has on‐line orientation delivery been identified? Staffing resources 2 Develop communication management system to notify students of orientation and educational planning services. Director Counseling & Advising, Registrar, Senior Applications Analyst 2015S Are students receiving notification at student email account? Are abbreviated and/or comprehensive SEP’s developed for students? Staffing resources if developed in‐house 3 Deliver in house product or other module for enhanced on‐ line orientation completion to students. VPISD, Institutional Research staff, Director of 2015S Distance Education Are students providing feedback on satisfaction with on‐line orientation? Staffing resources 1 Investigate best practices in regards to retake and recency policies Director of Academic Support Center & Special Programs, Director of Counseling & Advising 2014F Have retake and recency policies been reviewed by constituent groups Staffing resources and clearly posted? 2 Provide accurate & current information to students regarding Math, English & ESL placement, assessment & service referral information. Director of Academic Support Center & Special Programs, Director of Counseling & Advising 2014F Are the ASC & Counseling & Advising services web sites and print materials Staffing resources current? Assessment Services: Counseling Advising & Educational Planning Services: 1 Purchase Ellucian’s Student Planning Module for education planning for students. VPISD 2014X Was student planning software purchased? Already purchased 2 Provide staff training on video conferencing system to provide distance advising sessions. IT, Director Counseling & Advising, EOPS, DSPS, Veterans 2014F Has staff completed training in how to use video conferencing system? As determined by product selected. Training may be provided by vendor. 3 Provide staff training for student education planning (SEP) module. Director Counseling & Advising, EOPS, DSPS, Veterans 2014F Has staff completed training in how to use student planning module? Contract for consultant training time TBD Academic Senate Sept. 5, 2014
Page 39 of 159
4 Provide staff training for correcting degree audits. Curriculum Specialist, consultant 2014F Are degree audits accurate? Contract for consultant training time TBD 5 Provide staff support for transcript evaluation process (other college course work) Director Counseling & Advising, Director of Enrollment Services 2014F Is other college course work built into student planning? Contract for consultant training time TBD 6 Determine a tool to collect data for students who have an abbreviated or comprehensive student education plan SSSP Task Force, Senior Applications Analyst 2014F Has a tool been identified? Provided through Student Planning Module or SARS 7 Implement video conferencing system to provide advising sessions to students via distance. Director Counseling & Advising, EOPS, DSPS, Veterans 2015S Are students participating in video conferencing advising sessions? As determined by product selected. Training may be provided by vendor. 8 Implement student education planning module for student use. Director Counseling & Advising, EOPS, DSPS, Veterans 2015S Are students developing student education plans to complete stated goals? Already purchased. Planned install date for September ‐ October 2014. 9 Investigate course scheduling software options for district use. Director of Institutional Effectiveness 2015S Has software been identified? TBD 10 Develop communication management function to notify non‐exempt students of comprehensive SEP requirement SSSP task force 2015S Are notifications being sent to students? Staffing resources if developed in‐house 11 Provide opportunities for students to develop comprehensive Student Education Plans after completing 15 units or prior to the end of their 3rd semester Director Counseling & Advising 2015S Are workshops, one on one and/or training sessions developed and offered to students over 15 units? Staffing resources and computer lab availability At‐Risk Student –Follow Up Services: 1 Investigate early alert process that integrates with Canvas or other platforms SSSP Advisory Committee, 2014F Academic Senate Have pro’s & con’s for an Early Alert learning management platforms been identified? Staffing resources. If additional product is purchased, funding TBD 2 Identify intervention strategies for basic skills students on probation. Chair Basic Skills Committee, Institutional Research, Academic Senate 2014F Are strategies identified? Staffing resources 3 Develop communication management notification to students in dismissal status. SSSP task force 2014F Has student email been developed? Staffing resources if developed in‐house Academic Senate Sept. 5, 2014
Page 40 of 159
4 5 6 7 8 Further define intervention strategies to increase progression in basic skills courses Chair Basic Skills Committee, Institutional Research, Academic Senate Implement early alert notification process from faculty to student development areas VPISD, SSSP Advisory Committee, Academic Senate Provide career exploration, transfer, and articulation resources on‐line & printed materials to students. Director Counseling & Advising, Director Library & Learning Resource Center Provide outreach and develop interventions for students at level 2 academic and progress probation and dismissal. Director Counseling & Advising, Registrar, Senior Application Analyst Review student equity data to identify disproportionate student groups and develop specific intervention strategies. Director Counseling & Advising, Student Equity Committee, Basic Skills Committee Policies/Procedures & Professional Development: 2014F Are strategies identified? Staffing resources 2015S Are faculty submitting early alert notification for students? Staffing resources. If additional product is purchased, funding TBD 2015S Are students notified of availability of career resources? Are printed and TBD on‐line career resources available to students? 2015S Are registration holds in place for students on Lvl 2 probation and dismissal? Are students with holds Staffing resources meeting with staff or completing a workshop on student success prior to enrollment and/or readmission? 2014‐
2015 Have student groups been identified and intervention strategies developed? Staffing resources 1 Update AP 5050 ‐ Student Success & Support Program VPISD 2014F Has CR Board of Trustees approved policy? 2 Update AP 4250 ‐ Regulations RE: Academic Standing VPISD and Academic Senate 2014F Has CR Board of Trustees approved policy? Academic Senate Sept. 5, 2014
Page 41 of 159
Academic Senate Sept. 5, 2014
Page 42 of 159
Academic Senate Sept. 5, 2014
Page 43 of 159
Academic Senate Sept. 5, 2014
Page 44 of 159
Academic Senate Sept. 5, 2014
Page 45 of 159
Academic Senate Sept. 5, 2014
Page 46 of 159
Academic Senate Sept. 5, 2014
Page 47 of 159
Academic Senate Sept. 5, 2014
Page 48 of 159
Academic Senate Sept. 5, 2014
Page 49 of 159
Academic Senate Sept. 5, 2014
Page 50 of 159
Academic Senate Sept. 5, 2014
Page 51 of 159
Academic Senate Sept. 5, 2014
Page 52 of 159
Redwoods Community College District
Student Equity Plan
October 17, 2014
1
Academic Senate Sept. 5, 2014
Page 53 of 159
STUDENT EQUITY PLAN
Table of Contents
Signature Page
Executive Summary
Student Groups
Goals
Activities
Resources
Campus-Based Research
Overview
Indicator Definitions and Data
Section A: Access / Financial Need
Section B: Course Success and Completion (Retention)
Section C: ESL /Basic Skills Completion and Progression
Section D: Degree and Certificate Completion
Section E: Transfer
Section F: Persistence
Goals and Activities
Overview
Indicator Definitions and Data
Section A: Access
Section B: Course Success and Completion (Retention)
Section C: ESL /Basic Skills Completion and Progression
Section D: Degree and Certificate Completion
Section E: Transfer
Sources of Funding
Evaluation Schedule and Process
Attachments
Attachment A:
Attachment B:
Attachment C:
Attachment D:
Attachment E:
BP/AP 5300 Student Equity
Integrated Planning Model
Student Equity Annual Plan Progress Report 2013-14
Summary of Student Equity Plan Goals and Activities
Program Review Data template
2
Academic Senate Sept. 5, 2014
Page 54 of 159
Student Equity Plan
Signature Page
District Name: ___Redwoods Community College District_________________________________
Date of Board of Trustees Approval: __________________________________________________
Signature of College President: ______________________________________
Date: __________
Kathryn G. Smith
Signature of the Vice President,
Instruction and Student Development: _________________________________
Date: __________
Keith Snow-Flamer, Ph.D.
Signature of Academic Senate President: _______________________________ Date: __________
Dan Calderwood
Signature of Student Equity
Coordinator/Contact Person: _________________________________________ Date: __________
Tracey Thomas
3
Academic Senate Sept. 5, 2014
Page 55 of 159
Executive Summary
4
Academic Senate Sept. 5, 2014
Page 56 of 159
EXECUTIVE SUMMARY
The College of the Redwoods Student Equity Plan Update for 2014-2017 identifies actions to
improve district success outcomes, particularly for students who have been historically
underrepresented and underserved. The Student Equity Plan has been created based on the planning
actions in the Strategic and Education Master Plans and the 2012-2017 Student Equity Plan. Equity
planning at College of the Redwoods reflects the college’s mission of putting student success first
and its core values, which include a diverse, nurturing, honest, and open environment as well as the
economic and intellectual development of the various communities we serve. Board Policy and
Administrative Procedure 5300 underscore the college’s commitment to diversity planning and
student success. Attachment A. BP/AP 5300 Student Equity
In response to the Student Success Act (SB 1456), this current Student Equity Plan Update has been
coordinated to align student outcomes and actions in the district’s Student Success and Support
Program Plan (SSSP) as well as the Basic Skills Plan for 2014-15. This alignment of goals ensure
that the district has identified strategies to monitor and address equity issues, make effort to mitigate
any disproportionate impact on student access and achievement, and efficiently allocate college
resources in budgeting and planning.
The goals of the Student Equity Plan are derived from institutional data on student success and
achievement indicators. The goals provide the vision and direction for specific planning actions.
These actions are then integrated into the college’s Annual Plan, which coordinates action planning
and implementation for all programs under a common theme (currently persistence) in order to unite
faculty and staff in working towards a common set of outcomes. Evidence of the Student Equity
Plan’s integration into the college planning processes is shown on the Integrated Planning Model
Attachment B. Integrated Planning Model
In addition to integrated planning, the Student Equity Plan Committee (SEPC) prepares an annual
year-end status report on progress made in narrowing the achievement gap for historically
underrepresented and underserved students. This Annual Plan Progress Report summarizes the
outcome of the equity planning initiatives identified by the SEPC at the beginning of the academic
year, drawn from the three-year plan. This report also includes related updates on equity actions that
are part of Instructional, Student Development and Administrative Services Program Review,
specifically program plans that demonstrate evidence of narrowing the achievement gap for
historically underrepresented student populations. Attachment C. Student Equity Annual Plan
Progress Report 2013-14
Equity Groups and Indicators
The goals/outcomes and actions/activities in this Student Equity Plan address disparities and/or
disproportionate impact in student success across disaggregated student equity groups including
gender, age, ethnicity, disability status, financial need, and foster youth status with specific actions
to address disproportionate impact whenever observed in the data. Student success is defined using
the Board of Governors “success indicators,” that capture rates of access, course completion, ESL
and Basic Skills completion, Degree and Certificate completion, and transfers. Attachment D:
Summary of Student Equity Plan Goals/Outcomes 2014-17
5
Academic Senate Sept. 5, 2014
Page 57 of 159
Goals and Activities
Access. To ensure that the distribution of students by equity subgroups enrolled in the college
reflects the percentage distribution of those groups in Redwoods Community College District, the
access goal for the Student Equity plan 2014-17 is to increase enrollment of underrepresented
students, specifically Hispanic students throughout the district, but especially in the district’s
education centers and instructional sites, by creating welcoming campus atmospheres where all
students in the community feel supported, included, and valued by the College and each other. The
access goal was motivated by the finding that a smaller proportion of Hispanic students are served at
the Mendocino and Del Norte Campuses than live in those Counties. Specific activities to meet this
goal include, promoting and supporting the Student Multicultural Center at the Eureka campus, and
the Professional Development Center where staff and faculty can obtain and share up-to date
information regarding effective best-practices for serving underrepresented students, creating
multicultural centers at other district sites, offering course sections district wide that attract a diverse
student population, continuing the ongoing effort of college administrators to integrate the equity
initiatives with integrated and annual planning, developing a college website in Spanish, and
implementing a non-credit pathway at College of the Redwoods Del Norte including support for
ESL placement and articulation for ESL credit courses.
Course Completion. The goals for course completion are a) to increase the rate of successful course
completion (finishing the course with a grade of ‘C’ or higher) for African American students,
increase the percentage of first-time, full time students who successfully complete a course to return
one semester later and take at least one more class, and c) increase the percentage of degree –seeking
students who attend for three consecutive semesters. The course completion goal was motivated by
the finding that over the past three years, the rate of persistence of African Americans has been
disproportionately low compared to other groups. Specific actions include providing diversity
awareness in-service training on classroom dynamics and building a multicultural curriculum to
increase the retention and persistence of underrepresented students and developing an Institutional
Professional Development Center that provides appropriate support for all employees, including
making available multicultural and diversity resources for faculty and staff.
ESL and Basic Skill Completion. The college’s goal is to increase the number of students who
complete a college level course after finishing the ESL or Basic Skills sequence, particularly student
of African American, Native American, and Hispanic ethnicity, students over 50 year of age, and
Foster Youth status students as the rates of ESL/BSI persistence for these equity subgroups were
lower compared over the last three years with reference groups. Actions planned to meet these goals
include implementing Early Alert intervention with at-risk and probationary students, continued
implementation of non credit ESL and basic skills course pathways, ensuring accurate & current
Math, English and ESL placement, assessment, and service referral information integrated with
Student Success and Support Program Plan (SSSP), promoting outreach to ESL students in all
classes, and implementing strategies to improve Basic Skills progression for the specific subgroups
as indicated above.
Degree and Certificate Completion. The goal for degree and certificate completion is to increase the
percentage of students with declared education goals to complete their attempted degree or
certificate programs and/or who transfer to a four institution, specifically for students of African
American and Hispanic American heritage and for students having a multiethnic identity. The
degree and certificate completion goal was motivated by the finding that over the past three years,
6
Academic Senate Sept. 5, 2014
Page 58 of 159
the rates of certificate and degree completion are relatively low for all groups (18% to 43%), with
rates for the above mentioned equity subgroups just above or below the 80% threshold for
disproportionate impact. To meet this goal, the college will develop a communication management
system to notify students of educational planning services, implement student education planning
modules, and provide outreach and intervention strategies for students at risk for academic probation
and dismissal as required in the SSSP. Transfers. Finally, CR will implement initiatives that continue to address the disparity in rates of
college transfer. The transfer goal was motivated by the finding that rate of transfer of female
students and students with disabilities have been disproportionally low compared to reference
groups. Action toward this end will be the implementation of a student education planning module
for students and creating clearer transfer degree pathways.
7
Academic Senate Sept. 5, 2014
Page 59 of 159
Campus-Based Research
8
Academic Senate Sept. 5, 2014
Page 60 of 159
Overview & Indicator Definitions and Data:
Analysis of indicators required by Title 5, Section 54220 was performed to determine
disproportionate impacts. This is where specific groups are not achieving at a proportional rate in
certain areas. The presence of a disproportionate impact indicates the need for intervention strategies
and additional support to achieve equitable outcomes. Definitions for each indicator are as follows:
Access
Population indicator: the percentage of each group enrolled at College of the Redwoods (CR) to the
percentage of each group in the population of service area counties: Del Norte, Humboldt and
Mendocino.
Financial need indicator: the percentage of each group eligible to receive a Pell Grant.
Course Success and Completion (Retention)
Success indicator: the rate of successfully completing a course with a passing grade.
Retention indicator: the rate of completing a course without withdrawing.
ESL and Basic Skills Completion & Progression
Completion indicator: the rate of (successfully) completing a basic skills course with a passing
grade.
Progression indicator: the completion rate for students who started in basic skills and completed a
college-level course in the same discipline.
Degree and Certificate Completion
Degree and Certificate indicator: the percentage of new degree/certificate seeking students who
completed a degree or certificate within three years.
Transfer
Transfer indicator: the percentage of new students who demonstrate intent to transfer who transfer.
Students are tracked over six years to determine if they fit into the cohort.
Persistence
Consecutive enrollment indicator: the percentage of degree, certificate and/or transfer-seeking
students tracked for six years who enrolled in the first three consecutive terms.
Good Standing indicator: the percentage of students who were not placed on probation during their
first year of enrollment.
9
Academic Senate Sept. 5, 2014
Page 61 of 159
Disproportionate Impact
In the following tables, disproportionate impact is determined by dividing the rate of interest for a
given equity group by the rate of the reference group. For example, if the majority ethnic group is
Caucasian, and the rate of success for Caucasian students is 72 percent, 72 percent serves as the
reference rate. Dividing the success rate for Caucasians (72%) by the reference rate (72%) gives an
impact ratio of 1.0. The success rate of each equity group is divided by 72 percent. Success rates of
groups which are lower than 72 percent will result in a ratio less than one. Hispanic students, for
example, have a success rate of 67 percent. Sixty-seven percent divided by 72 percent results in a
disproportionate impact ratio of .93.
The presence of a disproportionate impact is evidenced by a ratio less than .8 or 80 percent.
Ratios for groups with cell sizes fewer than 50 were not examined because the ratio may be
misleading as it is not necessarily reflective of the larger group.
The California Community College Chancellor’s Office standard for reference groups in
disproportionate impact studies is largely based on traditional or historical majority groups
(California Community College Chancellor’s Office, 2012c): males (when data are disaggregated by
gender), white students (when data are disaggregated by ethnicity) and students 18 to 24 years of age
(when data are disaggregated by age).
This method is taken from the California Community Colleges Chancellor’s Office. (2013).
Ensuring Equitable Access and Success: A guide to Assessing and Mitigating Disproportionate
Impact in Student Success and Support Programs. Retrieved from:
http://extranet.cccco.edu/Portals/1/SSSP/Matriculation/REPORT_DisportionateImpactCombined_09
.17.13_FINAL.pdf
10
Academic Senate Sept. 5, 2014
Page 62 of 159
A.
ACCESS
Compare the percentage of each population group that is enrolled to the percentage of each group in
the adult population within the community served. This percentage is frequently calculated as a
participation rate. The Chancellor’s Office Research Unit is attempting to develop a standardized,
statewide methodology to define each district’s service area and its corresponding demographic
makeup in order to calculate a district level participation rate. At this time, each college has
flexibility to define and interpret access based on individual characteristics including but not limited
to service area, district boundaries, zip codes, US Census, high school data.
While there is no data, which identifies disproportionate impact in access, College of the Redwoods
has prioritized initiatives that produce outcomes to enhance student access.
The Eureka and Del Norte campuses both serve a larger proportion of American Indian and Asian
students than live in Humboldt and Del Norte Counties, respectively. A smaller proportion of
Hispanic students are served at the Mendocino and Del Norte Campuses than live in those Counties,
but a larger proportion of Hispanic students attend the Eureka campus than live in Humboldt County.
Ethnicity of CR students compared to geographical service region
Del
Humboldt Eureka Mendocino Mendocino Del
Norte
County
Campus Region
Campus
Norte
County Campus
Served
134,493
5,454
12,043
566
25,234
1,025
Population
Caucasian
African America
American Indian & Alaska
Native
Asian/Pacific Islander
Hispanic or Latino
77%
1%
6%
69%
4%
8%
74%
1%
2%
79%
1%
3%
68%
1%
10%
53%
1%
31%
<1%
10%
5%
13%
1%
21%
3%
14%
4%
16%
5%
10%
Female
50%
51%
51%
66%
50%
65%
Source: County statistics - US Census Population 2013 estimatehttp://quickfacts.census.gov/qfd/states/06/06015.html
Campus statistics – Student demographics in 2012-2013
Notes: Mendocino region served only includes zip codes: 95437, 95410, 95420, 95427, 95432,
95456, 95460, 95488, 95463
Del Norte Campus includes the Klamath-Trinity Site resulting in a higher percentage of American
Indian students at Del Norte.
Del Norte County excludes Pelican Bay Inmates by subtracting the number of inmates at Pelican
Bay. The ethnicity of the inmates was estimated using reported from the California Department of
Corrections and Rehabilitation for all of California:
http://www.cdcr.ca.gov/Reports_Research/Offender_Information_Services_Branch/Annual/CalPris/
CALPRISd2010.pdf
11
Academic Senate Sept. 5, 2014
Page 63 of 159
A large percentage of Foster Youth in the service area are American Indians compared to Humboldt
county and the students at the Eureka campus.
Index of Access by Foster Youth (2012-2013)
Humboldt County
Foster Youth
Foster Youth% Humboldt
Eureka
#
by ethnicity
% by
Campus
ethnicity
% by
ethnicity
13
4.3%
1%
4%
African American/Black
112
37.5%
6%
8%
American Indian/Alaska Native
0
0.0%
<1%
5%
Asian/Pacific Islander
29
9.7%
10%
13%
Latino
145
48.5%
77%
69%
White
299
Total Children in Foster Care
Needell, B., et al. (May 2014). Child Welfare Services Reports for California, U.C. Berkeley Center for Social Services Research; U.S. data
come from Child Trends analysis of Adoption and Foster Care Analysis and Reporting System data available through the National Data
Archive on Child Abuse & Neglect, as cited on KIDS COUNT (May 2014).
Foster Youth were not examined using the disproportionate impact method, however, there’s a
smaller proportion of Foster Youth enrolling at Community College within 12 months of high school
graduation compared to non-Foster Youth.
Foster Youth enrolled at a Community College
NonFoster
Non- Foster Difference
Foster
Youth
Foster Youth (Non-F.Y.
– F.Y.)
Youth
#
Youth
%
#
%
Percent and number of students
enrolled at one or more community
colleges within 12 months of high
2602
26 51.3% 28.9%
-22.4%
school graduation
12
Academic Senate Sept. 5, 2014
Page 64 of 159
Financial Need (Pell Eligible)
Disproportionate financial need was found with American Indian, Asian, and African American
students. No disproportionate financial impact was found across gender and age groups.
80 Percent Index of Pell Eligible Students by Gender
Year
Gender
Total
Pell
Pell
Eligible
Eligible
Rate
Female
5225
2374
0.45
2010-11
Male
4371
1580
0.36
Female
4772
2306
0.48
2011-12
Male
3783
1566
0.41
Female
4284
1865
0.44
2012-13
Male
3368
1295
0.38
80 Percent Index of Pell Eligible Students by Age
Year
Age
Total
Pell
Pell
Eligible
Eligible
Rate
<25
5067
2086
0.41
2010-11
25-34
2387
1172
0.49
35-49
1278
525
0.41
>50
864
171
0.20
<25
4488
1958
0.44
2011-12
25-34
2225
1213
0.55
35-49
1105
521
0.47
>50
737
180
0.24
<25
4172
1667
0.40
2012-13
25-34
1967
949
0.48
35-49
938
406
0.43
>50
576
138
0.24
Ratio*
0.85
1.00
0.88
1.00
0.92
1.00
Ratio*
1.00
0.87
1.00
1.36
1.00
0.81
0.94
1.34
1.00
0.86
0.95
1.27
80 Percent Index of Pell Eligible Students by Ethnicity
Year
Age
Total
Pell
Pell
Eligible
Eligible
Rate
679
351
0.52
2010-11 American
Indian
Asian
257
140
0.54
Black/AA
209
134
0.64
Hawaiian/PI
86
43
0.50
Hispanic
914
386
0.42
2 + Races
397
193
0.49
Unknown
836
332
0.40
White
6218
2375
0.38
Ratio*
0.78
0.74
0.58
0.81
0.93
0.83
0.98
1.00
13
Academic Senate Sept. 5, 2014
Page 65 of 159
2011-12
2012-13
American
Indian
Asian
Black/AA
Hawaiian/PI
Hispanic
2 + Races
Unknown
White
American
Indian
Asian
Black/AA
Hawaiian/PI
Hispanic
2 + Races
Unknown
White
566
371
0.66
0.59
244
194
69
982
413
655
5432
542
139
118
40
454
214
269
2267
317
0.59
0.61
0.58
0.46
0.52
0.41
0.42
0.58
0.74
0.67
0.72
0.92
0.83
1.01
1.00
0.67
211
175
50
997
417
534
4727
108
98
22
439
187
197
1793
0.51
0.56
0.44
0.44
0.45
0.37
0.38
0.79
0.71
0.90
0.90
0.89
1.02
1.00
*Ratios were obtained by (1 – Pell Eligible Rate) given that a higher Pell Eligible rate indicates
greater financial need.
A larger percentage of Foster Youth received some sort of financial aid, and received aid for two or
more consecutive years compared with non-Foster Youth.
Foster Youth Financial Aid
NonFoster
Youth
#
Percent and number of nonduplicated students receiving:
Chafee, Pell, Cal Grant, BOG
Waiver, or other financial aid
Percent and number of nonduplicated students receiving:
Chafee, Pell, Cal Grant, BOG
Waiver, or other financial aid for two
or more consecutive years
Percent and number of students
enrolled at one or more community
colleges within 12 months of high
school graduation
Foster
Youth
#
NonFoster
Youth
%
Foster Difference
Youth (Non-F.Y.
– F.Y.)
%
3730
85
73.6%
94.4%
20.8%
1749
42
34.5%
46.7%
12.2%
2602
26
51.3%
28.9%
-22.4%
14
Academic Senate Sept. 5, 2014
Page 66 of 159
B. COURSE SUCCESS and COMPLETION (Retention)
Ratio of the number of credit courses which students by population group actually complete by the
end of the term compared to the number of courses in which students in that group are enrolled on
the census day of the term.
In the tables below, gender, age, and disability equity subgroups show remarkable parity for both
rates and ratios of success and retention. For ethnicity, African Americans are clearly
disproportionately impacted with a success ratio of 0.74, in spite of a high retention ratio.
80 Percent Index of Course Completion by Gender (2012-2013)
Gender
Enrollment
District
District
Success
Retention
Count
Success
Retention
Ratio*
Ratio*
16,546
0.71
0.88
1.04
1.01
Female
13,901
0.68
0.87
1.00
1.00
Male
80 Percent Index of Course Completion by Age (2012-2013)
Age
Enrollment
District
District
Count
Success
Retention
18,725
0.67
0.87
<25
7,023
0.73
0.87
25-34
3,141
0.74
0.88
35-49
1,559
0.75
0.88
>50
80 Percent Index of Course Completion by Ethnicity (2012-2013)
Ethnicity
Enrollment
District
District
Count
Success
Retention
0.53
0.83
African1,116
American
0.64
0.85
American
Indian/Alaskan
3,172
Native
1,715
0.70
0.89
Asian/P.I.
19,037
0.72
0.88
Caucasian
3,991
0.67
0.87
Hispanic
1,417
0.73
0.90
Unknown
80 Percent Index of Course Completion by DSPS (2012-2013)
DSPS
Enrollment
District
District
Count
Success
Retention
4,850
0.68
0.86
In Program
25,598
0.70
0.88
Not in
Program
Success Ratio
1.00
1.09
1.10
1.12
Success Ratio
Retention
Ratio
1.00
1.00
1.01
1.01
0.74
Retention
Ratio
0.94
0.89
0.97
0.97
1.00
0.93
1.01
1.01
1.00
0.99
1.02
Success Ratio
0.97
1.00
Retention
Ratio
0.98
1.00
15
Academic Senate Sept. 5, 2014
Page 67 of 159
Foster Youth Course Completion & GPA
Foster youth had noticeably lower rate of successful course completion. In addition, only 34.4% of a
one year cohort of foster youth achieved satisfactory academic progress, and 12.2% of the cohort
achieved a GPA of 3.0 or higher.
Successful course completion rate for
Foster Youth for most recent
academic year at a community
college: A, B, C, pass, or credit
Percent and number of students from
one academic year cohort achieving
Satisfactory Academic Progress
(SAP), defined as not on academic or
progress probation
Percent and number of students
achieving a 3.0 GPA or higher current term and cumulative
Foster Difference
Youth (Non-F.Y.
– F.Y.)
%
46
NonFoster
Youth
%
69.1%
50.7%
-18.4%
3083
31
60.8%
34.4%
-26.4%
1645
11
32.4%
12.2%
-20.2%
NonFoster
Youth
#
3504
Foster
Youth
#
16
Academic Senate Sept. 5, 2014
Page 68 of 159
C.
ESL/BASIC SKILLS COMPLETION and PROGRESSION
Ratio of the number of students by population group who complete a degree-applicable course after
having completed the final ESL or basic skills course compared to the number of those students who
complete such a final course.
Basic skills data are available for three equity groups: gender, age, and ethnicity. Interpretation of
Basic skills data should be done with caution because, “(a) many non-ESL students can be included
in a cohort since a number of native English speakers often enroll in ESL courses, (b) ESL students
do not necessarily intend to persist through ESL programs and may take college courses prior to
completing the final ESL basic skills course, or may never complete the final ESL or basic skills
course, (c) Non-Credit ESL courses are excluded from both the Scorecard and the Basic Skills
Cohort Tracker Tool data” (CCCCO Mar 14, 2014).
CR’s data reveal that basic skills completion is disproportionate for African Americans for three
years running, with an average 80% index of 0.55. American Indians as a group show
disproportionate impact for 2010-11, but there is no evidence of a continuing trend.
80 Percent Index of Basic Skills (BS) Outcomes by Gender
Year Gender BS
BS
BS
Retention Success Retention Success
Total
Retained Success Rate
Rate
Ratio
Ratio
1062
719
0.86
0.58
1.01
1.14
2010- Female 1232
11
Male
932
799
479
0.86
0.51
1.00
1.00
1035
707
0.88
0.60
0.99
1.17
2011- Female 1170
12
Male
834
748
429
0.90
0.51
1.00
1.00
852
618
0.85
0.61
1.03
1.18
2012- Female 1007
13
Male
777
640
404
0.82
0.52
1.00
1.00
80 Percent Index of Basic Skills (BS) Outcomes by Age
Year Age
BS
BS
BS
Retention
Total
Retained Success Rate
1316
1144
681
0.87
2010- <25
11
25-34
531
456
317
0.86
35-49
244
201
154
0.82
>50
73
60
46
0.82
1211
1092
653
0.90
2011- <25
12
25-34
469
411
288
0.88
35-49
230
204
136
0.89
>50
94
76
59
0.81
Success
Rate
0.52
Retention Success
Ratio
Ratio
1.00
1.00
0.60
0.63
0.63
0.54
0.99
0.95
0.95
1.00
1.15
1.22
1.22
1.00
0.61
0.59
0.63
0.97
0.98
0.90
1.14
1.10
1.16
17
Academic Senate Sept. 5, 2014
Page 69 of 159
2012- <25
13
25-34
35-49
>50
1128
957
626
0.85
0.55
1.00
1.00
366
202
88
308
161
66
222
126
48
0.84
0.80
0.75
0.61
0.62
0.55
0.99
0.94
0.88
1.09
1.12
0.98
80 Percent Index of Basic Skills (BS) Outcomes by Ethnicity
Year Age
BS
BS
BS
Retention
Total
Retained Success Rate
205
167
94
0.81
2010- American
Indian
11
Asian
83
72
41
0.87
Black/AA
94
85
32
0.90
Hawaiian/PI <50
Hispanic
220
180
115
0.82
2 + Races
111
97
62
0.87
Unknown
159
146
100
0.92
White
1273
1096
742
0.86
226
200
122
0.88
2011- American
Indian
12
Asian
82
70
45
0.85
Black/AA
74
66
23
0.89
Hawaiian/PI <50
Hispanic
252
230
151
0.91
2 + Races
123
113
71
0.92
Unknown
116
107
73
0.92
White
1113
980
642
0.88
197
157
105
0.80
2012- American
Indian
13
Asian
57
50
38
0.88
Black/AA
54
45
16
0.83
Hawaiian/PI <50
Hispanic
287
252
166
0.88
2 + Races
112
95
65
0.85
Unknown
89
73
48
0.82
White
976
810
579
0.83
Success Retention Success
Rate
Ratio
Ratio
0.46
0.95
0.79
0.49
0.34
1.01
1.05
0.85
0.58
0.52
0.56
0.63
0.58
0.54
0.95
1.02
1.07
1.00
1.01
0.90
0.96
1.08
1.00
0.94
0.55
0.31
0.97
1.01
0.95
0.54
0.60
0.58
0.63
0.58
0.53
1.04
1.04
1.05
1.00
0.96
1.04
1.00
1.09
1.00
0.90
0.67
0.30
1.06
1.00
1.12
0.50
0.58
0.58
0.54
0.59
1.06
1.02
0.99
1.00
0.97
0.98
0.91
1.00
18
Academic Senate Sept. 5, 2014
Page 70 of 159
80 Percent Index of Basic Skills (BS) Outcomes by Ethnicity (Aggregated from 2010/11-2012/13)
Year Age
BS
BS
BS
Retention Success Retention Success
Total
Retained Success Rate
Rate
Ratio
Ratio
628
524
321
0.83
0.51
0.97
0.88
2010- American
Indian
13
Asian
222
192
124
0.86
0.56
1.01
0.96
Black/AA
222
196
71
0.88
0.32
1.03
0.55
Hawaiian/PI <50
Hispanic
759
662
432
0.87
0.57
1.02
0.97
2 + Races
346
305
198
0.88
0.57
1.03
0.98
Unknown
364
326
221
0.90
0.61
1.04
1.04
White
3362
2886
1963
0.86
0.58
1.00
1.00
Basic Skills Progression
With regard to each respective reference groups, disproportionate impact for English progression as
measured by the 80% index is experienced by students older than 50 years of age, by African
Americans, and by American Indians.
80 Percent Index of English Progression Outcomes by Gender (2010/11-2012/13)
Gender
Not
Progressed Total
Progression Progression
Progressed
Rate
Ratio
1584
980
2564
0.38
1.24
Female
1381
614
1995
0.31
1.00
Male
80 Percent Index of English Progression Outcomes by Age (2010/11-2012/13)
Age
Not
Progressed Total
Progression Progression
Progressed
Rate
Ratio
2218
1273
3491
0.36
1.00
<25
404
184
588
0.31
0.86
25-34
283
117
400
0.29
0.80
35-49
74
27
101
0.27
>50
0.73
19
Academic Senate Sept. 5, 2014
Page 71 of 159
80 Percent Index of English Progression Outcomes by Ethnicity (2010/11-2012/13)
Ethnicity
Not
Progressed Total
Progression Progression
Progressed
Rate
Ratio
100
74
174
0.43
1.16
Asian
102
29
131
0.22
Black
0.60
<50
Filipino
281
144
425
0.34
0.93
Hispanic
322
121
443
0.27
American
0.75
Indian
<50
Native
Haw/PI
1830
1057
2887
0.37
1.00
White
305
161
466
0.35
0.94
Unknown
Math progression ratios are more evenly balanced than English ratios, with Hispanic Americans
scoring just below the 80% index (0.79) when compared to whites as a reference group.
80 Percent Index of Math Progression Outcomes by Gender (2010/11-2012/13)
Gender
Not
Progressed Total
Progression Progression
Progressed
Rate
Ratio
527
350
877
0.40
1.01
Female
260
171
431
0.40
1.00
Male
80 Percent Index of Math Progression Outcomes by Age (2010/11-2012/13)
Age
Not
Progressed Total
Progression Progression
Progressed
Rate
Ratio
439
291
730
0.40
1.00
<25
173
116
289
0.40
1.01
25-34
136
97
233
0.42
1.04
35-49
41
22
63
0.35
0.88
>50
20
Academic Senate Sept. 5, 2014
Page 72 of 159
80 Percent Index of Math Progression Outcomes by Ethnicity (2010/11-2012/13)
Ethnicity
Not
Progressed Total
Progression Progression
Progressed
Rate
Ratio
<50
Asian
<50
Black
<50
Filipino
68
32
100
0.32
Hispanic
0.79
70
35
105
0.33
0.82
American
Indian
<50
Native
Haw/PI
521
357
878
0.41
1.00
White
98
75
173
0.43
1.07
Unknown
A comparison of Foster Youth to non-Foster Youth revealed the largest discrepancy for the percent
of students whose first college course attempted in Math, English or ESL was below transfer level.
Almost a quarter more Foster Youth required remedial education than non-Foster Youth.
Foster Youth ESL and Basic Skills Completion
NonFoster
Youth
#
652
Percent and number of students in
one academic year cohort who
successfully complete a remedial
math course
825
Percent and number of students in
one academic year cohort who
successfully complete a remedial
English course
4168
Number of Unduplicated Students
that attempted a Math, English, or
ESL course.
Number of Unduplicated Students
that attempted a Math course.
Number of Unduplicated Students
that attempted a English course.
Percent and number of unduplicated
students’ first college course
attempted in Math, English or ESL
was below transfer level/remedial
level
13
Difference
Non- Foster
Foster Youth (Non-F.Y. –
F.Y.)
Youth
%
%
12.9% 14.4% -1.5%
21
16.3%
23.3%
-7.0%
76
82.2%
84.4%
-2.2%
3375
53
66.6%
58.9%
7.7%
3629
70
71.6%
77.8%
-6.2%
1781
45
35.1%
59.2%
-24.1%
Foster
Youth
#
21
Academic Senate Sept. 5, 2014
Page 73 of 159
D.
DEGREE and CERTIFICATE COMPLETION
Ratio of the number of students by population group who receive a degree or certificate to the
number of students in that group with the same informed matriculation goal.
Degree and Certificate completion is relatively low for all College of the Redwoods students, with
the highest rates recorded for students over 50 years of age and students who are Asian American.
Disproportionate impact is shown using the 80% index for two ethnic subgroups, African American
and students who identify as multiracial (two or more races).
Degree/Certificate Completers by Gender (2010/11-2012/13)
Gender
Degree/Cert
Completers
Completion rate
Ratio
Seeking Cohort*
3045
961
0.32
1.36
Female
2501
579
0.23
1.00
Male
Degree/Certificate Completers by Age (2010/11-2012/13)
Age
Degree/Cert
Completers
Seeking Cohort
3096
671
24 and
younger
1534
512
25 – 34
639
237
35 – 49
277
119
50 and older
Degree/Certificate Completers by Ethnicity (2010/11-2012/13)
Ethnicity
Degree/Cert
Completers
Seeking Cohort
415
113
American Indian
157
64
Asian
145
15
Black or African
American
<50
Hawaiian/Pacific
Islander
504
119
Hispanic
242
43
Two or More
Races
521
163
Unknown
3515
1014
White
Completion rate
Ratio
0.22
1.00
0.33
0.37
0.43
1.54
1.71
1.98
Completion rate
Ratio
0.27
0.41
0.10
0.94
1.41
0.36
0.24
0.18
0.82
0.62
0.31
0.29
1.08
1.00
*Cohort consists of all students enrolled during this time-frame with an education goal to complete a
degree, certificate, or to transfer.
22
Academic Senate Sept. 5, 2014
Page 74 of 159
E.
TRANSFER
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.
Transfer data show an unexpected result: females transfer to four year institutions compared to men
at a ratio of 0.75. The other equity subgroup showing disproportionate transfer outcomes (for the
equity subgroups in which data are of sufficient number to be credible) is DSPS students, with a
ratio of 0.60.
Transfers by Gender (2007/08 to 2012/13)
Gender
Transfer
Cohort*
314
Female
224
Male
Transfers by Age (2007/08 to 2012/13)
Age
Transfer
Cohort
454
24 or
younger
<50
25 – 34
<50
35 – 49
<50
50 and older
Transfers by Ethnicity (2007/08 to 2012/13)
Ethnicity
Transfer
Cohort
<50
Asian
<50
Black
<50
Filipino
<50
Hispanic
<50
American
Indian
<50
Native Haw
P.I.
359
White
61
Unknown
Transferred
Rate
Ratio
88
85
0.28
0.38
0.75
1.00
Transferred Rate
Ratio
159
1.00
0.35
Transferred Rate
Ratio
122
25
1.00
1.22
0.34
0.41
23
Academic Senate Sept. 5, 2014
Page 75 of 159
Transfers by disability status (2007/08 to 2012/13)
DSPS
Transfer
Cohort
75
Yes
465
No
Transferred Rate
Ratio
15
158
0.60
1.00
0.20
0.34
*Transfer cohort uses the CCC’s Data Mart Transfer Velocity Cohort definition. This method tracks
cohorts of first-time college students for six years to determine if they show intent to transfer by
completing 12 units and attempting transfer-level English for Mathematics.
24
Academic Senate Sept. 5, 2014
Page 76 of 159
F.
PERSISTENCE
Although persistence is not a Chancellor’s office required indicator, as part of the institution’s
integrated planning initiatives for 2014-15 College of the Redwoods has prioritized student
persistence. Persistence is defined as when a student continues to enroll from one term to the next
term. While the overall persistence rate for CR students is low (less than 50% across the board),
persistence ratios are commensurate for all equity groups, with the exception of the equity subgroup
of African Americans, showing a 80% index of 0.74 when compared to the average ratio of 1.05 for
the other ethnic subgroups.
80 Percent Index of Persistence Outcomes by Gender (2010/11-2012/13)
Gender
Total
Persisted
Persistence Persistence
Rate
Ratio
10396
4244
0.41
1.11
Female
8301
3049
0.37
1.00
Male
80 Percent Index of Persistence Outcomes by Age (2010/11-2012/13)
Age
Total
Persisted
Persistence Persistence
Rate
Ratio
10330
4230
0.41
1.00
<25
4477
1658
0.37
0.90
25-34
2297
848
0.37
0.90
35-49
1593
557
0.35
0.85
>50
80 Percent Index of Persistence Outcomes by Ethnicity (2010/11-2012/13)
Ethnicity
Total
Persisted
Persistence Persistence
Rate
Ratio
1261
497
0.39
1.02
American
Indian
546
242
0.44
1.15
Asian
400
115
0.29
Black/AA
0.74
159
64
0.40
1.04
Hawaiian/PI
2024
819
0.40
1.05
Hispanic
897
382
0.43
1.10
2 + Races
1515
572
0.38
0.98
Unknown
11895
4602
0.39
1.00
White
We also looked at Good Standing early in a student’s career to determine disproportionate impact in
terms of ability to progress. Good standing ratios are commensurate for all equity groups.
80 Percent Index of ‘Good Standing Status’ Outcomes by Gender (2010/11-2012/13)
Gender
Total
Probationary Rate of
Good
Good
Standing
Standing Ratio
1692
228
0.87
1.01
Female
2148
300
0.86
1.00
Male
25
Academic Senate Sept. 5, 2014
Page 77 of 159
80 Percent Index of ‘Good Standing Status’ Outcomes by Age (2010/11-2012/13)
Age
Total
Probationary Rate of
Good
Students Students
Good
Standing
Standing Ratio
3029
470
0.84
1.00
<25
451
36
0.92
1.09
25-34
228
21
0.91
1.07
35-49
125
1
0.99
1.17
>50
80 Percent Index of ‘Good Standing Status’ Outcomes by Age (2010/11-2012/13)
Ethnicity
Total
Probationary Rate of
Good
Students Students
Good
Standing
Standing Ratio
263
42
0.84
0.96
American
Indian
104
22
0.79
0.90
Asian
152
38
0.75
0.85
Black/AA
<50
Hawaiian/PI
511
76
0.85
0.97
Hispanic
305
49
0.84
0.95
2 + Races
214
26
0.88
1.00
Unknown
2264
272
0.88
1.00
White
26
Academic Senate Sept. 5, 2014
Page 78 of 159
Goals and Activities
27
Academic Senate Sept. 5, 2014
Page 79 of 159
A.
STUDENT SUCCESS INDICATOR FOR ACCESS
“Compare the percentage of each population group that is enrolled to the percentage of each group in the adult population within the
community serve”
GOAL A. Increase enrollment of underrepresented students, specifically Hispanic students by creating a welcoming campus where all
students in the community feel welcomed, supported, included and valued by the College and each other. This goal will be addressed through
additional communication with, and offerings for disproportionately impacted student groups.
The access goal was motivated by the finding that a smaller proportion of Hispanic students are served at the Mendocino and Del Norte
Campuses than live in those Counties, indicating a need to serve additional Hispanic students. In addition, CR serves a substantially larger
Native American population than is expected based on County statistics.
ACTIVITIES
Student Success
Indicator
Access
Access
Actions to be taken
Promote and support a Student
Multicultural Center.
Offer sections of Native American
Studies (NAS 1), Anthropology 3
Cultural Anthropology, Geography 2
Cultural Geography and Sociology 9
Introduction to Women’s Studies.
Responsible
Persons
VP of
Instruction and
Student
Development
(VPISD)
and
Associated
Student CR
Dean Math,
Science,
Behavioral &
Social Science
(MSBSS),
Scheduling
Specialist
Semester
2014-15
Expected Outcome
By 2014-15, students will be congregating and
holding activities in a clearly identifiable center.
2014-15
By 2014-15, courses will be in the schedule and
offered district-wide.
28
Academic Senate Sept. 5, 2014
Page 80 of 159
Access
Identify Student Equity Plan in the
Integrated Planning Model to promote
the institutional commitment to promote
student success in mitigation of
disproportional impact on student access
and achievement.
Access
Institutional
Effectiveness
Committee,
Student Equity
Planning
Committee
2014-15
By 2014-15, the district’s Integrated Planning
Model will clearly identify the Student Equity Plan
as aligning with the annual institutional planning.
Develop website in Spanish with relevant Web Master,
college information.
Dean
Arts and
Humanities
2015-16
By 2015-16, a Spanish website will be available
from the CR homepage. The traffic to the page will
increase each semester. Baseline data will be
collected.
Access
Implement a non-credit pathway at
College of the Redwoods Del Norte
including ESL placement, articulation for
English for Speakers of Other Languages
to for credit courses or other identified
goal.
Basic Skills
Committee,
CR Del Norte,
Director
Business &
Training Center
2015-16
By 2015-16, Del Norte campus will schedule classes
and increasingly enroll students in non-credit ESL
courses.
Access
Offer trainings that support access for
underrepresented students
Division Deans
Senate Copresidents
(MDC)
BSI Committee
CR Del Norte,
Director
Business &
Training Center
2015-16
By 2015-16 campus sites will continue efforts to
disseminate ESL related information for internal
referral and placement and increasingly enroll
students in for-credit ESL courses.
Access
Engage in Community based outreach
activities to increase underrepresented
students
MDC
BSI
VPISD
2015-2016
By 2015-16 The MDC will consult with the BSI
Committee and the VPISD on how to successfully
conduct off-site community outreach to increase
enrollment of underrepresented students.
29
Academic Senate Sept. 5, 2014
Page 81 of 159
Access
Install Professional Development Center
that will include a Multicultural Center
where staff and faculty obtain
information and share best-practices for
serving underrepresented students.
VPISD
Senate CoPresidents
(MDC,PDC)
HR Director
2016-17
By 2015-16 a center will be installed to provide
opportunities for professional development that will
include staff and faculty development materials and
opportunities to increase effectiveness in creating
access for diverse students.
30
Academic Senate Sept. 5, 2014
Page 82 of 159
B.
STUDENT SUCCESS INDICATOR FOR COURSE COMPLETION
“Ratio of the number of credit courses that student by population group actually complete by the end of the term compared to the
number of courses in which students in that group are enrolled on the census day of the term”
GOAL B. Increase the percentages of first-time, full time students who return one semester later to take at least one class and increase the
percentage of degree –seeking students who attend for three consecutive semesters, especially African Americans.
The course success and completion goal was motivated by the finding the finding that over the past three years, the rate of persistence of
African Americans has been disproportionately low compared to other groups.
ACTIVITIES:
Student
Success
Indicator
Course
Success
and
Completion
Course
Success
And
Completion
Actions to be taken
Provide diversity awareness inservice training on classroom
dynamics and retention and
persistence of underrepresented
students.
Develop Institutional
Professional Development
Center that includes associate
faculty support and a
multicultural and diversity
resource for faculty and staff.
Responsible
Persons
VPISD
Academic
Senate
Multicultural
and Diversity
Committee
(MDC)
VPISD
Semester
2014-15
2015-16
Expected Outcome
By 2014-15, student success summit focusing on
retention & persistence of underrepresented students
will be provided.
By 2014-15, a professional development activity of
diversity awareness in multicultural curriculum
infusion will be offered.
By 2015-16, diversity education offered
will be provided in the Professional
Development Center.
2016-17
By 2016-17, ongoing faculty and staff support and
a multicultural and diversity resource center will
be available in a location identified and open to
Faculty and staff.
31
Academic Senate Sept. 5, 2014
Page 83 of 159
C.
STUDENT SUCCESS INDICATOR FOR ESL AND BASIC SKILLS COMPLETION
“Ratio of the number of students by population group who complete a degree-applicable course after having completed the
final ESL or basic skills course to the number of those students who complete such a final course”
GOAL C. Increase the number of all students, especially African American, Native American, Hispanic over 50 year old students and Foster
Youth who complete a college level course.
The ESL and Basic Skills and Progression goal was motivated by the finding that over the past three years, the rate of persistence of African
Americans has been disproportionately low compared to other groups.
ACTIVITIES:
Student Success
Indicator
Basic Skills Completion and
Progression
Actions to be taken
Investigate and
implement Early Alert
Process to intervene
with students who are
at-risk.
Responsible Persons
SSSP
Semester
2014-15
Expected Outcome
By 2014-15, identify early alert
platforms for use by faculty and staff
to establish an approach to improve
student persistence and course
progression.
Basic Skills Completion and
Progression
Identify intervention
strategies for basic
skills students on
probation.
SSSP
Basic Skills
Committee
Director of PE &
Athletics
2014-15
2015-16
By 2014-15, intervention strategies
will be identified and baseline data
will be collected on the number of
African American students in basic
skills math.
By 2015-16, the percentage of African
Americans who complete Basic Skills
math sequence will increase.
Basic Skills Completion and
Progression
Implement a noncredit pathway
including ESL
placement, articulation
Deans, English and
Languages
Department Faculty,
Director of
2015-16
By 2015-16, ESL enrollments will
increase. Students enrolled in noncredit ESL will be tracked. Baseline
date will be collected and the number
32
Academic Senate Sept. 5, 2014
Page 84 of 159
for ESL to for credit
courses or other
identified goal.
Business & Training
Center, Basic Skills
Committee
Basic Skills Completion and
Progression
Provide accurate &
current placement
information to
students regarding
Math, English & ESL
placement, assessment
& service referral
information.
SSSP
Director Special
Programs,
CR Del Norte
2015-16
By 2015-16, the number of Hispanic
students in Del Norte and Eureka who
take ESL placement and register in a
credit or non-credit courses will
increase.
Basic Skills Completion and
Progression
Implement
assessment/placement
process to meet
requirements of SSSP.
SSSP
VPISD
Deans,
Director of
Institutional
Effectiveness
2015-16
2016-17
By 2015-16, identify multiple
measures strategies that mitigate
circumstances, which impact
underrepresented students during the
placement process and increase
assessment outcomes of SSSP.
By 2016-17, identify strategies with
SSSP to augment the placement
process and any disproportionate
impact to ethic groups completing the
placement process and develop any
strategies which disparities amongst
ethnic groups.
By 2016-17, Provide faculty peer
mentoring for strategies to increase
outcomes in the progression of
students in basis skills curriculum.
Basic Skills Completion and
Progression
Develop strategies to
promote outreach to
ESL students in all
Basic Skills
Committee
2015-16
2016-17
By 2015-16, identify approaches such
as outreach across curriculum that
establishes communities to support
of students who enroll in ESL who
begin in non-credit ESL and move to
credit ESL courses will increase.
33
Academic Senate Sept. 5, 2014
Page 85 of 159
classes.
ESL students.
By 2016-17, faculty will implement
measures, which promote ESL student
support communities on campus.
By 2016-17, increase the percentage of
students over 50 who progress through
basic skills English sequence.
Basic Skills Completion and
Progression
Implement strategies
that improve upon
English progression of
students over 50.
SSSP
Basic Skills
Committee,
English faculty
2016-17
Basic Skills Completion and
Progression
Implement strategies
that improve upon
English progression of
Native American
students.
SSSP
Basic Skills
Committee,
English faculty
2016-17
By 2016-17, increase the percentage of
students who are Native Americans
who progress through basic skills
English sequence.
Basic Skills Completion and
Progression
Develop strategies to
increase the number of
Hispanic students who
progress through Basic
Skills courses.
SSSP
Basic Skills
Committee,
EOPS
2016-17
By 2016-17, implement strategies,
such as ESL learning communities in
First Year Experience, to increase
outcomes in the progression of ESL
students in basic skills courses.
Basic Skills Completion and
Progression
Develop strategies to
SSSP
increase the number of Basic Skills
Foster Youth students Committee
who progress through
Basic Skills and/or
ESL courses.
2016-17
By 2016-17, increase the percentage of
Foster Youth who complete a degreeapplicable course after having
completed the final ESL or basic skills
course
34
Academic Senate Sept. 5, 2014
Page 86 of 159
D.
STUDENT SUCCESS INDICATOR FOR DEGREE AND CERTIFICATE COMPLETION
“Ratio of the number of students by population group who receive a degree or certificate to the
number of students in that group with the same informed matriculation goal”
GOAL D. Increase the percentage of students who complete a degree, certificate or transfer compared to the number of degree, certificate and
transfer completions for equity and other student populations.
The degree and certificate completion goal was motivated by the finding that over the past three years, the rate of persistence of African
Americans has been disproportionately low compared to other groups.
ACTIVITIES:
Student Success
Indicator
Degree and
Certificate
Completion
Degree and
Certificate
Completion
Actions to be taken
Develop communication management
systems to notify students of educational
planning services.
Increase the number of students who
complete degrees and certificates.
Responsible
Persons
SSSP
SSSP
Semester
2014-15
Expected Outcome
By, 2014-15, all new students receive
regular communication about the need to
update their plans.
2014-15
2015-16
By 2014-15, all incoming student will
declare a degree, certificate, transfer major
program goals to increase completion rates.
By 2015-16, identify barriers which impact
degree and certificate completion for all
equity populations to increase outcomes of
completion for SSSP.
35
Academic Senate Sept. 5, 2014
Page 87 of 159
Degree and
Certificate
Completion
Implement student education planning
module for students.
SSSP, Basic
Skills
Committee
Dean PE,
Athletics and
Health
Occupations
2014-15
2015-16
Degree and
Certificate
Completion
Provide ongoing training on classroom
strategies specific to the support of
African American and Native American
students.
VPISD,
Academic
Senate, MDC
2016-17
Degree and
Certificate
Completion
Provide outreach and develop
interventions for students at level 2
academic and progress probation and
dismissal.
SSSP
Basic Skills
Committee
2015-16
2016-17
By 2014-15, baseline data will be collected
of underrepresented students, especially
African American students who do not
persist to degree/cert completion.
By 2015-16, the number of
underrepresented students especially
African Americans who persist will
increase.
By 2016, trainings will be provided to
instructors to provide effective instruction
of African American and Native American
student to increase degree and certificate (or
course completion).
By 2015-16, all level 2 probation students
will be contacted regarding restricted
enrollment, and their rate of successful
reenrollment will increase.
By 2016-17, underrepresented students
especially African American students will
complete a workshop on student success
prior to enrollment and/or readmission.
36
Academic Senate Sept. 5, 2014
Page 88 of 159
E.
STUDENT SUCCESS INDICATOR FOR TRANSFER
“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”
GOAL E. Implement initiatives which continue to address disproportionate impact the rates of college transfer.
The transfer goal was motivated by the finding that rate of transfer of female and students with disabilities has been disproportionally low
compared to other groups.
Student Success
Indicator
Transfer
Transfer
Actions to be taken
Implement student education
planning module for students.
Responsible Persons
SSSP
Semester
2015-16
2016-17
Develop Associate Degrees
Transfer (ADT)
SSSP
Academic Senate
2014-15
Expected Outcome
By 2015-16, collect data to
better understand barriers to
transfer for all equity
populations especially
students with disabilities and
females.
By 2016-17, the number of
students who transfer will
increase, especially students
with disabilities and females.
By 2014-15, develop ADTs
linked to local transfer
institution
37
Academic Senate Sept. 5, 2014
Page 89 of 159
Budget
38
Academic Senate Sept. 5, 2014
Page 90 of 159
Budget and Sources of Funding
The sources of funding for the proposed activities include both internal and external sources of
funding. Funding resources may include:
Categorical funding
Learning Materials, Instructional Equipment and other Grants
General fund allocations for support programs
General fund allocations for salaries of educational administrators, faculty, and student services and
support staff
General fund allocation for faculty and staff development
Basic Skills Initiatives
Student Success and Support Program Plan
Annual Plan
College of the Redwoods will use internal resources by shifting emphasis in some programs to
accommodate new and continuing Student Equity and Student Success and Support Program Plan
activities. The College, through its Program Review and Institutional Effectiveness Committee
integrated planning and resource allocation process, will prioritize faculty and staff resources and
funding requests aligned with outcomes which narrow the achievement gap for underrepresented
students.
With regard to external resources; College of the Redwoods will consider the submission of grant
applications to address Student Equity activities. Examples may include:
Carl Perkins
Talent Search Program, U.S. Department of Education
Title III Strengthening Institutions Program, U.S. Department of Education
Title V Hispanic-Serving Institutions Program, U.S. Department of Education
TRIO Student Support Program, U.S. Department of Education National Science Foundation
CA Community Colleges Chancellor’s Office Grants
39
Academic Senate Sept. 5, 2014
Page 91 of 159
Evaluation Schedule and Process
40
Academic Senate Sept. 5, 2014
Page 92 of 159
Integration of Equity Plan into College Planning
Integration of the Student Equity Plan (SEP) into the College’s planning processes is evidenced by
the Integrated Planning Model. The SEP is created based on planning actions in the Strategic and
Education Master plans. Goals in the SEP support district initiatives, and are broken down into
smaller more manageable planning actions and placed into the institution’s Annual Plan. The Annual
Plan guides the actions of all programs, and includes a common theme (currently persistence) to
unite faculty and staff in working towards a common goal.
See Attachment B: Integrated Planning Model
The Institutional Effectiveness Committee (IEC) assesses progress on strategic objectives and IE
measures, issues annual report on planning process and goal attainment, and makes adjustments in
future actions as needed. The IEC leads the Institutional Planning process by facilitating the
development of the Strategic, and Education Master Plans, Student Equity Plan and other functional
planning documents. The actions of these key planning documents lead to the development of an
Annual Plan. The Annual Plan is developed and communicated to campus in alignment with
strategic, student equity and education master planning objectives. The IEC tracks the progress of
these plans, and assesses the plans to inform the process.
Each year, the Student Equity Committee reports on the College’s progress towards narrowing the
achievement gap. An annual report is provided to the Academic Senate, College of the Redwoods
Board of Trustees as well as other key planning committees. The Student Equity Planning
Committee is tasked with producing an Executive Summary report that lists actions that demonstrate
evidence of progress toward achieving specified goals and implementing activities of the Student
Equity Plan. The committee is charged with aligning these initiatives with institutional planning and
college resources including the Student Success Support Program Plan, Basic Skills Initiatives as
well as others. The Student Equity Plan Executive Summary provides an update on any action
identified in Instructional, Student Service and Administrative Program Review, specifically
program plans which demonstrate evidence of narrowing the achievement gap for underrepresented
student populations.
See Attachment A: AP/BP 5300 Student Equity
Evaluation Schedule and Process
At the beginning of each semester, parties are reminded of actions specified within the Student
Equity Plan to be initiated or completed for which they have primary responsibility. As part of the
regular evaluation of the Institution’s Annual Plan, the IEC collects the progress made over the
course of the year towards completing planned activities, including any barriers to carrying out the
activities, and a plan to address those barriers. Budgetary constraints are noted. The progress is
reported in the annual Institutional Effectiveness Report, along with an evaluation of stated
outcomes.
In addition to evaluating the specific actions to meet the goals stated in the SEP, student equity
indicators for (1) Access, (2) Basic Skills/ESL Course Completion, (3) Retention and Persistence,
(4) Degree/Certificate Completion, and (5) Transfer will be regularly assessed. Student demographic
and achievement information is disaggregated in the annual and comprehensive program review
datasets. This allows the widest dissemination of equity data for analysis to the campus community
and to the public.
41
Academic Senate Sept. 5, 2014
Page 93 of 159
The Student Success Support Program Plan, along with the Student Equity Plan and Basic Skills
Plan will annually ensure that College of the Redwoods has identified strategies to address and
monitor equity issues as well as attempts to mitigate any disproportionate impact on student access
and achievement as well as coordinate interventions or services to students at risk of academic
progress or probation.
See Attachment E: Program Review Data Template
42
Academic Senate Sept. 5, 2014
Page 94 of 159
Attachments
43
Academic Senate Sept. 5, 2014
Page 95 of 159
REDWOODS COMMUNITY COLLEGE DISTRICT
Board Policy
BP 5300
Number Update only from 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.
Former Board of Trustees Policy No. 537, number change only on July 10, 2012
Adopted by the Board of Trustees: November 7, 1994
Academic Senate Sept. 5, 2014
Page 96 of 159
REDWOODS COMMUNITY COLLEGE DISTRICT
Administrative Procedure
AP 5300
STUDENT EQUITY
The District’s Student Equity Plan will include:
•
•
•
•
•
•
•
•
•
•
•
•
Recommended formats for active involvement of constituent groups on campus;
Activities to involve appropriate people from the community who can articulate the
perspective and concerns of historically underrepresented groups;
Campus-based research on student equity indicators based upon operational definitions
provided by the Chancellor’s office and additional indicators operationially defined by
the SEP;
Identification of institutional barriers to equity;
Specific data based goals for access, retention, degree and certificate completion, course
success, English as a Second Language (ESL) and basic skills completion, campus
climate and transfer for each historically underrepresented group;
A framework for implementation of the Student Equity Plan;
Research based activities proven effective to attain data determined goals;
Suggested funding sources for the activities in the plan;
Responsible parties for engaging activities;
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. The Student
Equity Plan will be updated every three years. The Student Equity Plan Committee will provide
direction to the program, will identify internal and external funding sources, prioritize activities,
and assess progress towards achieving specified goals and implementing activities. The Student
Equity Plan Committee reports on the progress of the SEP 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;
College Council Representative;
Chief Instructional Officer;
Chief Student Services Officer;
One Senator of the Academic Senate;
One Multicultural and Diversity Committee Representative;
One representative from the Institutional Research Office;
One Instructional Dean;
One ASCR representative.
Academic Senate Sept. 5, 2014
Page 97 of 159
Reference: Education Code Sections 66030; 66250, et seq.; 72010 et seq.; Title 5, Section 54220
Approved: 11/7/2012
New Administrative Procedure
Academic Senate Sept. 5, 2014
Page 98 of 159
Institutional Effectiveness Committee
Assesses progress on strategic objectives and IE measures, assesses integrated planning model, issues annual report on planning process and goal attainment , and makes adjustments in action steps as needed.
The IEC leads the Institutional Planning process by facilitating the development the Strategic, and Education Master Plans and leads work so that an Annual Plan is developed and communicated to campus that aligns with str ategic and education master planning objectives.
The IEC tracks the progress of these plans, and assesses the plans to inform the process.
2013-14 Co-Chairs: Angelina Hill and Kathy Smith
Student Achievement
Trends
Program challenges
and accomplishments
Instructional & Student Development Group (ISD)
Leaders of ISD coordinate programs, activities, policies and near and mid-term
plans across instructional and student development areas. Includes an extension
of topics covered in the integrated planning committee, as well as functions
activities include schedule development, curriculum, enrollment
management, prioritization of divisional resource requests , accreditation,
assessment, program review, distance education and staff development.
Enrollment Management Committee
The EMC, combined with the Basic
Skills Committee and FYE, develops
and carries out a comprehensive
approach to enrollment management
based on recommendations related to
scheduling, instructional and student
support strategies to enhance access,
success, persistence, and goal
attainment of college prepared and
basic skills students.
Program Review
Committee
Mission/
Vision/
Values
This
statement
is the
touchstone
for the
entire
planning
process.
Strategic
Plan
The
Strategic
Plan uses
the Mission
statement
to assess
its status
and
anticipate
future
challenges
Education
Master
Plan
The EMP
drives the
annual
planning
goals and
program
review.
Student
Equity
Plan
The
institution
works
collectively
on equity
goals
through the
annual plan
Annual
Plan
The Program Review
Committee will be
responsible to
maintain a process by
which instructional
and non-instructional
programs
systematically assess
themselves to ensure
currency, relevance,
appropriateness, and
achievement of stated
goals and outcomes.
2013-14 Co-chairs:
Cheryl Tucker & Joe
Hash
2013-14 Co-chairs: Keith SnowFlamer & Bruce Wagner
Program
Improvement
Resources
Budget Planning Committee
The BPC, combined with the TPC and FPC allocates the financial,
facility and technology resources of the college in response to
priorities established in the integrated planning process. Maintains
fiscal stability and assures that expenditures are within available
resources. The BPC communicates budget information to the
college community.
Operations
Expanded
Cabinet
Chair:
Kathy
Smith
2013-14 Co-chairs: Lee Lindsey & Michael Dennis
VPs
Deans
Staffing/
Professional
Development
Personnel
Program Revitalization, Suspension and Discontinuance
Faculty
Prioritization
Routed According
to AP 4021
Assessment Committee
The assessment committee assists faculty and staff in the development and assessment of student learning outcomes (SLOs) at the course, program, and institutional levels.
Members of the committee serve as liaisons to their respective constituent groups regarding the assessment process. They instruct peers on how to coordinate dialogue
sessions, and write and submit assessment reports. The assessment committee also works cooperatively with the program review committee , curriculum committee, ALO,
and the Office of Institutional Research.
Academic Senate Sept.
2013-14 Co-chairs: Angelina Hill and Assessment Coordinator (Dave Bazard)
Page 99 of 159
5, 2014
President/
Superintendent
1 Student Equity Annual Plan Progress Report| 2013‐2014  Executive Summary The College of the Redwoods Student Equity Plan Committee is tasked with producing an Executive Summary Report that lists actions that demonstrate evidence of progress toward achieving specified goals and implementing activities of the Student Equity Plan. The committee is charged with aligning these initiatives with institutional planning and college resources. Each year, Student Equity Annual Plan is created with action items that are driven by these goals. This document provides an update on any action identified in Program Reviews 2013‐14 specifically Program Plan sections which demonstrate evidence for narrowing the achievement gap for underrepresented student populations which were completed during the 2013‐14 year. Equity Indicator I: Access Initiative Equity Indicator II: Course Completion Initiative SEP.I. 1. Increase Hispanic Enrollment. SEP.I. 2. Increase Black Student Enrollment SEP.II. 1. Increase multiculturalism and awareness. SEP.II. 2. Increase course completion rates for all groups SEP.II. 3. Increase course completion of African American Native American, Pacific Islander, and Hispanic students. SEP.I. 3. Increase Native American Student Enrollment SEP.I. 4. Maintain and/or Increase Enrollment of Traditionally Underrepresented groups SEP.I. 5. Increase Disabled Student Enrollment Equity Indicator III: Degree and Certificate Completions Initiative Equity Indicator IV: ESOL/ Basic Skills Completion Initiative SEP.III. 1. Gather data to better understand barriers to degree/certificate completion SEP.IV. 1. Improve ESOL and Basic Skills Completion SEP.III. 2. Achieve greater rates of completion for equity and other populations Equity Indicator V: Transfers Initiatives SEP.V.1. Increase the numbers of transfer students SEP.V.2.Obtain better transfer data Equity Indicator VII: Campus Climate Initiative SEP.IV. 2. Increase the overall success rates of equity populations SEP.IV.3. Improve data collection and analysis
Equity Indicator VI: Retention Initiative SEP.IV. 1. Improve ESOL and Basic Skills SEP.IV. 2. Increase Black Student Enrollment SEP.IV. 3. Increase Native American Student Enrollment SEP.IV. 4. Maintain and/or Increase Enrollment of Traditionally Underrepresented groups Equity Indicator VIII: Systematic Implementation SEP Initiatives SEP.VII. 1. Improve the campus climate for students from diverse SEP.VIII.1. Continually update, implement and integrate the backgrounds Student Equity Plan COLLEGE OF THE REDWOODS | 2013‐2014
Academic Senate Sept. 5, 2014
Page 100 of 159
2 Annual Plan 2013‐14 Actions Status Report Plan/Indicator/ Initiative Action Status SEP VII.1 EP.5.2.1 Develop a new Multicultural Diversity Center [The Multicultural Diversity Center has been established in the old Lakeview room on the Eureka campus. Ruth Moon is working with the MDC to purchase books and videos for the Center. Marketing and information about the Center remains in progress. Develop a non‐credit or not for credit English for Speakers of Other languages (ESOL) program [Eight new non‐credit ESL course outlines have been developed and approved by the Curriculum Committee. Two certificate course outlines for ESL are planned to be presented to the final curriculum committee meeting of Spring 2014. Non‐credit ESOL courses currently being taught in Fortuna, Loleta, Eureka and Arcata, and main campus. Inquiry is currently being made about starting similar course offerings in rotation in Del Norte and Garberville.] Provide faculty and staff professional development activities which promotes multiculturalism and diversity awareness [Activities this year included: Professional Diversity Social Justice Educator gave keynote address on campus, Mandatory Diversity Training for Administration and Management given, Mental Health Awareness and Suicide Prevention Workshops Given to name a few, film "A New State of Mind: Ending the Stigma of Mental Illness" shown, Queer Student Union and Faculty Club Advisor sponsored and dialogue session on LGBTQ students’ needs] Include equity dimensions in Program Review template. [Student equity data including enrollments success, retention, and completion by equity group, were embedded into instructional program review template.] Include 2012 Student Equity Plan on College of the Redwoods website. In Progress
SEP I.4 SEP IV.1 SEP II.1 SEP VII.1 EP.1.5.1 EP.1.6.1 SEP VII.1 SP.1.6 SEP VII.1 EP.1.6 SEP.II.1. SEP V.2 SEP II.3 SEP VII. 1 Ongoing
Ongoing Completed
Completed
Create a Diversity and Common Ground Requirement. [In March 2014, the Academic Senate In progress
approved the creation of a new CR General Education Requirement, Area E: Multicultural Understanding. Next steps Curriculum Committee approval of courses that meet the criteria for the requirement and inclusion in the 2015‐16 College Catalog.] Analyze activities at the Klamath‐Trinity site that support Native American students and Completed
offer similar support measures at all other sites. [From a conversation with Melissa Ruiz Fall 2013, KT has two grant‐funded programs to support retention of students. The Hoopa Career and Technical Education Program have existed for 19 years in partnership with CR under a MOU. The grant provides student retention services in the form of tuition and fee support, mileage reimbursement, an hourly stipend for attending classes disbursed biweekly, individual and group tutoring, enrollment support, progress reporting, academic advising and education planning, transcript evaluation and related services. The grant is primarily oriented toward vocational training but includes degrees. In the Hoopa Fast Track Program (initiated in September 2012), students enroll in mandatory remedial skill building courses required to be part of the program. The grant focuses on certificate programs in CR’s catalog: small business management, forestry technician, and ECE, plus offers services as part of the grant. Further review is required in order to recommend strategies that may benefit students at other sites in district. ] Provide an annual Diversity and Fellowship Award.
Completed
COLLEGE OF THE REDWOODS | 2013‐2014
Academic Senate Sept. 5, 2014
Page 101 of 159
3 Equity Items Identified in Program Review 2013‐14
Plan/Indicator/ Initiative SEP I.5. SEP I.1. SEP II.1. SEP VII.1. Action Status Technology Services Program Review
Completed
ADA Website Access Compliance Priority 1 & 2 issues addressed on redwoods.edu. The number of ADA compliance issues is now being tracked regularly. Tracking has allowed issues to be identified and addressed on an ongoing basis. Errors determined in ADA compliance were corrected and reduced 30% in the first month of testing See the** 2012 Student Equity Plan Implementation Grid page 59 for activity details. Counseling and Advising Program Review
Completed
Staff participated in LatinoNET Health Fair and other outreach events for the ESL population. Counseling and Advising staff continue to promote a wider distribution of marketing materials in Spanish and English, for the Dream Act and ESL credit and non‐
credit courses. Improvements to the math and English placement process for ESL students were made in 2012‐13. See the** 2012 Student Equity Plan Implementation Grid page 57 for activity details Completed
Enrollment Services Program Review The Veterans Resource Center provides services to increase outreach and support student retention and success by participating in local veterans outreach events (Veterans Stand Down, out‐processing for local Coast Guard station, Veterans Resource Day,). The Veterans Coordinator has presented several staff development activities during Flex Days for staff and faculty to broaden the understanding of issues facing veterans as they transition from military to civilian life. Enrollment Services staff conducted outreach activities to other underrepresented populations including Hoopa, Klamath River Early College of the Redwoods, Expanding Youth Horizon, Basic Life Skills and Baby Steps in Del Norte county. See the** 2012 Student Equity Plan Implementation Grid pages 59 & 66 for activity details SEP I.1. Ongoing
English, ESL, Reading, and Writing Center Program Review Community education ESL courses were developed and are being offered in the Eureka area, on campus as well as off campus. The offering of ESL community education courses in Del Norte and Mendocino are being explored. New ESL Curriculum ESL‐302B approved. ESL 302 B and ESL 101 were offered Spring 2014. However, due to low enrollments were cancelled. The courses are scheduled for Fall 2014. Faculty and staff have been improving outreach, recruitment, and placement processes for these courses. See the** 2012 Student Equity Plan Implementation Grid page 57 for activity details. COLLEGE OF THE REDWOODS | 2013‐2014
Academic Senate Sept. 5, 2014
Page 102 of 159
AttachmentD:SummaryofStudentEquityPlanGoals&Activities2014‐17
Goal A. Access - Increase enrollment of underrepresented students, specifically Hispanic students by
creating a welcoming campus where all students in the community feel welcomed, supported, included
and valued by the College and each other.
Activities/Actions
 Promote and support a Student Multicultural Center.
 Offer sections of Native American Studies (NAS 1), Anthropology 3 Cultural
Anthropology, Geography 2 Cultural Geography and Sociology 9 Introduction to
Women’s Studies.
 Identify Student Equity Plan in the Integrated Planning Model to promote the institutional
commitment to promote student success in mitigation of disproportional impact on
student access and achievement.
 Develop website in Spanish with relevant college information.
 Implement a non-credit pathway at College of the Redwoods Del Norte including ESL
placement, articulation for English for Speakers of Other Languages to for credit courses
or other identified goal. Goal B. Course Completion (Retention) - Increase the percentages of first-time, full time students
who return one semester later to take at least one class and increase the percentage of degree –seeking
students who attend for three consecutive semesters, especially African Americans.
Activities/Actions
 Provide diversity awareness in-service training on classroom dynamics and retention and
persistence of underrepresented students.
 Develop Institutional Professional Development Center that includes associate faculty
support and a multicultural and diversity resource for faculty and staff.
Goal C. ESL and Basic Skills Completion - Increase the number of all students, especially
African American, Native American, Hispanic and over 50 year old students who complete a
college level course.
Activities/Actions
 Investigate Early Alert Process to intervene with students who are at-risk.
 Identify intervention strategies for basic skills students on probation.
 Implement a non-credit pathway including ESL placement, articulation for ESL to for
credit courses or other identified goal.
 Provide accurate & current placement information to students regarding Math, English &
ESL placement, assessment & service referral information.
 Implement assessment/placement process to meet requirements of SSSP.
 Develop strategies to promote outreach to ESL students in all classes.
 Implement strategies that improve upon English progression of students over 50.
Academic Senate Sept. 5, 2014
Page 103 of 159
AttachmentD:SummaryofStudentEquityPlanGoals&Activities2014‐17


Implement strategies that improve upon English progression of Native American
students.
Develop strategies to increase the number of Hispanic students who progress through
Basic Skills courses.
Goal D. Degree and Certificate Completion - Increase the percentage of students who
complete a degree, certificate or transfer compared to the number of degree, certificate and
transfer completions for equity and other student populations.
Activities/Actions
 Develop communication management systems to notify students of educational planning
services.
 Increase the number of students who complete degrees and certificates
 Implement student education planning module for students.
 Provide outreach and develop interventions for students at level 2 academic and progress
probation and dismissal.
Goal E. Transfer - Implement initiatives which continue to address disproportionate impact the
rates of college transfer.
Activities/Actions
 Implement student education planning module for students.
 Develop Associate Degrees Transfer (ADT)
Academic Senate Sept. 5, 2014
Page 104 of 159
Pr
ogr
am Revi
ew Dat
aset20132014
Success&Ret
ent
i
onbySt
udentEqui
t
yGr
oup
Def
i
ni
t
i
ons
st
he% ofs
t
udent
senr
ol
l
edi
nacour
seoncensusdaywhoc
ompl
et
et
hec
our
s
ewi
t
hasuc
c
ess
f
ul
gr
ade.
Succes
si
Ret
ent
i
oni
st
he% ofs
t
udent
senr
ol
l
edatcensuswhor
ecei
veagr
adeatt
heendoft
hecour
s
eandhavenotwi
t
hdr
awn.
2.
8Success&Ret
ent
i
onbySt
udentEqui
t
yGr
oup(
20122013Academi
cYear
)
Compar
es
uc
c
es
sandr
et
ent
i
onf
ort
hevar
i
ousst
udentequi
t
ygr
oups
.
>Not
ei
fs
uc
c
es
sand/
orr
et
ent
i
onr
at
esf
oranygender
,et
hni
ci
t
y,age,DSPSorbasi
csk
i
l
l
sst
at
usar
el
owert
hant
hecor
r
espondi
ngdi
s
t
r
i
c
tav
er
age(
e.
g.
,c
ompar
es
uc
ces
s
off
emal
esf
ory
ourpr
ogr
am t
o68% successr
at
ef
ort
hedi
st
r
i
ct
)
.Al
soc
ompar
esuc
c
essandr
et
ent
i
onofs
t
udent
swi
t
hi
nagi
v
enequi
t
ygr
oup(
e.
g.
,c
ompar
es
uc
cessoff
emal
est
udent
st
omal
es
t
udent
si
nyourpr
ogr
am.Commentonyourdi
s
cov
er
i
esi
ns
ec
t
i
on2.
8.
aus
et
heydoapoorj
obofr
epr
esent
i
ngt
hepopul
at
i
onofi
nt
er
est
.Theses
mal
l
Summar
i
esbas
edonanenr
ol
l
mentoff
ewert
han15st
udent
sshoul
dnotbei
nt
er
pr
et
edbec
cel
l
si
zesar
egr
eat
l
yi
nf
l
uencedbyout
l
i
er
sorext
r
emeobser
vat
i
onst
hatcanl
eadt
omi
s
l
eadi
ngav
er
ages
.
Di
f
f
er
enc
esi
ns
uc
c
es
sandr
et
ent
i
onatt
hevar
i
ousl
ocat
i
onsmi
ghthel
puncov
erwhati
sdr
i
vi
ngt
heaver
ageoft
hepr
ogr
am.Forex
ampl
e,enr
ol
l
menti
nonl
i
nec
our
s
esf
ora
gi
vengr
oup(
e.
g.
,f
emal
es
)mi
ghtbehi
gh,andonl
i
necour
sest
ypi
cal
l
yhavel
owers
uc
ces
sr
at
es
,hel
pi
ngex
pl
ai
nal
owert
hanexpec
t
edf
emal
es
uc
ces
sr
at
e.
Sel
ectyourPr
ogr
am:
Pr
ogr
am Ar
ea
Addi
ct
i
onSt
udi
es
Di
st
r
i
ct
Wi
de:
GENDER
Success
Ret
ent
i
on
Femal
e
77%
87%
St
udent
s
348
Mal
e
72%
90%
206
Age
Success
Ret
ent
i
on
24andyounger
63%
82%
152
25t
o34
77%
89%
35t
o49
77%
50andol
der
Et
hni
ci
t
y
GENDER
Success
Ret
ent
i
on
Femal
e
71%
88%
St
udent
s
16,
546
Mal
e
68%
87%
13,
901
Age
Success
Ret
ent
i
on
24andyounger
67%
87%
18,
725
167
25t
o34
73%
87%
7,
023
93%
124
35t
o49
74%
88%
3,
141
86%
91%
111
50andol
der
75%
88%
1,
559
Success
Ret
ent
i
on
Af
r
i
canAmer
i
can 100%
100%
9
Amer
i
canI
ndi
an/
.
.74%
88%
99
Asi
an/
P.
I
.
80%
100%
Caucasi
an
74%
Hi
spani
c
Unknown
Et
hni
ci
t
y
Success
Ret
ent
i
on
Af
r
i
canAmer
i
can 53%
83%
1,
116
Amer
i
canI
ndi
an/
.
.64%
85%
3,
172
5
Asi
an/
P.
I
.
70%
89%
1,
715
88%
384
Caucasi
an
72%
88%
19,
037
78%
88%
32
Hi
spani
c
67%
87%
3,
991
88%
92%
25
Unknown
73%
90%
1,
417
DSPS
Success
Ret
ent
i
on
DSPS
Success
Yes
83%
92%
115
Yes
68%
86%
4,
850
No
73%
87%
439
No
70%
88%
25,
598
Ret
ent
i
on
Engl
i
shPl
aceme.
.Success
Ret
ent
i
on
Basi
cSki
l
l
s
69%
89%
124
Basi
cSki
l
l
s
61%
85%
6,
081
Ot
her
77%
88%
430
Ot
her
72%
88%
24,
367
Engl
i
shPl
aceme.
.Success
Mat
hPl
acement Success
Ret
ent
i
on
Basi
cSki
l
l
s
76%
91%
308
Ot
her
74%
85%
246
Mat
hPl
acement Success
Ret
ent
i
on
Ret
ent
i
on
Basi
cSki
l
l
s
66%
86%
15,
567
Ot
her
73%
89%
14,
881
Academic Senate Sept. 5, 2014
Page 105 of 159
SUBSTANTIVE CHANGE PROPOSAL – Distance Education
Request to Deliver 50% or more of course offerings for
AA/AS Degree and Certificate Programs via
Distance Education
Submitted by
College of the Redwoods
7351 Tompkins Hill Rd
Eureka, CA 95501
Submitted to
The Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
Date of Submission:
Prepared by
Dr. Keith Snow-Flamer, Vice President for Instruction and Student Development
Dr. Angelina Hill, Accreditation Liaison Officer
Mark Renner, Director of Distance Education
Dr. Mark Winter, Distance Education Faculty Coordinator
Academic Senate Sept. 5, 2014
Page 106 of 159
Substantive Change Proposal – Distance Education
Page |2
Table of Contents
Description of Proposed Change ...........................................................................................................3
Relationship to Mission ..................................................................................................................3
Rationale for Proposed Change ......................................................................................................4
Description of the change in delivery mode ...................................................................................7
Planning Process ....................................................................................................................................8
Relationship to institutional planning.............................................................................................8
Assessment of needs and resource .................................................................................................9
Anticipated effects and benefits ...................................................................................................10
Planning process for the change ...................................................................................................10
Evidence of Analysis and Provision of Institutional Resources ..........................................................11
Adequate and accessible student support services .......................................................................11
Sufficient and qualified faculty, management, and support staff .................................................13
Professional Development for faculty and staff ...........................................................................16
Sustainable fiscal resources ..........................................................................................................17
Budget analysis ............................................................................................................................17
Plan for monitoring achievement of outcomes.............................................................................18
Evaluation and assessment of student success, retention, and completion ..................................19
Internal and External Approvals ..........................................................................................................19
Approval processes and compliance with policies and regulations .............................................19
Evidence of Meeting Eligibility Requirements....................................................................................21
Evidence of Meeting Accreditation Standards ....................................................................................26
Appendices...........................................................................................................................................34
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 107 of 159
Substantive Change Proposal – Distance Education
Page |3
Description of Proposed Change
The CR district covers 10,000 square miles and is home to many people who are unable to come to a
campus or site for instruction. In an effort to enhance educational access to all students, College of the
Redwoods (CR) is proposing to offer online learning options for AA/AS/AS-T/AA-T degree and
Certificate programs. These options provide 50% or more of the program course work via distance
learning modalities which may include both synchronous and asynchronous on-line and hybrid
delivery methods. These methods will include web-based learning management systems, video, and
web-conferencing systems (DE).
In response to student demand and attempts to provide needed access to all of the District’s
constituencies outside of the campus locations or site areas, College of the Redwoods (CR) has been
developing an array of online courses that allow students to fulfill some of their AA/AS and transfer
degree goals. In addition, as research around teaching and learning has moved toward more interactive
modalities that engage the learner, and away from the primarily face to face lecture formatted
instruction, our instructors are working to provide the most interactive experience possible in each of
the distance delivery modalities. In some cases, we believe the best option may be a mix of the
modalities instead of reliance on only one delivery methodology (hybrid).
This proposal will detail the need for substantive change approval, and how this need relates to the
District’s mission, Strategic Plan for 2012-2017, and Education Master Plan for 2012-2017. This
proposal will also detail how the District plans to deliver quality programs via DE through subsequent
organizational planning, resource allocation, course approval processes, instructor certification, and
related assessment and evaluation.
Relationship to College Mission
All offerings at the College of the Redwoods, including Distance Education offerings, are aligned with
its Mission.
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.
The Distance Education Program at College of the Redwoods is dedicated to using the creative
application of technology to extend student access to higher education. While maintaining the
College's standards of quality, distance education creates successful learning environments and
decreases barriers to student learning such as time constraints and long commutes to campus. The
mission supports these priorities by “putting student success first” “partnering with the community”
and providing “outstanding developmental, career and technical, and transfer education”.
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 108 of 159
Substantive Change Proposal – Distance Education
Page |4
To date, there have been more than 20,000 enrollments in distance education courses at the college.
When an online section of a course is offered, it often fills before its classroom-based section,
indicating a strong demand for this option. Faculty who teach online courses have indicated that many
of their online students include working adults, single parents, and students having physical disabilities
that limit their mobility or hearing which makes it more convenient to interact through the Web.
Although CR has long offered instruction using alternative delivery methods (e.g. telecourses, videoconferencing to other campuses and instructional sites) to meet the needs of our rural students, over
the past ten years the college has added web-based, online instruction as this technology has become
more widely available in the District. We will continue to offer a variety of distance delivery
methodologies that best meet the needs of our large District service area.
Rationale for Proposed Change
Students located at the Del Norte campus, Klamath-Trinity site, and the Mendocino campus take
advantage of online courses. Most online courses receive more enrollments than face-to-face,
evidenced by a larger average class size in online courses compared to face-to-face courses.
Figure 1 A growing number of students (almost 10 percent) now indicate an online campus as their primary
home location. Of all online courses taken between fall 2012 and spring 2014, over a quarter of
students identified a primary campus location other than the main Eureka Campus.
Table 1 Campus Locations of Students Taking Online Courses Online courses provide an efficient way of offering students at other CR campuses and sites a wider
array of course options so that they can complete degrees and certificates. CR currently offers online
courses in a range of sections including science, humanities, health occupations, and career and
technical education. Board of Trustees members and local School District Superintendents have asked
that the district provide access to the college’s full array of degrees for students not located in Eureka
(i.e., Mendocino, Del Norte, and the Hoopa Reservation).
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 109 of 159
Substantive Change Proposal – Distance Education
Page |5
Figure 2 The majority of students taking online courses (84 percent) are residents of California. Most CR
students taking online courses live within CR’s service district, but take online courses because they
better fit their work, home, and transportation schedules. The most effective and economical way the
district can provide access is through distance learning. It is not financially sustainable to provide a
full complement of degrees at every campus and instructional site. Furthermore, the rural communities
within the district should not be limited to only one or two degree options. It is important to provide
access to a broad cross-section of educational options offered by the Redwoods Community College
District. Consequently, as many courses as pedagogically appropriate within a degree program should
be provided at a distance to allow for students not located in Eureka or who may have professional or
personal restrictions to not only begin a degree, but to also complete it without having to attend a face
to face class on the main campus.
Figure 3 College of the Redwoods
Academic Senate Sept. 5, 2014
Page 110 of 159
Substantive Change Proposal – Distance Education
Page |6
Online courses also offer an alternative for students who may live near a campus or site, but who are
limited to when they can take classes. The Student Satisfaction Inventory (SSI) administered in 2012
showed that approximately half of all students reported working full- or part-time off campus. A 2009
survey of entering students also showed 74% of respondents planned to work during the semester.
More than 40% of entering students intended to work more than 20 hours/week, and 18% intended to
work more than 30 hours/week. Desire for a flexible schedule provides another reason why students
are motivated to take online courses and why CR should continue to expand and improve its distance
education program.
Institutional research indicates that online education is an effective way of offering quality education.
A recent review of student achievement across the institution showed that students achieved outcomes
at a similar rate in distance education courses compared to face-to-face courses. Only one out of seven
major academic areas resulted in somewhat lower outcome attainment ratings, and students in several
disciplines demonstrated outcome attainment at a higher level in online than face-to-face courses.
Table 2 Learning Outcome Attainment Course success and retention of students in online courses is somewhat lower than in face-to-face
courses, but the gap is no larger at CR than it is on average across the state. In fact, success in online
courses is closer to that of face-to-face courses at CR than for many peer institutions.
Figure 4 Success & Retention in Online vs. Face‐to‐Face Classes College of the Redwoods
Academic Senate Sept. 5, 2014
Page 111 of 159
Substantive Change Proposal – Distance Education
Page |7
Description of the Change in Delivery Mode
CR is requesting approval to offer more than 50% of the following 11 degrees and 15 certificate
programs in one or more distance modalities. Appendix A provides a matrix of the currently approved
courses, and remaining courses to be approved in each of the programs.
AA degrees with the following specializations:
Business
Behavioral and Social Science
Humanities, Language & Communication
AS degrees with the following specializations:
Medical Assisting
Computer Support Specialist
Office Professional
General Business
Early Childhood Education-Preschool
Hospitality Management
Restaurant Management
Digital Media
CIS Networking
ADT degrees with the following specializations:
ADT-Psychology
ADT-Early Childhood Education
ADT-Mathematics
ADT-Studio Arts
ADT-History
ADT-Political Science
Certificate Programs:
Medical Assisting
Medical Assisting expansion into records, billing, and scheduling certificate
Rural Health Technician
Paramedic
Management & Supervision
General Business
Medical Office Business Skills
Bookkeeping
Payroll Clerk
Early Childhood Education
Hospitality Management
Restaurant Management
Digital Media
CIS Networking
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 112 of 159
Substantive Change Proposal – Distance Education
Page |8
Planning Process
Relationship to Institutional Planning
Input into the ongoing planning for College of the Redwoods has been gathered from K-12 school
districts, baccalaureate granting universities, employers and community partners. These groups
advocated for distance education during the development of CR’s 2007-12 Strategic Plan, which
identifies Goal 5: Ensure Student Access to “increase distance and online educational opportunities.”
Recognizing that distance education was critical to both the Strategic Plan and the Education Master
Plan, in 2008 the President/Superintendent hired consultant Andy Howard to work with administration
and faculty to develop a Distance Education Action Plan. This plan called for expanding online course
offerings and developing a system that ensures that the District had a cadre of qualified online
instructors available to support the distance education curriculum. Efforts to reach these goals resulted
in growth in online course offerings an enrollment. At that same time a cross-constituent committee of
faculty, staff, and administrators was formed to make recommendations around distance education
organizational structure, goals, and needs.
The Distance Education Action Plan also recommended developing administrative policies and
procedures to support distance education growth. This recommendation is satisfied by including DE in
ongoing Education Master Planning efforts. The 2012-2017 Education Master Plan contains goals
related to enhancing distance education and technology in teaching (Appendix B). These goals are
regularly evaluated as part of the integrated planning process through the use of an indicator database
which the Office of Institutional Research updates annually.
Figure 5 Planning Indicator Database College of the Redwoods
Academic Senate Sept. 5, 2014
Page 113 of 159
Substantive Change Proposal – Distance Education
Page |9
Institutional planning has motivated the District to develop and implement curricula that respond to
student learning needs, provide broader access to our rural populations without access to a training
site, and respond to economic realities and identified workplace “targets of opportunity.” Distance
education helps the District address this important planning initiative.
Assessment of needs and resource
The College purchased a learning management system in 2003, and began offering online courses on
an experimental and voluntary basis. As student demand increased, and as more faculty volunteered to
try this delivery modality, the number of course sections and enrollments increased dramatically.
Figure 6 Investment of distance education resources was reduced as the District went onto Show Cause
accreditation sanction, although enough resources were consistently invested to sustain current course
offerings and maintain the DE platform while the college addressed financial stability issues. In
addition, following the recent removal of accreditation sanctions and the development of a balanced
financial plan, the District has devoted more resources to DE.
The administration has reallocated funds to hire a full-time faculty DE director, a half-time faculty DE
coordinator, and a full-time instructional support technician technologist to support distance education.
Additionally, the administration has developed a new Innovation and Training Center that will ensure
that appropriate professional development opportunities exist to support distance education (i.e. online
faculty evaluation, video conferencing, online course development, online course delivery training,
student engagement, etc.) Clearly, establishing a strong Distance Education Program represents a
substantial investment in personnel to support faculty and students and is a testament to the District’s
recognition that distance education is a critical component in improving access to the curriculum.
With this high level coordination and support effort, the District feels confident that it will be able to
address DE related issues as they arise and, more importantly, anticipate future needs so they can be
identified in the annual DE program review process.
The District has also reallocated funds to pilot a new Learning Management System (LMS) this fall. A
task force of faculty and staff worked diligently during spring 2014 to demo and gather feedback for
several LMS competitors because of a lack of satisfaction with our current LMS. The task force
recommended Instructure’s CanvasTM platform, and twenty-five faculty volunteered to pilot Canvas in
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 114 of 159
Substantive Change Proposal – Distance Education
P a g e | 10
fall 2014. The task force believed that students’ top priority of wanting an intuitive LMS will be met
with Canvas, and should relieve some burden on technology and other service areas to support
students.
Information Technology services will continue to support the distance education mission, as they have
in the past, by operating the LMS. This support includes integration of student information services
and the learning management system, coordination with the Distance Education department to provide
appropriate web page links to services, and technical support to both students and faculty regarding
access issues and general computer questions for using distance education software.
As Distance Education continues to expand, it represents an increasing portion of the college’s overall
FTES. As evidenced by recent faculty surveys, 66% of full time faculty and 72% of part time faculty
support an increase in online education offerings. Online course offerings have wide appeal to CR
students, and they have options as to where they can take these courses. Approximately 45% of
students surveyed in fall 2013 reported that they were likely to take online courses from another
college if CR doesn’t offer the program they want. These results indicate a clear desire for students to
receive online education to complete their programs.
Anticipated effects and benefits
College of the Redwoods anticipates significant positive effects from its work to deliver more than 50
percent of a program online. CR anticipates:









Increasing district wide collaboration on degree, certificate and course development
Increasing student interest in completing course and program work
Increasing availability of courses needed for program completion
Increasing access to coursework for students in remote areas of our district
Increasing access for students with physical limitations and other disabilities
Increasing availability of student support services through the college website
Increasing access for students from communities outside our district
Increasing interest among faculty to engage in and adopt new course delivery technology
Increasing degree and certificate completion due to an expansion of sequential course
availability
Planning process for the change
The District created a DE Advisory body in 2010, which has evolved into the Distance Education
Planning Committee. The charge of the committee is:
“to serve as a resource to the Distance Education department; to make recommendations to Academic
Senate, faculty, staff and administrators in matters of policy, practice and pedagogy regarding distance
learning and technology-enhanced instruction; to assist faculty and staff in learning about and
integrating technology and distance learning into the curriculum; to plan and implement innovative
and creative opportunities that use distance learning to meet the diverse needs of the District’s
students.”
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 115 of 159
Substantive Change Proposal – Distance Education
P a g e | 11
The planning committee met, with representatives from key areas of the college, ten times during the
2013-2014 academic year to provide leadership to the institution regarding issues such as faculty
certification of online instruction, instructional support and technology support. The planning
committee also formed an LMS task force which led to the recommendation to pilot Canvas in the fall.
The committee will continue to advise the leadership of distance education planning for the District.
Evidence of Analysis and Provision of Institutional Resources
Adequate and accessible student support services
CR has implemented practices to ensure that the same level of services and support are available for
online and on-campus students. All students can access the following services through the CR website:
Application for Admission; Class Schedule; College Catalog; Financial Aid Services including the
online application for the Board of Governors Grant (e-BOGW); and the online course registration
system.
CR’s Student Support Services Program (SSSP) plan which will be submitted this fall 2014 outlines
the college’s ongoing delivery of online an orientation. This orientation delivers the same outcomes as
face-to-face orientation, and includes the outcome that students demonstrate proficiency with CR
technology tools including student email and online registration system, and the district’s online
learning management system. The SSSP also provides various counseling, advising, and other
educational planning services online, in person, individually and in group settings.
Other services available online to help students progress to their education goals include: career
exploration and job search resources, transfer resources, articulation agreements, library research and
program evaluation or degree audit. Assistance from counselors and advisors are available with all
aspects of the enrollment process via distance (phone and/or email). Special programs including
EOPS, DSPS, CalWORKs, Veterans, and TRiO provide services delivered through group sessions,
individual appointments, as well as online resources.
Due to fiscal limitations, the District no longer has a full-time advisor assigned to Distance
Education; however, all Counseling & Advising staff are trained to support students’ online learning
needs. In addition, advisors are available by phone for those who are new to technology and/or need
extra assistance to learn the technology to access services.
CR has an online application, registration and payment system used by all students. It also has an
online book ordering and payment system through the campus bookstore. Tutoring services are
provided online through a contract with tutor.com. This contract provides 24/7 individual tutoring
resources in 17 subjects, with an emphasis on subjects relating to English, Writing, and Math. This
service is available for all CR students, but is heavily used by distance students. Currently, the load
is approximately 200 tutoring hours per term used by distance students.
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 116 of 159
Substantive Change Proposal – Distance Education
P a g e | 12
Listed below are student services programs and a brief description of how they support the mission of
distance education.
Admissions and Records: Prospective students can apply to the college using the online services
available on the college’s website. Students can also register and pay for classes using Web Advisor
accessible from the college’s website. Admissions and Records, Counseling & Advising, and Special
Programs also provide phone and email support for student inquiries regarding distance education
courses.
Counseling and Advising Services: Students can get online information about the Counseling Center,
Transfer Center, CalWorks, and articulation, staff contact information and degree and transfer
requirements. The complete college catalog is available online.
Career Development and Student Employment: Information is available online to assist students in
their career planning. In addition, resources available at the Eureka campus are described. The
Employment Center advertises District and regional job announcements.
Financial Aid: Website information is available regarding scholarship programs and services including
downloadable forms and links. Staff contact information includes a financial aid services email
address.
Health Services Center: Information about health services available on the Eureka campus are posted
online.
Bookstore: The Districts contracts with Follett Higher Education Group to deliver bookstore
services. A student can have their books shipped to a campus and/or site with no handling or mailing
fees or shipped to their home. Book orders can be placed online or in person at the Eureka campus.
Disabled Students Programs and Services (DSPS): The DSPS website offers a description of its
services, related publications, and web links to relevant information and a DSPS Student Online
Orientation. DSPS Staff inform DE instructors of students requiring accommodations and provide
assistance and support to students and faculty alike. DSPS Staff also consult with faculty to provide
accessible courses in compliance with Federal, State, and Board of Trustees regulations. For example,
specific instructions how to create accessible online documents and web pages are available to faculty
online.
Library: The Library, located on the main Eureka campus, provides reference and instruction services
by a professional reference librarian. A rich range of electronic, audio-visual, and print resources are
available to support on-site and distance curriculum alike. Computers are available in the Library for
those DE students who use the Eureka campus or branch libraries in Del Norte and Mendocino.
Electronic books and online databases are accessible from off-campus. On-campus and distance
education student and faculty access to resources is an important part of the CR Library mission.
Online resources accessible from the library to support all students and faculty include:
AccessScience, Britannica Online, CountryWatch, CQ Researcher, EBSCO Databases, GALE Small
Business Resource Center, NetLibrary E-Books Collection, NewsBank, NoodleTools, Project MUSE,
ProQuest, STAT!Ref Medical E-Books, and, of course, the CR Online Library Catalog. Information
about these databases is available at (http://www.redwoods.edu/eureka/library/onlinedbs.asp), and
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 117 of 159
Substantive Change Proposal – Distance Education
P a g e | 13
there is a web page that faculty may integrate into their LMS sites. Handouts describing proper use of
MLA and APA styles to write papers and cite sources are also available on the Library website.
Academic Support Center: The Academic Support Center (ASC), located in the Learning Resource
Center, provides proctored testing services for distance education courses. The Eureka campus ASC is
equipped with group and individual testing rooms. In addition, there are computers dedicated for
testing purposes. Similar services are available at the Del Norte, Mendocino Coast, and
Klamath/Trinity locations.
Online Classes Website: With a link to the CR homepage, the “online classes” website provides an
introduction to online education. In addition there is a link for students to assess their online readiness.
A schedule of online classes is available, which includes links to specific course information created
by instructors. This website is managed by the DE coordinator.
Ongoing Technology Assessment and Upgrades: The College began using Blackboard in 2003 and has
consistently committed funds both for licenses and training for faculty, as well as IT support of a
single server installation. Based on the need for funding sustainability, the College changed to an open
source Learning Managing System (LMS) named Sakai. Sakai was implemented in summer 2009 in a
dual-server hosted environment. Due to subsequent problems with technical support and faculty
dissatisfaction, as evidenced by surveys and direct faculty interaction, Sakai will be discontinued. The
College has adopted Canvas to be fully implemented by January 2015.
Captioning Services: Federal, State, and Board of Trustees’ regulations require the captioning of all
DE courses. Beginning fall 2006, the District committed to the live captioning of televised distance
education courses and videos offered online. These mandated services were made possible by
continuous grants from CCCLive Captioning.
Sufficient and qualified faculty, management, and support staff
Oversight of the DE program has been assigned to a full-time Director of Distance Education. This
position co-chairs the DE Committee along with a faculty member. The DE Committee is made up of
a cross representation of District employees; academic advisors, faculty who are assigned by the
Academic Senate, the Director of Institutional Research, the Accreditation Liaison Officer, as well as
representatives from technology departments. This group informs the other functional planning
groups, as well as administration and the Academic Senate, of the resources and actions that need to
take place to meet accreditation standards. The District committed additional resources to the Distance
Education Program by hiring an Instructional Multi-Media-Developer III to enhance course delivery
and provide training resources to faculty and staff. This staffing structure will ensure that the required
faculty selection and training process are effective and well institutionalized. Each academic
administrator will be required to complete the same DE training as the faculty who teach online. The
academic administrators are responsible for enforcing the requirement that all faculty assigned to teach
online courses are trained and certified to do so.
In addition to the personnel in the DE department, the Information Technology department provides
technical support staff to administer the learning management system, provide integration between
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 118 of 159
Substantive Change Proposal – Distance Education
P a g e | 14
student information systems (Datatel) and the learning management system, and provide level one
support for faculty and students with access and basic computer integration questions.
Figure 7 Distance Education & Information Systems Organization Chart Vice President for Instruction and Student Development
Keith Snow‐Flamer, Ph.D.
Director of Information Systems
Director of Distance Education
Angelina Hill, Ph.D.
Mark Renner, M.S.
Faculty Coordinator of
Distance Education
Mark Winter, Ph.D.
Systems Operator
James Hays
Distance Education Technical Specialist Reno Giovannetti (temp)
Physical Resources
In 2002 College of the Redwoods opened the 39,000-square-foot Learning Resource Center (LRC)
which combines a traditional and electronic library with 140 general-use computers, a distance
education classroom capable of broadcasting classes over cable TV and to other College of the
Redwoods campuses, an Academic Support Center, a Writing Center, and a High-Tech Center for
students served by the college’s Disabled Students Programs and Services. This facility provides a
wide variety of tutorial and instructional support activities and media services to College of the
Redwoods students and the surrounding communities. The LRC was conceived and designed to be a
focal point of teaching and learning. This modern, integrated learning center enables the college to
significantly enhance the learning opportunities it is committed to providing for the citizens of the
North Coast. The Del Norte and Mendocino Coast campuses also have Learning Resource Centers
with similar capabilities, though not as large as the Learning Resource Center on the Eureka campus.
Their connection to the Eureka campus provides access to all resources.
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 119 of 159
Substantive Change Proposal – Distance Education
P a g e | 15
In addition, each district instructional site contains at least one computer lab for site-based access to
the Internet and an equipment loan program, managed by administrative staff at each location, for
faculty and staff that can be used for training, workshop development, and conference attendance or
presentations. This equipment includes check out of laptops, projectors, digital recorders, and digital
cameras.
Technology Resources
All campuses and instructional sites have wide area network access to the college’s central network
and the college’s Internet gateway. Students have web-based access to course registration, advising,
and tutorials at each instructional site and anywhere they can access the Internet (e.g., home, local
libraries, smart phones, Internet cafes, etc.)
The Sakai/Canvas learning management systems are hosted remotely. These learning management
systems provides a secure, and scalable hosting environments. Using the College’s course delivery
systems (Sakai/Canvas), faculty and students access courses anywhere there is internet access. Faculty
and students can get assistance from a “help desk” staffed by IT personnel. IT personnel also staff and
support Sakai/Canvas functions. IT hours are limited to M-F during normal business hours, although
they provide emergency “on call” services for the College’s web services including Sakai/Canvas.
The District recently implemented a voice over IP system using Cisco technology. This new
technology has allowed CR to purchase and start installation on a number of Cisco Webex-Enabled
Telepresence systems. Hardware for this system has been purchased for each campus location, and full
implementation is scheduled for the end of fall 2014.
Administration and Governance
The Distance Education Program has adequate Administrative oversight and management. A Director
of Distance Education oversees general operations, including contracts, budgeting, personnel, and
maintenance of all related support structures. The Director reports to and coordinates extensively with
the Vice President of Instruction and Student Development. The Director will interface regularly with
the Academic Senate and its committees. All technology matters are handled jointly by the Office of
Instruction and Student Development, and the Information Systems Department which is directed by
the Director of Institutional Effectiveness under the supervision of the President. Both the Director of
Distance Education and Distance Education Faculty Coordinator have a variety of participatory roles
in distance education governance matters pertaining to the District, the Board of Trustees, the DE
Steering Committee, and various faculty governance committees.
Personnel Resources
College of the Redwoods has made a serious institutional commitment to distance education as
demonstrated through the organizational structure that supports administration, training and technical
support. Distance education is under the authority of the Vice President of Instruction and Student
Development. A total of 2.5 full time equivalent staff have been permanently assigned to the Distance
Education Office. This includes 1.0 FTE DE Director, .5 FTE faculty DE Coordinator, and a 1.0 FTE
Distance Learning Technician. This comprehensive staffing structure will ensure that the required
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 120 of 159
Substantive Change Proposal – Distance Education
P a g e | 16
faculty selection and training process are effective and well institutionalized. Each Division Dean will
be required to complete the same DE training as faculty who teach on line and those faculty who will
be evaluating other faculty teaching on line. The Division Deans will be responsible for enforcing the
requirement that all faculty assigned to teach online courses be trained and certified to do so.
Hiring of quality faculty
The college maintains the same employment requirements when hiring faculty teaching distance
education courses as for faculty teaching face to face at on-campus sites. All full-time faculty hires are
approved by the Board of Trustees. Associate faculty must meet the minimum qualifications in their
respective disciplines. Associate faculty hiring decisions are made by the academic Deans in
accordance with HR hiring policies, and following Faculty Contract guidelines. Faculty office hours
can be on-site or online using information technology tools such as real-time chat or web conferencing
tools like CCCConfer.
All online instructors are expected to meet minimum standards for teaching online (see Appendix C).
Faculty certification for online instruction will be monitored by the appropriate academic
administrator with the assistance of the DE Director and Faculty Coordinator.
The faculty evaluation criteria and student evaluation form are the same for online classes as for faceto-face classes. AP 4105, Distance Education, requires that instructors teaching online classes shall be
systematically evaluated using criteria applied to all classes, in addition to criteria specific to online
instruction. Through the District contract negotiation process, an online version of the student
evaluation tool for instructors was developed and members of the evaluation committee are given
access to online classes to conduct peer evaluations.
Feedback on the effectiveness of online instruction is communicated to division deans. In rare cases
where there are technology limitations or issues with instructor communication or feedback, students
are asked to inform their instructor. Issues that are not resolved at the department level are brought to
the attention of the division dean. Deans work with the instructor and support staff, if necessary, to
resolve student concerns. If the student concerns are still not resolved, there is a formal grievance
process that moves from the Dean to the Vice President of Instruction. This process is identical for
problems encountered in on-campus classes and, as of July 1, 2014 will be available fully online
through the CR home page.
Professional Development for Faculty and Staff
Faculty training for online delivery is an integrated part of the Innovation and Development Center.
Faculty development in appropriate pedagogy and technology use is available through the @ONE
Chancellor’s Office project which provides online and hands-on training in distance education
pedagogy. Technical development and assistance has been provided through College of the Redwoods
IT department.
Faculty development has been substantially enhanced to include these previous methods along with
additional on campus training, online training and tutorials focused on best-practices and the College’s
DE policies and procedures, ongoing micro-training opportunities around specific topics of best
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 121 of 159
Substantive Change Proposal – Distance Education
P a g e | 17
practices and new technology options, as well as one-on-one training opportunities during course
design and development. Faculty at district campuses and sites outside of Eureka also have access to
all these same opportunities through online courses, interactive video training via Cisco Telepresence,
and WebEx-enabled web-conferencing.
For self-paced learning, both faculty and staff have access to video and web-conference recorded
trainings, web-based tutorials, frequently asked questions, and text-based help files. These are
generated and/or updated every semester as new needs are identified or changes in the learning
management system are implemented.
Online instructors participating in the Canvas LMS pilot received formal training from Canvas to
effectively use the LMS, and they were invited to work together in groups so that those experienced
with the tool could instruct others. All pilot members, along with everyone teaching an online class is
encouraged to meet with our DE Learning Technician, as well as with the DE Faculty Coordinator for
assistance developing effective online course materials. The LMS Task Force continues its role of
training and support work during both phases of the Canvas rollout: a) Pilot (fall 2014) and fullDistrict rollout (spring 2015).
Sustainable fiscal resources
An operational budget was first established for CR’s DE program in 2009-2010. The budget is
currently defined to meet anticipated expenses in each subsequent year through 2015-2016 as part of
our long term institutional financial planning. Included in the DE Program budget are the costs of
Sakai hosting, Canvas Pilot hosting, DE Program staff salary, salaries of faculty reassigned to support
the Distance Education Program, Administrative cost to oversee the DE Program, local professional
development expenses for faculty and staff, office expenses, DE computer and software additions and
upgrades. A small portion of the faculty development budget was established for small scale software
and hardware purchases that will enhance their ability to develop and deliver quality online courses.
Personnel costs associated with benefits and overhead of DE Staff, salaries and overhead of
Information Technology Division support, student services support and Library support for the
distance delivery all fall within the institutional budget for salaries and equipment related to general
district-wide program administration.
Budget analysis
Recent investment in online delivery will allow College of the Redwoods to expand degree offerings
and transfer degree capabilities to a larger market throughout the region. The DE program will help
provide revenue for increasing the number of quality courses, student services, and degrees and
certificates available to students in the district and region. This increase in offerings and availability of
offerings will significantly bolster enrollment allow the district to more consistently meet current
enrollment targets and apportionment generated funding levels.
Responsiveness to current and potential industry Targets of Opportunity is essential in meeting the
educational needs of the community. College of the Redwoods has analyzed economic data for the
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 122 of 159
Substantive Change Proposal – Distance Education
P a g e | 18
North Coast and participated in surveys and committees which identified key targets of opportunity for
employment both now and in the future. The ability to meet the needs of the community will require
extensive development of online delivery options. This delivery methodology not only provides
access to a significantly wider population, but it also provides important skill building in the use of
technology and how to be a life-long learner in our knowledge economy that is critical to the types of
positions that are most likely to provide family wage jobs and longer term stability in the North Coast
region.
Upgrade of equipment and software is a part of the regular budgeting process. This includes the ability
to keep current with computer technology and to have an environment which tests new technologies
and, based on faculty and staff input, provides for appropriate distribution of development software to
take advantage of those technologies for the enhancement of quality in course development and
delivery. Decisions and ongoing budgeting for upgrades are part of the Integrated Planning Process
which includes program review requests from instruction, long term technology planning from the
Technology Planning Committee, prioritization of technology requests from the Technology Planning
Committee, budget prioritization and allocation from the Budget Planning Committee, and approval or
rejection by the Board of Trustees in the final budget approval process.
Plan for monitoring achievement of outcomes
The district currently evaluates student learning outcomes across all instructional modalities. Student
Learning Outcomes (SLOs) in all courses are formally assessed within a two year assessment cycle.
The assessment report contains a mechanism for faculty to indicate the specific mode of instruction for
the assessment results reported. Instructors indicate the extent to which students exceed, meet, or fail
to meet expectations for each outcome. These results are stored in a database from which reports are
generated comparing student achievement of outcomes across learning modalities. A recent review of
student achievement showed that students were achieving the outcomes at a similar rate in distance
education courses compared to face-to-face courses.
The institution holds assessment dialogue sessions each year so that faculty can review achievement of
learning outcomes and devise plans for improving performance in the future. The assessment
committee held a dialogue session during spring 2014 to collectively review performance in DE and
compared to other modalities.
Success and retention rates were reviewed last year in several discussion venues. A comparison of
achievement in DE courses vs. non-DE courses was reviewed by the Enrollment Management
Committee, and presented to the District as part of an institutional planning discussion at Convocation
(Appendix D). Success and retention is lower in DE courses compared to face-to-face courses. Many
of the initiatives to develop a Distance Education Program in support of students taking DE courses
will address this trend seen across the state.
Outcomes achievement in DE courses is also evaluated as part of the program review process. The
program review dataset developed for each instructional area contains achievement data (success and
retention by equity group) that is disaggregated by location (Appendix E). The virtual campus is
included as a location and consists of performance in all distance education courses, which can be
compared to performance in face-to-face courses at the various physical campus locations.
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 123 of 159
Substantive Change Proposal – Distance Education
P a g e | 19
Evaluation, assessment, and plans to increase student success, retention, and completion
Distance education planning, including assessments of needs and resources, rises from two areas in the
current structure: 1) from faculty who see a need and have a desire to offer more distance education
options in their discipline; and 2) from the Distance Education department which tries to identify
programs and certificate programs that seem to be popular and are most frequently requested by
students to be fully online.
Planning related to distance education is also within the purview of several participatory governance
committees, and is analyzed annually through the program review process. The Distance Education
Committee is responsible for identifying program and support needs for students, faculty and staff.
The Instructional Council is primarily responsible for determining program level needs and identifying
the numbers of sections offered in which disciplines, locations, and modalities across the district. The
Technology Planning Committee (TPC) is responsible for updating the three-year Technology Plan,
providing the technology infrastructure for the College in support of instruction and student services.
The TPC has been involved in planning College of the Redwoods’ distance education technology,
equipment, and infrastructure needs, including development of and improvements to the college’s
website and District faculty and student resources. Finally, college resource allocation is overseen by
the Budget Planning Committee. This participatory governance committee coordinates planning and
budget allocation for the college, and is tasked with allocating resources in support of distance
education.
Internal and External Stakeholders
College of the Redwoods adheres to all required internal and external regulations, and approval
processes as required by the college’s Board of Trustees, Shared Governance bodies of the college,
Title 5, Ed Code and ACCJC. This includes State and Federal laws and policies, CR Board policies
and administrative procedures related to course and programs development and delivery.
College of the Redwoods adheres to internal policies and procedures for all instructional delivery
regardless of delivery method.
Approval processes and compliance with policies and regulations
To be approved for delivery, all course curriculum, including all DE course Curriculum, must be
reviewed through the 5 year curriculum review process pursuant to Title 5, section 55201. After
courses are approved by the department/division, the College Curriculum Committee reviews each
proposed and existing course offered through DE separately in accordance with the provision of Title
5, sections 55002, 55200, 55202, 55204, and 55206.
Per Administrative Procedure 4105 Distance Education (Appendix F), each section of a course
delivered through distance education shall include regular effective contact between instructor and
student. The College requires that the instructor responsible for course development and Curriculum
Committee approval define “regular effective contact” through the DE Addendum; Title 5, Section
55206 requires that each proposed or existing course, if delivered by DE, shall be separately reviewed
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 124 of 159
Substantive Change Proposal – Distance Education
P a g e | 20
and approved according to a District’s course approval process. The College has a local policy for
regular effective contact (Appendix G).
Documentation of contact hours in distance education courses
The Redwoods Community College District has codified the guidelines on contact hours and credit
awarded in the college’s operational procedures. An amount of work represented in the intended
learning outcomes and verified by evidence of student achievement that reasonably approximates not
less than one hour of classroom or direct faculty instruction and a minimum of two hours of out-ofclass student work each week for approximately fifteen weeks for one semester hour of credit, or the
equivalent amount of work over a different amount of time.
For asynchronous online courses, where no classroom instruction takes place per se, the assignment
of credit hour is based on the equivalent amount of work as represented by the definition above. An
existing face to face course may be taught in an online format for the same credit hours provided the
amount of work expected remains the same per Title 5 section 58003.1(b). For asynchronous online
courses, contact hours are defined as the credit units awarded for the course, as stated in Title 5
section 58003.1(f)(1).
Instructors are asked when they develop an online course outline approval form, to describe what
students in the course may do in a typical week, what the nature and frequency of instructor to student
interaction will be and the nature and frequency of student to student interactions. The online course
approval form asks specifically how the course design will ensure regular effective contact by means
of activities such as discussion forums, weekly announcements, and instructor-prepared materials.
Student authentication
Administrative Policy 4105 states that the Chief Instruction Officer (CIO) shall authorize one or
more methods to authenticate or verify the student’s identity approved by federal regulation. For the
Redwoods Community College District (RCCD), authentication uses secure credentialing/login and
password within applicable course management systems, which is specifically referenced in the
federal regulation as an appropriate and accepted procedure for verifying a student’s identity. The
importance of authentication is stressed throughout faculty professional development training
programs. Technical strategies for authentication is an area that the Distance Education Committee
has been reviewing by examining tools offered by a number of vendors to determine their feasibility
and potential for verifying student identity in distance education.
All students who are enrolled in distance education courses at College of the Redwoods are issued a
username and password for secure access to Sakai/Canvas. The username and password are
generated from the student information system registration rosters and are unique to each student.
Access to the user database for assisting students with login issues is restricted to several key staff
members of the distance education department and to the Information Technology Helpdesk
personnel.
Until a tested and proven secure authentication system beyond username and password is identified,
the Distance Education department promulgates practices that discourage academic dishonesty such as
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 125 of 159
Substantive Change Proposal – Distance Education
P a g e | 21
plagiarism, unpermitted collaboration, unauthorized help, impersonation and cheating among online
students. At present, the District is confident that AP 4105, DE Course Proposal Form, Substantive
Change Proposal Form for Degrees and Certificates with 50% or more of the courses as DE, Regular
Effective Contact Policy, and Proctoring Policy will mitigate student authentication issues.
Evidence of Meeting June 2014 Eligibility Requirements
Reference: http://www.accjc.org/wp-content/uploads/2014/06/Eligibility_Requirements_Adopted_June_2014.pdf
1. Authority
College of the Redwoods’ authority to operate as a degree granting institution is the accreditation by
the Accrediting Commission for Community and Junior Colleges of the Western Association of
Schools and Colleges, an institutional accreditation body recognized by the Commission on
Recognition of Postsecondary Accreditation and the United States Department of Education. This
authority is noted in the College Catalog and on the college website.
2. Operational Status
The College is in full and continuous operation. Students are actively pursuing the degree programs
offered by the institution. Courses have been offered using the online modality on a continuous basis
since 2006. Students are enrolled in a variety of courses that lead to two-year degrees, certificates of
proficiency, specializations, skills certificates, transfer degrees, and community education courses.
3. Degrees
The majority of College of the Redwoods’ offerings are in programs that lead to degrees as described
in the College of the Redwoods’ Catalog. All degree opportunities, certificate programs, transfer
courses, and community education programs are clearly identified in the college catalog and reiterated
in the schedule of classes each term.
4. Chief Executive Officer
The President/Superintendent of the college is recommended by the faculty and selected by the Board
of Trustees. Kathryn G. Smith is the President/Superintendent of the Redwoods Community College
District, and the college’s chief executive officer. Her primary responsibility is to the institution. She
is very committed to the long term commitment to increasing student access through on line course
delivery.
5. Financial Accountability
The college is audited on an annual basis by an independent audit firm. The firm is selected by
evaluating the scope of their experience, the size of the firm and their ability to provide backup
personnel and a wide range of expertise. References are carefully evaluated. The audit firms employ
Audits of Colleges and Universities, published by the American Institute of Certified Public
Accountants. The Governing Board reviews the audit findings, exceptions, letter to management, and
any recommendations made by the contracted audit firm.
6. Mission
The mission statement of College of the Redwoods was evaluated and revised by a task force
consisting of faculty, administrators, and representatives from external stakeholders during the 2008
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 126 of 159
Substantive Change Proposal – Distance Education
P a g e | 22
accreditation process and approved by the Board of Trustees. The mission statement may be found on
the College of the Redwoods website, in the College Catalog, in the Strategic Plan, and is one of the
elements in the Education Master Plan. The Mission Statement is reviewed every five years as part of
the Coordinated Planning Council change process. The Distance Education Program is well aligned
with the college’s mission.
7. Governing Board
College of the Redwoods is governed by the Board of Trustees, which consists of eight area
representatives. The area representatives are divided into geographical districts which encompass
10,000 square miles, including all of Del Norte and Humboldt counties, and the residents of coastal
Mendocino. In addition the Board has one non-voting student trustee member who is seated with the
Board and recognized as a full member of the Board at meetings. The student member is entitled to
participate in discussion of issues and receive all materials presented to members of the Board (except
for closed session).
Trustees are elected to the Governing Board by qualifying voters in their area. They are elected for
four-year terms commencing on the first Friday in December following the election (BP 2100). The
terms of trustees are staggered so that, as nearly as practical, one half of the trustees shall be elected at
each trustee election. The student trustee serves a term of one year (BP 2105) and is elected by a
plurality vote of those voting in a regular election of the student body (AP 2105).
The Governing Board holds monthly meetings open to the public with notices and agendas widely
posted in advance. In order to be accessible to members of the large tri-county area, the Board holds
one annual meeting at the Del Norte Campus and one at the Mendocino campus respectively. The
agenda contains an oral comments section for community comment. The College administration and
Academic Senate provide reports to the Board on a regular basis.
8. Administrative Capacity
College of the Redwoods is staffed by a sufficient number of administrators to provide the services
necessary to support the college’s mission and purposes. Administrators are selected competitively and
all possess the appropriate preparation, qualifications, and experience to fulfill their roles. In addition,
this distance education proposal is supported by administrative and support staff under the Vice
Presidents of Instruction and Student Development, as well as the President/Superintendent of the
college.
9. Educational Programs
College of the Redwoods’ educational programs are consistent with its mission, are based on
recognized fields of study, are of sufficient content and length and maintain appropriate levels of
quality and rigor for the degrees and programs offered. Basic skills programs in reading, writing and
math help students develop the proficiencies necessary to advance to college-level curricula or to
qualify for entry-level employment. Those with limited English proficiency may enroll in ESL
courses. All programs are developed based on needs assessments and recommendations from
discipline experts and input from industry advisory committees and transfer institutions. Students are
required to show evidence of identified achievement outcomes to complete degrees and certificates.
The college’s degree programs are a minimum of 60 units and are two years in length. The availability
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 127 of 159
Substantive Change Proposal – Distance Education
P a g e | 23
of programs via distance education modalities will greatly enhance educational opportunities for our
students.
College of the Redwoods has 28 academic programs, run through 43 departments that lead to degrees
and certificates. These departments offer seven A.A. degrees, 32 A.S. degrees, and a transfer degree.
In addition, 56 certificate programs are offered including both certificates of achievement and
certificates of completion. Data for the number of degrees and certificates awarded over the past five
years is available at the College of the Redwoods Institutional Research web site:
http://redwoods.edu/District/IR/Reports.asp .
10. Academic Credit
Academic credit is based on Title 5 – 55002.5 of the California Administrative Code.
11. Student Learning and Student Achievement
College of the Redwoods defines and publishes course learning outcomes in the course outline of
record, in the course syllabus, in the college catalog, in occupational brochures, and in instructional
planning documents that are reviewed and updated annually. The college catalog, available both
online and in printed from through the bookstore, defines expected student learning and achievement
outcomes. The catalog includes course and program prerequisites, course numbers, names, and units,
as well as descriptive course and program information.
Student achievement data is tracked and published on the District’s Institutional Research website.
Program Review includes an assessment of students’ achievement of outcomes. Student learning and
achievement are developed and assessed using the same criteria for online and on-campus classes.
12. General Education
General education courses have the required breadth to promote intellectual inquiry. These courses
include demonstrated competence in writing and computational skills and serve as an introduction to
major areas of knowledge (Title 5 – 55806). The quality and rigor of these courses is consistent with
the academic standards appropriate to higher education. The general education component of programs
is consistent with statewide standards.
College of the Redwoods has defined consistent learning outcomes for students who complete general
education courses that are consistent with levels of quality and rigor appropriate to higher education.
Expectations for quality and rigor are consistent regardless of delivery modality.
13. Academic Freedom
The College’s Board of Trustees has adopted Board Policy (BP) 4030 Academic Freedom that is
included in the faculty handbook and states in conclusion:
“It is the responsibility of the Redwoods Community College District to provide an institutional
environment that encourages academic freedom and instills respect and commitment to the obligations
required to maintain these freedoms.”
A philosophy statement of the District’s commitment to academic freedom is also included in the
College catalog with includes language declaring:
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 128 of 159
Substantive Change Proposal – Distance Education
P a g e | 24
“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.”
14. Faculty
College of the Redwoods has 76 full-time faculty and approximately 250 adjunct instructors teaching
for the Redwoods Community College District. The names, degrees, and years of employment of fulltime faculty are listed in the college catalog. The faculty serves approximately 9,000 students by
providing them with quality programs in transfer and occupational education and in the mastery of
basic skills and English as a second language. Faculty responsibilities are stated in the College of the
Redwoods Faculty Handbook and in the contract between the Redwoods Community College District
and the College of the Redwoods Faculty Organizations (CRFO).
15. Student Support Services
College of the Redwoods provides appropriate services to students and develops programs that meet
the educational support needs of its diverse student population. The college provides services in the
following areas: Academic Support Center, Admissions and Records, Career Development and
Student Employment Center, Child Care Services, Counseling and Advising, Course Articulation,
Financial Aid, Transcripts, Graduation Evaluation, Student Health Center and Services, Learning
Resource Center, Scholarship Office, Redwood Days Orientation, Campus Security, and the Sexual
Health Literacy Project. Special Programs include: CalWorks, California Student Opportunities and
Access Programs (Cal SOAP), Cooperative Agencies Resources for Education (CARE), Disabled
Students Programs and Services (DSPS), Extended Opportunities Programs and Services (EOPS),
Honors Program, International Students Information, the Transfer Center, and the Veteran's Program.
16. Admissions
The college’s admissions policies are consistent with its mission and conform to parameters outlined
in state law and college regulations. They are published in the college catalog, the schedule of classes,
and on the College of the Redwoods website. To enroll at College of the Redwoods, a student must
satisfy the published requirements.
17. Information and Learning Support Services
College of the Redwoods provides specific long-term access to information and learning resources and
services to support its educational mission. These resources and services are provided for and
delivered by many different divisions, departments, and centers, but in general they primarily are the
responsibility of the Library and Learning Resource Center as identified earlier in this proposal.
The financial resources of College of the Redwoods are sufficient to support student learning
programs and services and to improve institutional effectiveness. Fiscal planning takes place at both
the College and the District levels and is evaluated and modified as appropriate. Financial resources
support the mission and provide financial stability. Financial resources dedicated to online learning
have been allocated at the District level to meet the needs of students who elect to learn through
distance education throughout the 10,000 square mile rural district.
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 129 of 159
Substantive Change Proposal – Distance Education
P a g e | 25
18. Financial Resources
Most of the financial resources of the college come from the State of California. Additional funding is
obtained from federal, state, and private grant sources. All funds coming to the college are carefully
tracked and documented. The college maintains adequate reserve levels for contingencies. The college
maintains conservative financial management policies and practices that ensure continued fiscal
stability for the foreseeable future.
19. Institutional Planning and Evaluation
The 2012-2017 Strategic Plan and the Education Master Plan demonstrate the wide-ranging basic
planning for the development of the college, as does the recently approved 2014-2015 DE Annual
Plan. The results of goals, strategies and outcomes of the Education Master Plan are reviewed on an
annual basis. The Education Master Plan is considered a living document that provides a foundation
for decision-making, new program development, and may change to accommodate new information,
stakeholder needs, and technology access.
College of the Redwoods’ integrated process of planning, program review, assessment, budget
development and resource allocation consists of:









Regular review of the philosophy, mission statement, and institutional priorities.
Regular review of the criteria for faculty and classified staff hiring.
Prioritizing requests for instructional equipment over $500.
Prioritizing requests for facilities improvement, infrastructure, and maintenance.
Annual review of student learning outcomes as part of department program review and
planning processes.
Participating in the development of a district strategic plan and incorporating it into College
of the Redwoods’ planning process;
Recommending spending and hiring priorities for all schools in Instruction, all departments
in Student Services, and all departments in Administrative Services.
Completing the Budget Development Process.
Self-evaluating the planning, program review, assessment, and resource allocation process
against the themes (dialogue; student learning outcomes; institutional commitments;
evaluation, planning, and improvement; organization; and institutional integrity) in
preparation of the 2011 Accreditation Site Visit.
A variety of data sources are used to inform this process. The College of the Redwoods’ Institutional
Research office provides useful information related to program review and planning, including survey
results; comprehensive reports of student demographics and academic progress; data relating to access
such as course availability and prerequisite eligibility; and data relating to success such as student
retention, persistence, graduation, and transfer rates. The college also generates its own data through
the program review and student learning outcome assessment cycles, in which programs, including
student services and administrative services programs, are regularly assessed.
Budget data is provided by the college’s Administrative Services division, and includes an annual
review of the college’s current and expected budget, grants and contracts, and prospective funding
sources. College of the Redwoods’ institutional effectiveness is regularly evaluated through a series of
satisfaction surveys which solicit student, faculty, and staff feedback and through the collection and
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 130 of 159
Substantive Change Proposal – Distance Education
P a g e | 26
analysis of data on student demographics, success, persistence, degrees, certificates, and transfer. The
data is incorporated into the college’s planning processes, including program review. The institutional
effectiveness data and longitudinal student outcomes data is published on the district research website
and is accessible to the public.
In addition to following the same evaluation requirements of all programs, the Distance Education
Department will collect ongoing data on degrees and certificates that can be obtained in an online
format including:

Number of degrees earned annually.

Number of courses online annually.

A full review of enrollment and ARCC data for DE courses.

Review and assessment of baseline data versus percentage increase each year.

Access numbers and time on task while using a variety of student assistance resources,
such as help pages, orientation resources, and tutoring services.
20. Integrity in Communication with the Public
The mission statement of the college is clearly articulated in the College of the Redwoods catalog, on
the website, and in both the Strategic Plan and Education Master Plan. The college catalog, the district
schedule of classes, and the Distance Education web site within the college web site provides the
public with current information on degrees and curricular offerings, student fees, financial aid, refund
polices, admissions policies, transfer requirements, hours of operation and appropriate contact
information such as phone numbers and specific web pages where needed. The college also provides
information and reminders about various activities, such as school performances, or important
deadlines such as late registration and financial aid, by direct mail and email. The college works with
the local media to ensure publication of important dates and activities of interest in various community
and media calendars. The names and academic preparation of the faculty and administration are listed
in the back of the college catalog. The names of the Governing Board members are also listed in the
catalog. An effort to provide faculty and staff webpages with public information as to responsibilities
and preparation is underway.
21. Integrity in Relations with the Accrediting Commission
The Board of Trustees of College of the Redwoods provides assurance that the college adheres to the
eligibility requirements and accreditation standards and policies of the Commission in its policies
(Board Policy Manual, Section 1: Bylaws of the Governing Board) and actions and in its validation of
the Self-Study.
Evidence of meeting June 2014 Accreditation Standards
Reference: http://www.accjc.org/wp-content/uploads/2014/07/Accreditation_Standards_Adopted_June_2014.pdf
The college will hold all programs, courses, and all operations related to distance education to the
same standards and requirements as those for on-campus face to face classes.
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 131 of 159
Substantive Change Proposal – Distance Education
P a g e | 27
Standard I: Mission, Academic Quality and Institutional Effectiveness, and Integrity
A. Mission:
The Board approved Mission Statement, which guides College of the Redwoods, will equally apply to
the Distance Education Program and all DE students. The college has established a distance education
program aligned with the broad based purpose of the mission in meeting the needs of our students. The
Distance Education Program aligns with the college mission by further emphasizing the commitment
of putting students first and providing outstanding developmental, career and technical, and transfer
education that is specific to the needs of the greater student population.
B. Assuring Academic Quality and Institutional Effectiveness
In the conscious effort to support student learning, College of the Redwoods has established and
maintains a comprehensive institutional planning model that supports annual assessment and dialogue
at the course, program, division, and institutional levels. This process allows a comprehensive look
annually at those areas related to planning, program delivery and student achievement that are in need
of improvement. The Distance Education Program will be integrated into this planning and assessment
process to ensure an accurate review of program function and effectiveness.
The Distance Education Program will vastly improve our institutional effectiveness by providing
enhanced course, program, and student service access to students unable to physically be on our
campuses. The comprehensive planning and development of our Distance Education Programs is
consistent with and addresses our goals related to assuring academic quality and institutional
effectiveness.
C. Institutional Integrity
Complying with all of the Eligibility Requirements as set forth by the accreditor, College of the
Redwoods provides clear, accurate, precise and consistent information to the public about the college’s
mission, learning outcomes, educational programs and student services in its college catalog and on
the college’s website. The College of the Redwoods catalog and website describe the degrees and
certificates in terms of the expected learning outcomes, purpose, content and course requirements.
The College adheres to the accreditor’s requirements for public disclosure, institutional reporting and
prior approval of substantive changes.
Standard II: Student Learning Programs and Support Services
All programs proposed to be offered through the distance education mode are already offered through
the traditional on-campus mode of instruction. There are no differences in the general education,
major, or graduation requirements between the distance education and on-campus versions of the
programs. This Substantial Change Proposal is intended to address the mode of delivery of already
existing instructional programs. In addition, CR has procedures in place to ensure that the rigor,
breadth, objectives, learning outcomes, and academic quality of courses and programs offered in the
distance education mode meet the same standards of those offered in the traditional on-campus mode.
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 132 of 159
Substantive Change Proposal – Distance Education
P a g e | 28
Specifically, in accordance with California Code of Regulations (Title 5), the CR Curriculum
Committee separately reviews and approves each course proposed for delivery via the distance
education mode to ensure the following criteria are met (See Appendix B and D).
 Regular effective contact (regular and substantive interactions) is maintained between the
instructor and students through online or in person group or individual meetings, orientation and
review sessions, study sessions, threaded discussions, live chats, web conferencing, telephone contact,
email, or other activities.
 Effective pedagogical techniques appropriate to the distance education mode are used to ensure the
quality and rigor of instruction mirrors that of the on-campus version of the course.
 Appropriate technology is used to achieve the Student Learning Outcomes/objectives of the
course.
 Multiple measures are used to achieve and assess student learning, including reading, writing, and
critical thinking assignments along with objective testing.
 All delivery methods used are accessible to individuals with disabilities in accordance with state
and federal law.
A. Instructional Programs
College of the Redwoods offers high quality instructional programs, student services, and access to
learning resources that meet the needs of our student population regardless of delivery modality of
course location. The college will continue to offer high-quality instructional courses and programs via
distance education with the primary purpose of leading to AA/As degrees, transfer degrees, or to
improve access to occupational courses. Courses will adhere to the established course approval
process specific to DE courses, and adhere to the course outlines for use throughout the district, with
imbedded student learning outcomes that mirror those in the curriculum taught in campus-based
courses. All courses will be taught with the most appropriate pedagogy for the respective curriculum
of each course and with the use of state-of-the-art instructional technology. All sections will adhere
to the appropriate depth and rigor of those taught throughout the district and will be scheduled in
timeframes appropriate to the subject matter. The assessment of SLOs and PLOs for courses that are
delivered via DE will be included in the established assessment reporting and dialogue process
currently employed district wide.
All faculty include a statement about academic integrity in their course syllabus.

Student assignments are checked for plagiarism and for cheating through the Turnitin tool integrated within the learning management systems. 
All faculty require some type of written work from the student (e.g., papers, online discussions, exam essay questions). College of the Redwoods
Academic Senate Sept. 5, 2014
Page 133 of 159
Substantive Change Proposal – Distance Education
P a g e | 29

The majority of faculty use a variety of assessments (e.g., quizzes, projects, portfolios, group work). 
Information about avoiding academic dishonesty—for example, how to cite sources is included in most courses requiring written papers. 
High stakes exams (i.e., midterms and finals) can have a time limit set. In addition, faculty may choose to randomize the quiz or exam questions so that no two students receive the same set of questions. 
Some instructors choose to do only proctored exams at an instructional site or an arranged exam site (e.g., military facility, church, K‐12 school). 
Many instructors require multi‐part projects or progressive submissions of in‐process work. This allows the instructor to recognize student’s work through trends and writing styles. 
Some instructors engage their class in peer reviews of essays, including asking students to explain their work in the class discussions. These strategies for promoting academic integrity and student verification reflect those
reported in “Best Practice Strategies to Promote Academic Integrity in Online Education, Version 2.0,
June 2009, http://wiche.edu/attachment_library/Student_Authentication/BestPractices.pdf .
In accordance with California Code of Regulations (Title 5), all courses and programs, regardless of
delivery method, are approved by the College of the Redwoods Curriculum Review Committee prior
to submission to the Board of Trustees and the California Community Colleges System Office. These
bodies ensure that all courses and programs are appropriate to the mission of College of the
Redwoods; serve a demonstrable student need; meet quality standards, are feasible to offer with the
college’s resources; and are compliant with all applicable laws and regulations. The Curriculum
Review Committee process is faculty driven in that each course must be sponsored by faculty and
approved by Instructional Deans and a Faculty DE Expert appointed by the Curriculum Committee.
The division Dean must approve all requests for courses to be delivered in a Distance modality before
going before the Curriculum Committee for review. Members of the community are also welcome to
attend and comment on pending curricular decisions at all meetings.
The Curriculum Committee is also responsible for separately approving each course proposed for
delivery via the distance education mode. This approval is contingent on the demonstration of high
quality standards for each distance education course, as described in Section B above. Documentation
of approval for each course, program, and distance education delivery method is available upon
request.
The maintenance of quality for courses is the responsibility of the faculty, whether delivered oncampus or via distance education. Courses and programs are reviewed for currency and updated by
faculty on a regular basis (at least every two years for career technical courses and programs and six
years for other courses and programs). Courses and programs are also assessed by faculty as part of
the Student Learning Outcome Assessment Cycle and Program Review. Quality standards for courses
offered through distance education are further scrutinized by the Curriculum Review Committee to
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 134 of 159
Substantive Change Proposal – Distance Education
P a g e | 30
ensure that course standards are met in the areas of accessibility, regular effective interaction between
the instructor and students, multiple measures of evaluation, appropriate use of technology, and sound
pedagogy. Finally, the faculty evaluation process provides for student and peer evaluation of faculty
performance for all courses regardless of delivery method.
The college provides sufficient security to protect student online accounts and personally identifiable
information. The technology used is state-of-the-art and the college maintains the hardware and
software in support of high quality instruction. The technology infrastructure is sound and will is
maintained through systematic review and upgrades as necessary.
B. Library and Learning Support Services
The College makes a strong commitment to providing all students adequate and equal access to
learning resources. We employ a full time faculty Librarian and a fulltime Director of Learning
Resources. The Director of learning resources also has administrative responsibility over the Distance
Education Program. The Learning Resources Center participates in the annual program review
process and, beginning with the 2014- 2015 academic year the Distance Education Program will as
well.
The Program Review process is the foundation to our institutional planning and resources allocation
process. By requiring the Learning resources Center and the Distance Education Program to
participate in this process the college assures the quality of student support services for DE students.
C. Student Support Services
The student support services for DE students provides students access to the college, guidance in the
admissions and registration process, financial aid advice and assistance, orientation to the college, and
individual academic counseling, including the development of an individual educational plan, and
access to the student complaint process. The students will access online library resources via the
Internet. Student Support Services participates in the annual program review process to further ensure
that student needs are being met and adequate resources are allocated to support student needs
regardless of location,
Standard III: Resources
Human Resources
As described previously, the college has 2.5 full time personnel dedicated to administration and
support of the Distance Education mission: a Director of Distance Education, a Faculty DE
Coordinator, and an IT multimedia support person. This team coordinates the DE technology facilities,
interfaces with academic and administrative departments, liaisons with Academic Senate and its
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 135 of 159
Substantive Change Proposal – Distance Education
P a g e | 31
committees, provides faculty and staff development through online and classroom-based trainings,
develops and maintains online tutorials and help systems, and provides the technical support for
creation and uploading of complex learning objects to enhance courses and student engagement. One
classified staff member will provide clerical and organizational support to both DE and adjunct
instructors Monday through Friday, 8 hours per day.
In addition to the personnel in the DE department, the Information Technology department provides
technical support staff to administer the learning management system, provide integration between
student information systems (Datatel) and the learning management system, and provide level one
support for faculty and students with access and basic computer integration questions.
Physical Resources
In 2002 College of the Redwoods opened the 39,000-square-foot Learning Resource Center (LRC)
which combines a traditional and electronic library with 140 general-use computers, an Academic
Support Center, a Writing Center, and a High-Tech Center for students served by the college’s
Disabled Students Programs and Services. This facility provides a wide variety of tutorial and
instructional support activities and media services to College of the Redwoods students and the
surrounding communities. The LRC was conceived and designed to be a focal point of teaching and
learning. This modern, integrated learning center enables the college to significantly enhance the
learning opportunities it is committed to providing for the citizens of the North Coast. The satellite
campuses (Centers in Del Norte and Mendocino Coasts) also have Learning Resource Centers with
similar capabilities, though not as large. Their connection to the main campus provides access to all
resources.
In addition, each district instructional site contains at least one computer lab for site-based access to
the Internet and an equipment loan program, managed by administrative staff at each location, for
faculty and staff that can be used for training, workshop development, and conference attendance or
presentations. This equipment includes check out of laptops, projectors, digital recorders, and digital
cameras.
Technology Resources
All campuses and instructional sites have wide area network access to the college’s central network
and the college’s Internet gateway. Students have web-based access to course registration, advising,
and tutorials at each instructional site and anywhere they can access the Internet (e.g., home, local
libraries, smart phones, Internet cafes, etc.)
The Sakai and Canvas learning management systems are hosted remotely. These agreements provide
reliable, secure, and scalable hosting environments.
Online course delivery is relatively decentralized with support from a faculty Distance Education
Coordinator. Using the College’s course delivery systems (Sakai/Canvas), faculty and students can be
located anywhere there is internet access. Faculty and students can get assistance from a “help desk”
staffed by ITS personnel. ITS personnel also staff and support Sakai functions. ITS hours are limited
to M-F during normal business hours, although they provide emergency “on call” services for the
College’s web services including Sakai.
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 136 of 159
Substantive Change Proposal – Distance Education
P a g e | 32
Financial Resources
An operational budget was first established for CR’s DE program in 2009-2010. The budget is
currently defined to meet anticipated expenses in each subsequent year through 2015-2016 as part of
our long term institutional financial planning. Included in the DE Program budget are the costs of
Sakai hosting, Canvas Pilot hosting, DE Program staff salary, salaries of faculty reassigned to support
the Distance Education Program, Administrative cost to oversee the DE Program, local professional
development expenses for faculty and staff, office expenses, DE computer and software additions and
upgrades. A small portion of the faculty development budget was established for small scale software
and hardware purchases that will enhance their ability to develop and deliver quality online courses.
Personnel costs associated with benefits and overhead of DE Staff, salaries and overhead of
Information Technology Division support, student services support and Library support for the
distance delivery all fall within the institutional budget for salaries and equipment related to general
district-wide program administration.
Recent investment in online delivery will allow College of the Redwoods to expand degree offerings
and transfer degree capabilities to a larger market throughout the region. The DE program will help
provide revenue for increasing the number of quality courses, student services, and degrees and
certificates available to students in the district and region. This increase in offerings and availability of
offerings will significantly bolster enrollment allow the district to more consistently meet current
enrollment targets and apportionment generated funding levels.
Responsiveness to current and potential industry Targets of Opportunity is essential in meeting the
educational needs of the community. College of the Redwoods has analyzed economic data for the
North Coast and participated in surveys and committees which identified key targets of opportunity for
employment both now and in the future. The ability to meet the needs of the community will require
extensive development of online delivery options. This delivery methodology not only provides
access to a significantly wider population, but it also provides important skill building in the use of
technology and how to be a life-long learner in our knowledge economy that is critical to the types of
positions that are most likely to provide family wage jobs and longer term stability in the North Coast
region.
Upgrade of equipment and software is a part of the regular budgeting process. This includes the ability
to keep current with computer technology and to have an environment which tests new technologies
and, based on faculty and staff input, provides for appropriate distribution of development software to
take advantage of those technologies for the enhancement of quality in course development and
delivery. Decisions and ongoing budgeting for upgrades are part of the Integrated Planning Process
which includes program review requests from instruction, long term technology planning from the
Technology Planning Committee, prioritization of technology requests from the Technology Planning
Committee, budget prioritization and allocation from the Budget Planning Committee, and approval or
rejection by the Board of Trustees in the final budget approval process.
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 137 of 159
Substantive Change Proposal – Distance Education
P a g e | 33
Standard IV: Leadership and Governance
A. Decision-Making Roles and Processes
The Distance Education Program is part of the responsibility of the Vice President of Instruction and
Student Development and has adequate staffing and oversight during to operate at an effective level to
meet student needs. The college has identified the Director of Learning Resources to oversee general
operations, including contracts, budgeting, personnel, and maintenance of all related support
structures. The Director reports to and coordinates extensively with the Vice President of Instruction
and Student Development. The Director of Learning Resources and the DE Committee interface
regularly with the Academic Senate and its committees. All technology matters are handled jointly by
the Office of Instruction and Student Development, the Distance Education Coordinator, and the
Information Technology Department which is directed by the Vice President of Administrative
Services. Both the Director and Coordinator have a variety of participatory roles in distance education
governance matters pertaining to the District, the Board of Trustees, the DE Steering Committee, and
various faculty governance committees.
All of College of the Redwoods’ distance education courses and services – culminating with this
proposal – have been initiated, planned, developed, and implemented through cross-constituent
support using a variety of committees and planning processes described above and through the
Integrated Planning model. This process includes the development and approval of courses and
programs that are ultimately approved by the board of trustees
B. Chief Executive Officer
The full implementation of our Distance Education Program will not affect the administrative structure
of the College Board of Trustees or their reporting expectations of the Superintendent/President. All
courses offered via a distance modality and programs being proposed to be offered at greater than 50%
DE are approved by the Board of Trustees as well as all Board Policies and Administrative Policies
that relate to the DE modality.
C. Governing Board
The full implementation of our Distance Education Program will not affect the administrative structure
of the College Board of Trustees or their reporting expectations of the Superintendent/President. All
courses offered via a distance modality and programs being proposed to be offered at greater than 50%
DE are approved by the Board of Trustees as well as all Board Policies and Administrative Policies
that relate to the DE modality.
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 138 of 159
Substantive Change Proposal – Distance Education
P a g e | 34
Appendices
Appendix A Matrix of courses offered and availability for certificates and degrees
General Education Requirements 18 credits
Section A – select 3 credits in course(s)
GEOG1 Intro to Physical Geography
GEOG10 Cultural Geography
OCEAN10 Intro to Oceanography
ASTRO10 Intro to Astronomy
ASTRO11 The Solar System & Space
Exploration
Section B - select 3 credits in course(s)
HIST4 Western Civilization to 1600 AD
HIST5 Western Civilization: 1600 AD-Present
HIST8 US History Through Reconstruction
HIST9 US History Reconstruction - Present
HIST12 Women in American History: 1887Present
POLSC10 American Institutions
PSYCH 11 Life Span Development
Section C - select 3 credits in course(s)
ART1A Art History:Pre-History to Gothic
ART1B Art History: Renaissance to
Contemporary
ART4 Art Appreciation
Section D - select 1 ENGL, 1 SPCH, 1 MATH
English 1A
Speech 1
MATH 120 Intermediate Alebra
MATH15 Elementary Statistics
MATH25 College Trigonometry
MATH30 College Algebra
MATH50A Differential Calculus
MATH50B Integral Calculus
MATH50C Multivariable Calculus
DE approval?
Credits
No
No
No
No
3.0
3.0
3.0
3.0
No
3.0
Yes
Yes
Yes
Yes
3.0
3.0
3.0
3.0
Yes
Yes
Yes
3.0
3.0
3.0
Yes
3.0
Yes
Yes
3.0
3.0
No
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
3.0
3.0
4.0
4.0
4.0
4.0
4.0
4.0
4.0
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 139 of 159
Substantive Change Proposal – Distance Education
P a g e | 35
Degrees in which DE can exceed 50%
Liberal Arts Social Sciences
Major Courses
AJ1 Intro to Administration of Justice
HIST4 Western Civilization to 1600 AD
HIST5 Western Civilization: 1600 AD-Present
HIST8 US History Through Reconstruction
HIST9 US History Reconstruction - Present
POLSC10 American Institutions
PSYCH1 General Psychology
PSYCH11 Life Span Development
SOC1 Intro to Sociology
DE approve
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Credits
3.0
3.0
3.0
3.0
3.0
3.0
3.0
3.0
3.0
Liberal Arts Humanities
Major Courses
ART1A Art History:Pre-History to Gothic
ART1B Art History: Renaissance to
Contemporary
HIST4 Western Civilization to 1600 AD
HIST5 Western Civilization: 1600 AD-Present
HIST8 US History Through Reconstruction
HIST9 US History Reconstruction - Present
DE approve
Yes
Credits
3.0
Yes
Yes
Yes
Yes
Yes
3.0
3.0
3.0
3.0
3.0
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 140 of 159
Substantive Change Proposal – Distance Education
P a g e | 36
Administration of Justice and Law Enforcement
Major Courses
AJ1 Intro to Admin Justice
AJ2 Intro to Law Enforcement
AJ3 Intro to Corrections
AJ4 Criminal Law
AJ5 Crime & Delinquency
AJ6 Intro to Evidence
AJ7 Current Issues in AJ
AJ8 Intro to Investigations
AJ10 Juvenile Justice
AJ11 Great American Criminal Trials
AJ50 Control & Supervision Inmates
AJ51 Correctional Law
AJ52 Correct. Intvw & Counseling
AJ53 Prison Gangs & Inmate
Subculture
13 units from following
CIS1 College Computer Literacy
PE Running & Walking
PSYCH1 General Psychology
SOC1 Intro to Sociology
SOC2 Social Problems
Electives
ANTH1 Physical Anthropology
ANTH3 Cultural Anthropology
PSYCH22 Personal Growth &
Adjust.
PSYCH39 Abnormal Psychology
SOC2 Social Problems
SOC3 Human Sexuality
SOC5 Intro to Race & Ethnic
Relations
SOC10 Family & Intimate
Relationships
DE
approval?
Yes
Yes
Yes
Yes
No
Yes
No
No
No
No
No
No
No
Credits
3.0
3.0
3.0
4.0
3.0
4.0
3.0
3.0
3.0
3.0
3.0
3.0
3.0
A.S. Admin A.S.
Justice
Correction
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
No
3.0
X
Yes
Yes
Yes
Yes
No
4.0
1.0
3.0
3.0
X
X
X
X
X
X
No
No
3.0
3.0
X
X
X
X
No
No
No
No
3.0
3.0
3.0
3.0
X
X
X
X
X
X
X
X
No
3.0
X
X
No
3.0
X
X
AJ
Cert.
X
X
X
X
X
X
X
X
X
X
Correction
Cert.
X
X
X
X
X
X
X
X
X
X
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 141 of 159
Substantive Change Proposal – Distance Education
P a g e | 37
Business
DE
Major Courses
BUS1A Principles of Accounting
BUS1B Principles of Accounting
BUS4 Advanced Computerized Bookkeeping
BUS10 Introduction to Business
BUS18 Business Law
BUS35 Strategic Marketing
BUS52 Business Communications
BUS69 Small Business Entrepreneurship (w lab)
BUS94 Business Mathematics
BT51 Spreadsheet Applications
BT111 Keyboarding I
BT112 Keyboarding Skill Development
BUS 180 Intro to Bookkeeping
CIS1 College Computer Literacy
ECON1 Macroeconomics
ECON10 Microeconomics
Approval
Yes
Yes
No
Yes
No
No
No
No
Yes
No
Yes
Yes
No
Yes
Yes
Yes
Credits
3.0
3.0
3.0
4.0
4.0
4.0
3.0
4.0
3.0
4.0
3.0
3.0
3.0
4.0
3.0
3.0
For A.S. 9 units from electives above or below
BT16 Word Processing I
BT17 Word Processing II
BUS34 Intro to Personal Finance
BUS68 Principals of Management
Yes
Yes
No
No
4.0
4.0
3.0
3.0
A.S.
BUS
X
X
Certificates
Genl
Payroll Bus
X
X
X
X
X
X
X
X
E
E
E
E
E
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 142 of 159
Bkkpg
X
X
X
X
X
X
X
X
X
Substantive Change Proposal – Distance Education
P a g e | 38
Computer Information Systems
A.S. Degrees
DE
Certificates
CIS Net- Digital
Netwk
Approve Credits working Media DM Netwks Tech
Yes
4.0
X
X
X
Yes
4.0
X
X
Major Courses
CIS1 College Computer Literacy
CIS12 Programming Fundamentals
CIS18 Introduction to Applications
Programming
CIS20 Programming with Data Structures
CIS30 Networking Essentials
CIS31 Network Operating Systems
CIS32 Router Theory and Router Technology
CIS98 PC Computer Repair and Maintenance
Yes
Yes
Yes
Yes
Yes
Yes
DM10 Digital Media Literacy
DM11 Digital Media Design
DM15 Pre-Production
DM20 Media Development for the Web
DM22 Electronic Publishing
DM30 Interactive Media
DM63 Desktop Publishing Applications
Yes
Yes
No
Yes
No
No
No
4.0
4.0
4.0
BUS 10 Intro to Business
ART10 Color & Design
JOURN5 Intro to Mass Communication
BT 50 Database Applications
Yes
No
No
No
3.0
3.0
3.0
4.0
Choose a Track: Game Development
DM7 Intro to Game Development
DM24A Animation Principles
DT80 Modeling & Animation
Yes
No
No
4.0
3.0
4.0
Choose a Track: Animation
DM24A Animation Principles
DM24B Cartoon Animation
DT80 Modeling & Animation
No
No
No
Choose a Track: Video;/Motion Graphics
DM23 Motion Graphics
DM56 Video Production
DM73 Intro to Digital Audio
DM74 Intro to Digital Video
No
No
No
No
4.0
4.0
4.0
4.0
4.0
4.0
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
3.0
X
X opt.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
3.0
4.0
4.0
X
X
X
X
X
X
4.0
4.0
0.5
0.5
X
X
X
X
X
X
X
X
X opt.
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 143 of 159
Substantive Change Proposal – Distance Education
P a g e | 39
Early Childhood Education
Major Courses
ECE1 Intro to Early Child Education
ECE2 Child Growth and Development
ECE5 The Child in the Family and Community
ECE6 Child Health, Safety, Nutrition
ECE7 Intro to Early Childhood Curriculum
ECE9 Observation/Assessment in ECE
ECE10 Field Experience in ECE
ECE11 Infant-Toddler Care and Education
ECE12 Admin of Programs for Children I
ECE13 Admin of Programs for Children II
ECE15 School-Age Children in Child Care
ECE18 Equity and Diversity in Child Programs
ECE20 Mentoring & Adult Suprvsn/Child Prgms
ECE23 Literacy & Language Dev of Young
Children
DE approve
Yes
Yes
Yes
Yes
No
Yes
No
Yes
Yes
Yes
Yes
Yes
Yes
Credits
3.0
3.0
3.0
3.0
3.0
3.0
3.0
3.0
3.0
3.0
3.0
3.0
3.0
A.S.
ECE
X
X
X
X
X
X
X
X
X
X
X
X
X
Yes
3.0
X
Cert.
ECE
X
X
X
X
Health Occupations
Major Courses
ENGL150 College Read & Writing
CIS1 Computer Literacy & Lab
MA152 Medical Terminology
MA155 Medical Assisting I
MA165 Medical Assisting II
PSYCH1 General Psychology
SPCH7 Interpersonal Communication
SPCH1 Public Speaking
HO15 Nutrition
LVN110A Pharmacology I
LVN110B Pharmacology II
BIOL2 Microbiology
BIOL5 Human Anatomy
BIOL7 Human Physiology
NURS23 Nursing Science & Practice III
NURS24 Nursing Science & Practice IV
NURS60 LVN-RN Transition Concepts
DE approve
No
Yes
Yes
No
No
Yes
Yes
No
Yes
Yes
Yes
No
No
No
Yes
Yes
Yes
Cert.
Credits M.A.
3.0
X
3.0
X
3.0
X
7.5
X
8.5
X
3.0
X
3.0
X
3.0
X
3.0
2.0
2.0
4.0
4.0
4.0
9.0
10.0
2.0
Cert.
Rural
Health
X
X
X
Cert.
LVNRN
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 144 of 159
Substantive Change Proposal – Distance Education
P a g e | 40
Hospitality and Restaurant Management
A.S. Degrees Certificates
Major Courses
HRC1 Intro to Hospitality Industry
HRC2 Hospitality Front Office Management
HRC3 Presenting Service
HRC5 Hospitality Law
HRC6 Hospitality Marketing Management
HRC8 Food/Vev/Labor Cost Controls
HRC9 Nutrition for Culinary Professionals
HRC10 Culinary Fundamentals
HRC14 Restaurant Management
HRC16 Hospitality Supervision
HRC17 Sanitation-Servesafe Certificate
HRC18 Internship Hospitality
HRC19 Hospitality Leadership and Management
HRC20 Career Guidance
HRC23 Hospitality Training and Development
HRC24 Hospitality Human Resource
Management
HRC26 Hospitality Housekeeping Management
HRC27 Hospitality Basic Accounting
HRC28 Hospitality Facilities Management
DE
approve
Yes
Yes
Yes
Yes
No
Yes
Yes
No
Yes
Yes
Yes
No
Yes
No
Yes
Credits
3.0
2.0
3.0
2.0
3.0
3.0
3.0
4.0
3.0
3.0
3.0
3.0
2.0
2.0
2.0
Yes
Yes
Yes
Yes
2.0
2.0
2.0
2.0
Hosp.
Mgm
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Rest. Hosp. Rest.
Mgm Mgm Mgmt
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 145 of 159
Substantive Change Proposal – Distance Education
P a g e | 41
Appendix B – Education Master Plan
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 146 of 159
Substantive Change Proposal – Distance Education
P a g e | 42
Appendix C – Memorandum of Understanding
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 147 of 159
Substantive Change Proposal – Distance Education
P a g e | 43
Appendix D – Success and Retention in Online vs. Face to Face Courses
Success & Retention in Online (Internet Based) vs. Face to Face (Non Distance Based) Classes –
IR, 10/1/2012
Success in online vs. face to face classes at CR is similar to the state, with performance about 10%
lower in online courses. Vocational course success at CR, however, is about 13% lower in online
courses than face to face. Vocational online subject offerings: AJ, BT, BUS, CIS, DM, ECON, HO,
HRC, LVN, MA, WAT. About 2.6% of Basic Skills courses across the state are offered online,
compared to zero at CR.
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 148 of 159
Substantive Change Proposal – Distance Education
P a g e | 44
State‐wide retention in online courses is about 8% lower in online than in face to face courses.
Retention at CR is only about 4.5% lower in online than in face to face courses, except for vocational
courses, where it is just over 6% lower. Overall retention at CR is higher than for the state.
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 149 of 159
Substantive Change Proposal – Distance Education
P a g e | 45
Appendix E – Program Review Datasets with disaggregated online enrollments
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 150 of 159
Substantive Change Proposal – Distance Education
P a g e | 46
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 151 of 159
Substantive Change Proposal – Distance Education
P a g e | 47
Appendix F – AP 4105 Distance Education
REDWOODS COMMUNITY COLLEGE DISTRICT AP 4105 Administrative Procedure
DISTANCE EDUCATION
“Distance education is defined…as a formal interaction which uses one or more technologies to
deliver instruction to students who are separated from the instructor and which supports regular
and substantive interaction between the students and instructor, either synchronously or
asynchronously” (ACCJC, 2013).
Course Quality Standards
The same standards of course quality shall be applied to distance education as are applied to
traditional classroom courses. Refer to the Curriculum Handbook.
Separate Course Approval
Each proposed or existing course offered by distance education shall be reviewed and approved
separately. Separate approval is mandatory if any portion of the instruction in a course or a
course section is designed to be provided through distance education.
The review and approval of new and existing distance education courses shall follow the
curriculum approval procedures outlined in Administrative Procedure 4020 Program and
Curriculum Development and the Curriculum Handbook.
Instructor Contact
Each section of the course that is delivered through distance education shall include regular
effective contact between instructor and students. Instructor contact guidelines can be found on
the Curriculum Committee website.
Student Authentication Process
Consistent with federal regulations pertaining to federal financial aid eligibility, the District shall
authenticate or verify that the student who registers in a distance education or correspondence
education course is the same student who participates in and completes the course or program
and receives the academic credit.
The Chief Instruction Officer (CIO) shall authorize one or more methods to authenticate or
verify the student’s identity approved by federal regulation. For the Redwoods Community
College District (RCCD), authentication uses secure credentialing/login and password within
applicable course management systems, which is specifically referenced in the federal regulation
as an appropriate and accepted procedure for verifying a student’s identity.
Online Course Proctoring
Instructors of online classes are encouraged to have important exams proctored. For enrolled
students, proctoring is available at any College location.
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 152 of 159
Substantive Change Proposal – Distance Education
P a g e | 48
Students distant from a College location may use a proctor not affiliated with the College who
meets any of the following criteria: librarian, testing coordinator, administrator, or teacher at an
elementary or secondary school, community college, or university. In addition, military
chaplains, testing administrators, education services officers, or prison officials are acceptable.
These or other alternatives must be approved by the instructor and supervising administrator. It
is the student’s responsibility to make arrangements with the proctor using the College
“Student/Proctor Agreement Form” and to pay all costs for proctoring.
Privacy
The District shall provide to each student at the time of registration a statement of the process in
place to protect student privacy and estimated additional student charges associated with
verification of student identity, if any.
ADA Compliance
All distance education is subject to the requirements of Title 5 as well as the requirements
imposed by the Americans with Disabilities Act (42 U.S. Code Sections 12100 et seq.) and
Section 508 of the Rehabilitation Act of 1973, as amended (29 U.S. Code Section 794d).
Also, see Administrative Procedure 3412 Access to Programs and Facilities.
Instructor Preparation and Professional Development
Faculty shall meet qualification criteria as outlined in the Collective Bargaining Agreement
(CBA).
Evaluation of Instructors
Instructors teaching online classes shall be systematically evaluated using criteria applied to all
classes, in addition to criteria specific to online instruction.
Student Grievances
The CIO or designee will maintain a file of all student grievances related to distance education
and their resolutions. This file will not be used for the purpose of evaluating faculty.
REFERENCES:
“Guide to Evaluating Distance Education and Correspondence Education” ACCJC publication,
July 2013;
Title 5 Sections 55200 et seq.;
U.S. Department of Education regulations on the Integrity of Federal Student Financial Aid
Programs under Title IV of the Higher Education Act of 1965, as amended;
Title 34 Code of Federal Regulations - Section 602.17.
Certification Standards for Online Teaching
Developed by Academic Standards and Policies 2/28/14
Revised by ASPC as per Academic Senate direction 3/28/14
Approved by Board of Trustees New Procedure
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 153 of 159
Substantive Change Proposal – Distance Education
P a g e | 49
Appendix G – Regular Effective Contact Policy
College of the Redwoods
Distance Education
Regular Effective Contact
Endorsed by the Curriculum Committee-03/22/13
Approved by the Academic Senate-04/05/13
Ensuring Regular Effective Instructor/Student Contact guarantees that the student in an
online or hybrid course receives the benefit of the instructor’s presence in the learning
environment both as a provider of instructional information and as a facilitator of student
learning. In a face to face course the instructor is present at each class meeting and interacts with
class announcements, lectures, activities and discussions. The instructor also serves as a content
advisor when he or she answers questions both as they come up in class and as they arise in
individual situations. These types of questions are dealt with via the telephone, email, or face to
face office visits.
Title 5 regulations do not make a distinction between regular and distance education (DE)
courses beyond the need to have a separate curriculum approval process and the need to ensure
regular effective contact. Title 5 and the Distance Education Guidelines for the California
Community Colleges require each community college to have a policy regarding regular
effective contact between instructor and student including “the type and frequency of interaction
appropriate to each DE course/section or session.”
College of the Redwoods Policy:
All DE courses at CR, whether hybrid or fully online, will include regular effective contact as
described below:
 Initiated interaction: Instructors will regularly initiate interaction with students and
determine that they are accessing and comprehending course material and participating
regularly in the activities in the course. Providing students with an open ended question
forum, although appropriate, does not constitute the entirety of effective instructor
initiated interaction.
 Frequency: DE courses are considered the equivalent to face to face courses. Therefore,
the frequency of the contact will be at least the same as would be established in a regular,
face to face course. At the very least, the number of instructor contact hours per week
that would be available for face to face students will also be available, in asynchronous
and/or synchronous mode, for DE students. Contact shall be distributed in a manner that
will ensure that regular contact is maintained, given the nature of asynchronous
instructional methodologies, over the course of a week and should occur as often as is
appropriate for the course.
 Establishing expectations and managing unexpected instructor absence: An
instructor- and/or department-established policy describing the frequency and timeliness
of instructor initiated contact and instructor feedback, will be posted in the syllabus
and/or other course documents that are made available for students when the course
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 154 of 159
Substantive Change Proposal – Distance Education
P a g e | 50
officially opens each semester. If the instructor must be out of contact briefly for an
unexpected reason (such as illness or a family emergency that takes the instructor
offline), notification to students will be made in the announcements area of the course
that includes when the students can expect regular effective contact to resume. If the
offline time results in a lengthy absence (i.e. more than three or four days) a substitute
instructor should be sought who can assist students while the instructor is unavailable.
Minimum Contact: Regarding the type of contact that will exist in all CR DE courses,
instructors will, at a minimum, use the following resources to initiate contact with students:
 Threaded discussion forums (or equivalent) with appropriate instructor participation.
 General email/messages.
 Weekly announcements in the Learning Management System.
 Timely feedback for student work.
 Instructor-prepared materials (text-based, audio files, and/or video files), in addition to
any publisher created materials (written, recorded, broadcast, etc.) that, combined with
other course materials, creates the “virtual equivalent” of the face to face class.
Other Types of Contact: Instructors may also choose to use other forms of communication, as
mentioned in Section 55204 of Title 5. (“…through group or individual meetings, orientation
and review sessions, supplemental seminar or study sessions, field trips, library workshops,
telephone contact, correspondence, voice mail. e-mail, or other activities.”) and/or CCCConfer,
video conference, pod cast, or other synchronous technologies may also be included. CCCConfer
is a web conferencing tool that is free to the California Community College System.
It is suggested that instructors should have a threaded discussion that is set aside for general
questions about the course and may wish to have weekly or other timely, question and answer
sessions available to students. This may also be accomplished through virtual office hours.
Regulations: Title 5/Distance Education Guidelines for the California Community Colleges
state:
55202. Course Quality Standards.
The same standards of course quality shall be applied to any portion of a course conducted
through distance education as are applied to traditional classroom courses, in regard to the course
quality judgment made pursuant to the requirements of section 55002, and in regard to any local
course quality determination or review process. Determinations and judgments about the quality
of distance education under the course quality standards shall be made with the full involvement
of faculty in accordance with the provisions of subchapter 2 (commencing with section 53200) of
chapter 2. NOTE: Authority cited: Section 66700 and 70901, Education Code. References:
Sections 70901 and 70902, Education Code.
Guideline for Section 55202
This section emphasizes the extent to which course quality depends upon the full involvement of
faculty in the design and application of DE courses. It discusses course quality standards for
distance education and combines language formerly found in sections 55207 and 55209 which it
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 155 of 159
Substantive Change Proposal – Distance Education
P a g e | 51
replaces. Language is added to clarify that normal course quality standards apply to any portion
of a course conducted through distance education.
55204. Instructor Contact.
In addition to the requirements of section 55002 and any locally established requirements
applicable to all courses, district-governing boards shall ensure that: (a) All approved courses
offered as distance education include regular effective contact between instructor and students,
through group or individual meetings, orientation and review sessions, supplemental seminar or
study sessions, field trips, library workshops, telephone contact, correspondence, voice mail. email, or other activities. (b) All distance education courses are delivered consistent with
guidelines issued by the Chancellor pursuant to section 409 of the Procedures and Standing
Orders of the Board of Governors. Regular effective contact is an academic and professional
matter pursuant to title 5, section 53200. Note: Authority cited: Sections 70901 and 66700,
Education Code. Reference: Sections 70901 and 70902, Education Code.
Guideline for Section 55204.
This section defines what contact must be maintained between instructor and student:
Subsection (a) stresses the responsibility of the instructor in a DE course to initiate regular
contact with enrolled students to verify their participation and performance status. The use
of the term “regular effective contact” in this context suggests that students should have frequent
opportunities to ask questions and receive answers from the instructor of record. Subsection (b)
establishes the principle that for DE courses, there are a number of acceptable interactions
between instructor and student, not all of which may require in-person contact. Thus, districts
will need to define “effective contact, “including how often, and in what manner instructorstudent interaction is achieved.” It is important that districts document how regular effective
contact is achieved. Since regular effective contact was declared an academic and professional
matter, this documentation must include demonstration of collegial consultation with the
academic senate, for example through its delegation to the local curriculum committee. A natural
place for this to occur is during the separate course approval process. Documentation should
consist of the inclusion of information in applicable outlines of record on the type and frequency
of interaction appropriate to each DE course/section or session. Local policies should establish
and monitor minimum standards of regular effective contact.
Resources:
College of the Desert, Distance Education Regular Effective Content Policy.
Mt. San Jacinto College, Regular Effective Contact Policy.
Mendocino College, Distance Education Procedures Regular Effective Contact
College of the Redwoods
Academic Senate Sept. 5, 2014
Page 156 of 159
Academic Senate Meeting
AGENDA ITEM 6.3.1
September 5, 2014 (approved by Executive Committee on May 13, 2014)
College of the Redwoods Summary of Course Changes 05.09.14 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 hours 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 and R for approval removed; COMMENTS = Review of outline changes, including prerequisites. Title/Title Change N R R I E E E N W V P A C [ Units ] CR U S Lec/Lab GE C U Hrs Comments/ Summary Changes Discipline Code/ Prerequisite Change Prefix # ART 32 Experimental Ceramics X A A ADCT 10 Intro to Addiction Studies X A ADCT 11 Pharmacology and Physiology of Addiction X A Course updated with streamlined course learning outcomes. ADCT 12 Substance Abuse: Law, Prevention, Treatment & Ethics X A Course updated with streamlined course learning outcomes. ADCT 13 Addictions and Co‐Occurring Disorders in Special Populations X A Course updated with streamlined course learning outcomes. ADCT 15 Intro to Counseling Skills X A Course updated with streamlined course learning outcomes. ADCT 16 Addiction and the Family System X A Course updated with streamlined course learning outcomes. ADCT 17 Field Placement Seminar II X A Course updated with streamlined course learning outcomes. ADCT 38 Field Placement Seminar I X A Course updated with streamlined course learning outcomes. ADCT 42 Supervised Occupational Work Experience II X A Course updated with streamlined course learning outcomes. Course updated as a part of the regular five‐year cycle. Course updated with streamlined course learning outcomes. Curriculum Changes: 05.09.14 Academic Senate Sept. 5, 2014
Page 157 of 159
Academic Senate Meeting
AGENDA ITEM 6.3.1
September 5, 2014 (approved by Executive Committee on May 13, 2014)
C [ Units ] CR U S Lec/Lab GE C U Hrs Comments/ Summary Changes Discipline Code/ Prerequisite Change # ANTH 3 Intro to Cultural Anthropology X A A Course being proposed for new CR GE Area E ‐ Multicultural Understanding. ANTH 5 Great Archaeological Discoveries X A A Course being proposed for new CR GE Area E ‐ Multicultural Understanding. X X [0.0] 0 / 9 AJ Title/Title Change N R R I E E E N W V P A Prefix 105 Probation Firearms Decision Making and Problem Solving New course designed for probation officers to receive advanced firearms training. New course designed as an introduction to decision‐
making and problem‐solving techniques for the workplace. New course designed to provide an overview on handling organizational change. WORK 225 WORK 226 Handling Organizational Change X [0.0] 0 / 9 WORK 227 Team Building X [0.0] 0 / 9 New course designed to introduce workplace teamwork and team building strategies. WORK 228 Ethics and Values X [0.0] 0 / 9 New course designed to introduce the importance of professional values and ethics in the workplace. WORK 229 Time Management X [0.0] 0 / 9 New course designed as an introduction to time management principles. MT 230 Intro to Mechatronics X [0.0] 0 / 90 New non‐credit course introducing the knowledge and skills needed to design, manufacture, maintain, troubleshoot, and repair mechatronic system. ART 42 Beginning Graphic Design X A Course updated with new course title and revised catalog description. Grading standard changed to Letter Grade Only. MATH 30 College Algebra X A A A Course proposed for hybrid delivery. Curriculum Changes: 05.09.14 Academic Senate Sept. 5, 2014
Page 158 of 159
Academic Senate Meeting
September 5, 2014 (Approved by Executive Committee May 13, 2014)
AGENDA ITEM 6.3.2
REDWOODS COMMUNITY COLLEGE DISTRICT
Faculty Qualifications Committee Recommendations
To the
Academic Senate
May 9, 2014
1. Patrick Wille
Accounting
Academic Senate Sept. 5, 2014
Page 159 of 159