Institutional Effectiveness Report | 2013-2014
Table of Contents
Overview............................................................................2
2012-2013 Annual Planning Actions Progress ..................2
Summary of Planning Indicators & Progress ...................2
Persistence .................................................................2
Basic Skills Education .................................................4
Distance Education ....................................................5
Non-Credit Course Enrollment and Community
Education .................................................................12
Fiscal and Operational Sustainability .......................14
Assessment ..............................................................15
Technology ...............................................................18
Effectiveness of the Integrated Planning Process ..........22
Integrated Planning Survey Summary .....................22
Institutional Effectiveness Summit ..........................23
Integrated Planning Model .............................................24
Emerging Themes from Program Review Data and
Interpretation ..................................................................26
Institutional Effectiveness Scorecard .............................28
Integrated Planning Annual Timeline .............................34
2014 – 2015 Annual Plan .................................................35
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014
2
2013-2014 Annual Planning Actions Progress
 Overview
Each year, an annual plan is created with action items that are driven by the overarching
strategic goals of the District. The first section of this report provides a progress update on each
action in last year’s 2013-2014 Annual Plan. An overview of related institutional data indicators
is included to motivate the intent of the action, and track improvement.
Summary of indicators related to Strategic and Education Master Plan Goal 1: Student Success
 Persistence
The college selected a theme of “Increasing Persistence” for the 2013-2014 Annual Plan. The
theme was developed to focus everyone’s efforts on a common goal of greatest importance.
Potential actions for increasing persistence were discussed throughout the year, starting at
convocation, and in a variety of meetings. The conversation will continue at the next Student
Success Summit in spring 2015.
Fall to fall persistence rates of new students are identical over the past two years for full-time
students, but have fallen for part-time students. Fewer than half of the new students who begin
in the fall at CR will enroll the next fall. CR has experienced sharp declines in enrollment for the
past five years. While it is not surprising that declining enrollments signal declining persistence
rates, the enrollment decline also signals fewer students reaching their educational goals, and
less resources generated for the institution to support students.
An analysis of the persistence of new student cohorts revealed that persistence rates differed
across student groups in terms of demographics, education goal, and location. Females
persisted at a higher rate than males. Younger students persisted at higher rates than older
students, although older students represent a much smaller subset of students.
Table 1. Fall-to-Fall Persistence of New Student Cohorts by Gender & Age (Fall 2010, 2011,
2012)
Gender
Age
Female
Male
17 and younger
18-20
21-24
25-34
35-59
60 and older
N = 3017
Persistence
46.1%
35.5%
53.3%
43.2%
32.4%
28.2%
27.8%
*
% of Cohorts
55.1%
44.9%
12.9%
57.7%
10.5%
10.4%
7.5%
<1%
* too few students to report
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Asian, Caucasian and Hispanic students persisted at higher rates than other ethnic groups.
African American students had the lowest persistence rate. A larger percentage of the African
American cohort was male (about 69%) and about one quarter of the cohort was student
athletes.
The Student Equity Committee revised the Student Equity Plan to be submitted in 2014
according to new guidelines from the Chancellor’s Office to narrow the achievement gap for
underrepresented student populations (2013-2014 Annual Planning Action I.F). The Student
Equity Plan Update for 2014-2017 includes the goal of increasing the percentage of first-time,
full time students who return one semester later to take classes, and increase the percentage of
degree-seeking students who attend for the first three consecutive semesters, with a main
emphasis on African American students. Activities to achieve these goals include the provision
of diversity awareness in-service training on classroom dynamics and the development of an
Institutional Professional Development Center that includes multicultural and diversity
resources for faculty and staff.
Table 2. Fall-to-Fall Persistence of New Student Cohorts by Ethnicity (Fall 2010, 2011, 2012)
N = 3017
Persistence
% of Cohorts
Ethnicity
American Indian
Asian
African American
Hispanic
2 or more
Unknown
Caucasian
34.4%
57.4%
26.7%
44.3%
42.3%
38.7%
40.1%
7.0%
2.9%
3.4%
13.8%
7.8%
5.1%
59.3%
Differences were also present outside of equity indicators. Persistence rates were higher for
students with the educational goal of obtaining an associate’s degree and transferring, or
transferring without a degree. Transfer-oriented students had the highest persistence rates, but
these rates have room for improvement. Additional research is needed to determine why
students with intent to transfer are more likely to persist than students with intent to earn a
degree. One possible explanation is that students who are focused on earning a degree are
more concerned with getting a job. These students could be more likely pulled away from
college to enter the workforce because of opportunities that present themselves or out of
necessity.
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014
Persistence rates by location were highest for Eureka, with Mendocino experiencing the most
pronounced decline in persistence rates in recent years.
Table 3. Fall-to-Fall Persistence of New Student Cohorts (Fall 2010, 2011, 2012)
N = 3017
Education Goal
Obtain Associates & Transfer
Transfer without associate degree
Obtain associate's degree without transfer
Obtain vocational degree without transfer
Earn a vocational certificate without transfer
Discover career interests/prepare for career
Undecided on goal
Location
Eureka
Del Norte
Klamath Trinity
Mendocino
 Basic Skills
Education
% of Cohorts
46.6%
47.9%
38.7%
36.3%
31.9%
28.6%
38.8%
44.3%
8.6%
11.0%
3.3%
3.2%
7.1%
13.7%
41.4%
38.7%
37.3%
32.5%
76.9%
11.5%
2.8%
7.7%
Last year this report discussed the actions taken in 2012-2013 by the English and Mathematics
Departments to improve basic skills across the curriculum. This initiative was continued in 20132014 to continue development, as well as implementation of, alternative basic skills curriculum
(2013-2014 Annual Planning Action I.E). The English and Mathematics Departments participated
in the Community of Practice Acceleration Project. This led to development of ENGL-102 to
accelerate the preparation of basic skills English students and reduce the number of courses
needed to enroll in ENGL-1A. The Mathematics Department developed the “Path2stats” course
to shorten the developmental path to MATH-15 (Elementary Statistics).
Success rates in English courses below transfer-level appear to be increasing slightly in recent
years. This year we will begin to see if students more successfully progress through the
developmental English and Math sequences as a result of the accelerated courses.
Table 4. Success in English Courses at Least One Level Below Transfer
ENGL-150
ENGL-350
2013-2014
58%
57%
2012-2013
2011-2012
54%
55%
56%
55%
READ-360
47%
43%
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014
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The majority of students who take English and Mathematics placement exams are placed one or
two levels below transfer-level English (ENGL-150, 350) and two or three levels below transferlevel Mathematics (MATH-380 or 276/376). The college held dialogue sessions this year to
analyze placement results in more detail, and to devise ways to improve the placement
process. The English and Mathematics Departments worked to revise the Accuplacer cut scores.
They also worked with student services to improve the multiple measures process so students
have an opportunity to move if evidence, besides Accuplacer, supports placing them into a more
advanced course.
Table 5. Math and English Placement, by Cohort
New students Assessing into:
Cohort Year
2013 - 2014
2012 - 2013
2011 - 2012
Cohort Year
2013 - 2014
2012 - 2013
2011 - 2012
 Distance
Education
Transfer-level
English
All transfer
ENGL courses
24%
27%
27%
Transfer-level
Math
All transfer
MATH courses
11%
15%
14%
Developmental
ENGL-150
38%
39%
38%
Developmental,
Degree Applicable
MATH-120
10%
11%
10%
Basic Skills
ENGL-350
30%
26%
27%
READ260/360
8%
8%
8%
Basic Skills
MATHMATH380
276/376
35%
34%
36%
33%
35%
35%
MATH372/272
10%
5%
5%
Approximately 2,000 students take online courses each year. Headcount in online courses has
remained fairly stable over the last five years, whereas the district’s headcount has noticeably
declined.
12000
10000
8000
6000
4000
2000
0
2009-2010
2010-2011
2011-2012
Headcount in Online
2012-2013
2013-2014
Total Headcount
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014
CR is looking to grow online enrollments to make up for some of the loss in overall enrollments.
Online growth allows the college to meet enrollment goals, while providing flexible courses for
students so that they have more options for attaining their educational goals. To expand online
enrollments in a way that is most beneficial to students, the college is submitting a substantive
change proposal to the ACCJC this year (2013-2014 Annual Planning Action IV.G). The intent of
the proposal is to gain approval to offer additional online courses so that a student could earn
over half of their declared program of study in online courses.
Success in online courses remains lower than in face-to-face and hybrid courses. Success rates in
fall 2013 reveal that success in face-to-face courses is about eight percent higher than in courses
taught online. The gap is even wider in transferable and vocational courses given that these
courses do not include basic skills sections that can weigh down face-to-face success. The
college is devoting resources to the Office of Distance Education with the goal of enhancing
online education to narrow this gap. A newly appointed Director of Distance Education and a
Distance Education Faculty Coordinator are developing processes to promote effective faculty
preparation and professional development for online instruction.
A task force of the Distance Education Committee recommended that the District pilot a new
learning management system (LMS). The LMS Canvas received high ratings in terms of features
that students most valued in an online learning tool, such as intuitiveness and ease of use. Over
twenty faculty have volunteered to offer their courses in Canvas in fall 2014. A successful pilot
may lead to implementation of a new learning management system that enhances online
learning.
Table 6. Fall 2013 District-Wide Success Rates by Course Type
Course type
Credit
Transferable
Vocational
Online
61.6%
60.6%
66.6%
Face-to-Face
69.3%
72.0%
78.2%
Gap
7.7%
11.4%
11.6%
The 2013-2014 Annual Plan contains several additional actions to address strategic planning
initiatives to improve student success and the effectiveness of the institution. The following
update provides more details about the status of each action in the annual plan.
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Strategic Plan (SP)
Goal 1: Student Success
Education Master Plan (EP)
SP.1. Focus on Learners: Developmental, Career Technical,
EP.1. Ensure Student Success
and Transfer Education
Objectives
SP.1.1. Match student readiness with educational pathways.
EP.1.1. Provide structured academic pathways
SP.1.2. Continuously assess and evaluate programs to provide
effective educational programs and services for all learners.
SP.1.3. Students will be able to complete their desired educational
goals.
EP.1.2. Improve support for students.
SP.1.4. Enhance student support and student engagement.
EP.1.4. Increase transfers and degree and certificate
completions.
EP.1.5. Professional development programs will improve
educational effectiveness.
EP.1.6. Improve success among underrepresented
populations.
SP.1.5. Improve basic skills success.
SP.1.6. Support staff and faculty development and instructional
innovation.
EP.1.3. Improve effectiveness of basic skills education.
Annual Planning Actions
Annual Action Plan
Progress Update
Status
I.A. Develop degree
plans with course
pathways based upon
students entering at
various math and
English placement
levels.
Counseling and Advising developed course packages that identify the
basic/remedial skills classes available to them. Students can build their
elective course schedule around the basic/remedial skills courses.
Completed
I.B. Implement the First
Year Experience (FYE)
program.
The FYE program was implemented in fall 2013. FYE assessment is an
ongoing process. FYE completed an instructional program review to
examine the curricular aspect of General Studies (GS) and Guidance
(GUID) courses. An end-of-semester survey was provided to GS students
in the fall to assess their understanding of available resources, degree
requirements, college expectations, and other program outcomes. This
survey will be administered again this spring 2014 semester. Initial data
from the fall 2013 cohort (students enrolled in GS 1 and GS 6 districtwide) indicate 84% retention, 59% success, and as of January 10, 2014,
68.8% persistence. Additional data has been requested to assess the
implementation of the FYE scheduling packages. Specifically, how many
students placed into remedial math and English, did those students enroll
at CR, did they take their math and English remedial courses, and if they
didn’t, what did they take.
As part of new student orientations, all students regardless of educational
goal are provided with a recommended course package for their first
semester that includes a math and/or English class, a First Year
Experience or College Success class, major requirements, and/or general
education. Course pathways may also include career planning or noncredit options depending on the individual student’s program of study or
need for basic skills.
I.C. Offer peer
Two surveys are being utilized to assess this outcome. The first survey was
mentoring/supplehanded out at the end of a Fall 2013 GS-6 course that was supported by
mental instruction for
an EOPS Peer Mentor who worked directly with the instructor and
students.
attended the course – a model similar to SI support in that the mentor
was a model student available for both one-on-one and group support in
and outside of the class as guided by the instructor. The question on the
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014
Completed
In progress
8
survey asked the extent to which Peer Mentor/Tutor support for GS
enhanced the learning experience.
Another survey will be deployed twice during the 2013/14 year to assess
student satisfaction with EOPS Peer Mentor services, as well as several
other EOPS support services. Analyses of the results will be performed in
May/June 2014. The final report will be completed by September 2014.
I.D. Provide
comprehensive
ongoing faculty and
staff training that
includes diversity
training.
The Professional Development Committee (PDC) implements an annual
training survey for staff, associate faculty, faculty, and managers. The
results of these surveys help to plan training for the subsequent year. A
training matrix was established to assess topics for delivered trainings
and identifies areas not adequately covered for training and to make sure
training is appropriately distributed throughout linkages with the mission
and strategic plan (linking professional development to planning).
Diversity training was created and implemented as mandatory for
individuals serving on hiring committees, and a diversity in higher
education DVD training was purchased to be part of the new hire
orientation. Diversity has been an integral topic maintained throughout
training planning, is assessed through needs surveys, and assessed
through participant feedback after trainings take place.
Completed
I.E. Implement
alternative basic skills
curriculum (e.g.,
acceleration, noncredit).
The Community of Practice in Acceleration is an initiative supported by the
California Community College Chancellor’s Office through 3CSN, which
assists faculty with examining English and math remedial curriculum
sequences and redesigning those sequences into accelerated pathways.
Last year the English Department was selected to participate with David
Holper, Peter Blakemore, and Jay Scrivner in the Acceleration project.
The result was the creation of English 102, a course that takes English
350 students and prepares them for English 1A in one semester.
In progress
This year the English Department applied to participate again with a new
team and Todd Olsen applied for the Math Department to become a
member of the Community of Practice. The application process was very
competitive with 119 faculty members from 25 colleges submitting
applications. Both the English and Math teams were accepted in the
California Acceleration Project. The English team consists of Pam Kessler,
Susan Nordlof, Ruth Rhodes, and Deborah Gerth. The focus of the
English team’s project is to expand training in acceleration to faculty at
the Del Norte campus with Del Norte piloting English 102 in fall
2014. They also wanted additional faculty to participate in the training
to continue to invigorate the faculty and their curriculum.
Todd Olsen, Mike Haley, Steve Jackson, Erik Kramer and Richard Ries make
up the Math team. The Math acceleration project is designed to shorten
the developmental mathematics path to statistics. The accelerated
“Path2stats”course will focus on teaching the core
elementary/intermediate algebra concepts using data and statistical type
graphs. This course will be a departure from our traditional “one size fits
all approach” to basic skills curriculum in mathematics and will be geared
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towards those who are non-science/math majors. The course is
scheduled to run as a pilot in spring 2015.
Late last spring, on the advice of CRFO leadership, the administration set up
a conference workshop for faculty leadership and interested English and
math faculty and administrators, facilitated by LeBaron Woodyard, Dean
of Academic Affairs for the Chancellor’s Office, to help clear up some
confusion about noncredit programs. The workshop touched on:



The history of noncredit programs in the California
Community College system, the Education Code and Title 5
regulations governing noncredit and the different noncredit
apportionment models;
How credit-bearing courses have relatively strict rules
around the amount of work, the amount of time involved,
and the qualifications of the instructor while non-credit
courses are much more flexible; and
The idea of making courses or programs “stackable”.
Stackability refers to the idea that if you take enough small
noncredit classes in the right order, they can (and should)
add up to a certificate of competency or completion.
Subsequent to the workshop, Julia Peterson, Erin Wall, Tracey Thomas
and Sheila Hall met with transfer, career technical education and
counseling faculty to discuss how noncredit courses can enhance student
success and support our credit offerings. With a greater understanding
of the opportunity to use noncredit to better meet student needs, we
worked together to move our noncredit course development process
forward. The math faculty worked with Julia and Tracey to develop three
noncredit math courses that will provide much needed Math lab access
to students in credit math classes. Also developed were two basic skills
level noncredit math classes that will give students the opportunity to
learn math skills that will prepare them for credit math classes and credit
classes with a math pre-requisite.
The Manufacturing Technology Program developed a new noncredit
course in an area that the Manufacturing Technology Advisory
Committee had expressed an interest in offering. This noncredit
“Introduction to Mechatronics” is an introductory and low-risk class that
should promote growth in the district’s technology credit classes as
students learn more about applied technology offerings.
In spring 2014 we also saw the first of the fall 2013 start communitybased English language learners (ESL) students take credit classes. These
higher level ESL students were very excited to be able to take a credit
class while continuing to work on their English skills in noncredit ESL.
The ability to take both noncredit and credit helped to smooth the
transition and we expect to see more noncredit ESL students attend
credit classes as their English skills improve.
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The ESL credit students’ need for additional language support brought
credit English and ESL faculty and noncredit ESL faculty together to work
on aligning the credit and noncredit ESL with English classes. As a result
of that meeting, a noncredit ESL class has been added to the fall schedule
during the mid-day time period to support students taking daytime credit
classes.
“Ready, Set, Go to College” and “Explore Your Career Options” are two
new noncredit classes developed around the needs that DSPS and
Counseling faculty see in new students. These classes will help students
get a strong start in their degree programs by teaching college success
skills, career exploration and helping students to learn to navigate the
higher education system.
In summer 2015 we will offer a noncredit Summer Bridge to College.
This idea was strongly requested by attendees at the Student Success
Summit held in January of this year. Summit attendees included College
of the Redwoods faculty and staff, high school faculty and
administrators, and HSU faculty and administrators who strongly
expressed their belief that a Summer Bridge to College would help
students transition successfully into college. This first Summer Bridge to
College will include noncredit classes that will help students learn about
college, practice successful study habits, career exploration, work
readiness skills, and college preparation math and English. Participation
in similar Summer Bridge programs has been widely shown to improve
student success in credit programs during the regular academic year.
Julia Peterson and Kintay Johnson are also working with partners in the
community to bring our noncredit classes to community locations. We
are expanding our noncredit class offerings in the Humboldt County
Correctional facility and will develop additional classes that will be
offered to inmates so they can increase their skills and knowledge. Many
of the inmates have expressed interest in attending our credit classes
upon release and we are working with the Humboldt County Sheriff’s
Office to develop a pathway from the jail to the college. Kintay has
visited the jail to meet with inmates to explain how CR’s EOPS program
can help them succeed in college upon their release.
We’re also partnering with HSU and HCOE to expand our ESL classes in
many community locations in summer 2015, including South Fortuna
Elementary School, the Fortuna Multigenerational Center, the Loleta
Family Resource Center, Pacific Union Elementary School, and Alice
Birney Elementary School. For this partnership CR offers the noncredit
classes and HCOE provides a location, childcare in an adjacent classroom,
and snacks for the students and children. HSU provides a paid parent
liaison to help coordinate each class. Together we are serving over 200
ESL learners, predominantly at the very beginner level. We are running
ESL classes over the summer in Loleta, Fortuna, Eureka and at the
Garberville Instructional Site.
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In 2014-15 noncredit curriculum will be developed to support the Adult
Education needs identified by the AB86 Regional Consortia, our faculty,
and local agencies. We expect to develop classes for Older Adults, Short
Term Vocational trainings that align with partner needs and/or feed CR
credit programs, College and Career planning, and Parenting classes and
create noncredit certificates in College Math Preparedness, Career and
College Advancement, Community ESL, Community and Career ESL, and a
Customer Service Academy.
I.F. Based on priorities
identified in the
Student Equity Plan,
develop a plan for
narrowing the
achievement gap for
underrepresented
student populations.
The 2014 Gateway Student Success Summit was a collaborative event,
meaning that stakeholders on the continuum from high schools through
university joined together to talk about ways to improve student access
and success, identified several actions that, when implemented, could
help close the achievement gap for underrepresented student
populations:
1. Improve/create connections with current students and new students
via peer mentoring
2. Create a social community within an academic community
3. Find out what can be provided to a high school student to increase
connections to college
4. Offer tuition guarantees
5. Improve the bridge to education through parent interventions
6. Define who our students are: Student athletes, students out of
state/cultural difficulty, transition with age/culture, low income,
underrepresented students, etc.
7. Develop summer bridge programs for student success
8. Get key people together to improve transition from high school to
college
9. Investigate service learning opportunities
10. Build connections with workforce preparation and work experience
11. Get CR faculty out in the high schools connecting with students and
promoting their programs. They are not only the most
knowledgeable of their programs, but their personal connection
with students will go a long way to getting students to choose CR
and/or college in general.
EOPS has addressed items 1, 2, and 7.
Noncredit courses for inclusion in a summer bridge program has been
developed and are in the Chancellor’s Office approval process (item 8).
The Matriculation Pathways Task Force has been formed to address item 9.
The academic senate supported the recommendation to get more faculty
involved in outreach. Counseling put out a call for faculty participation.
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014
In progress
12
Summary of indicators related to Strategic and Education Master Plan Goal 2: Community Education
 Non-credit
course
enrollments
The college’s efforts to develop non-credit course offerings were evidenced in 2013-2014 (20132014 Annual Planning Action II.D). Non-credit enrollments grew noticeably, especially in the
areas of ESL and Reading.
Table 6. Non-Credit Enrollments and Offerings
Year
2013 - 2014
2012 - 2013
2011 - 2012
2010 - 2011
2009 - 2010
Enrollments
446
17
60
26
28
Sections Offered
43
3
4
4
4
Growth of non-credit courses is expected to continue in 2014-2015 to support basic skills
students. Approximately one hundred students are enrolled in newly offered sections of noncredit Mathematics this fall 2014.
The 2013-2014 Annual Plan contains additional actions to develop non-credit and not-for-credit
opportunities for students, and to enhance community outreach. The following update provides
more details about the status of each action in the annual plan.
Strategic Plan (SP)
Goal 2: Community Education
Education Master Plan (EP)
SP.2 Focus on Learners: Community Partnership
EP.2 Develop Programs and Services to Meet Community
Needs
Objectives
SP.2.1. Provide workforce development training.
SP.2.2. Respond to business and industry short-term training
needs.
SP.2.3. Develop non-credit programs.
EP.2.1. Enhance community education program.
EP.2.2. Enhance incumbent worker and contract training.
EP.2.3. Develop not-for-credit programs.
EP.2.4. Career & Technical Education (CTE) Programs respond to
community training needs.
EP.2.5. Develop non-credit programs.
Annual Planning Actions
Annual Action Plan
Progress Update
Status
II.A. Develop a new
not-for-credit
training in an
area where
employees are
needed by local
employers.
II.B. Review business
and industry and
economic
A new not-for-credit training in Business to Business sales was developed and
was taught over the summer of 2014. This training was developed in
partnership with Humboldt County Employment and Training Department
and local business partners to help provide employers a pool of trained
Business to Business sales people. The shortage of people with the
knowledge and skills in this area was identified by local businesses and wages
for such employees are well above the local median wage.
Humboldt County’s Targets of Opportunity report, the Humboldt County
Comprehensive Economic Development Strategy and Doing What Matters for
Jobs and the Economy were reviewed. A crosswalk between CR degrees and
Completed
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014
Completed
13
development
survey data to
inform program
alignment and
identify potential
partnering
opportunities.
II.C. Hold
conversations
with High
Schools to align
program
offerings and
career pathways
for students.
certificates and the Targets of Opportunity was developed. Internal meetings
as well as meetings with key stakeholders in the community were held to
review the data, discuss program alignment and community needs, and to
identify partnering opportunities. Partnerships with educational, industry,
local government and other local agencies have been formed and are
expected to continue to strengthen and to provide additional information,
alignment and opportunities.
CR held our inaugural CR Student Success Summit on January 31, 2014. The
theme focused on success through the pipeline of secondary and college
education. Through the combination of presentations and group discussions
this year’s summit addressed five significant “areas of concern” that impact
the success of our students. These five “areas of concern” included: access
and alignment; closing the achievement gap for underrepresented
populations; academic preparation and persistence and educational and
matriculation pathways. Participants in the summit were diverse audience of
faculty, administrators and staff from the local high schools, HCOE, HSU and
CR.
Completed
The CR math faculty attended meetings, hosted by HCOE, this past summer to
discuss the K-12 common core standards and how those standards will
impact college level curriculum.
CR is partnering with Northern Humboldt Unified School District, Eureka City
Schools, Fortuna Union High School District, Humboldt County Office of
Education, and the Humboldt County Workforce Investment Board to
provide courses for dual enrollment for career paths in Computer Science,
Engineering, Pre-medical and Accounting and Finance.
Michael Butler and Tami Matsumoto discussed the new idea of offering Math
50A as a dual enrollment class at McKinleyville High School with a
McKinleyville High School instructor. They discussed the Math 50A
curriculum and the needs of the students and agreed to continue discussion
curriculum and assessment needs and offer the class in Fall 2014.
II.D. Develop job
readiness noncredit classes.
Local employer and employment training organizations’ needs for work
readiness certification were reviewed. WorkKeys® and CareerReady101
software have been purchased and implemented to support work readiness
classes and certification. Noncredit curriculum was developed for noncredit
work readiness classes over the spring semester and was submitted to the
CCCCO for approval at the conclusion of spring semester 2014. Upon
approval classes will be taught at various CR and partner organizations’
locations. This curriculum will address the industry need for a workforce with
21st Century Skills. Industry has indicated they will pay holders of a work
readiness certification a higher starting wage than new hires without the
certification.
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014
Completed
14
Summary of indicators related to Strategic Plan Goal 3: Fiscal & Operational Sustainability
 Resource
Allocation
CR is beginning to carry out a budget cycle for facilities and equipment repairs and replacement
of aging technology. Increased categorical funds are being used to refresh classroom and lab
computers more quickly than in the past which is helping the College move closer to fully
implement replacement cycles. Employee computers and other equipment will be upgraded
according to a regular replacement cycle. In addition, an identified amount of funds has been
budgeted to fund smaller requests that do not arrive at the budget planning committee. The
status of additional 2013-2014 Annual Planning actions to address fiscal and operational
sustainability are addressed below.
Strategic Plan (SP)
SP.3 Fiscal & Operational Sustainability
Goal 3
Education Master Plan (EP)
Objectives
SP.3.1. Reduce reliance on apportionment-based funding.
SP.3.2. Improve college operational efficiencies.
SP.3.3. Increase funding available for strategic initiatives
SP.3.4. Increase community support for the college.
SP.3.5. Practice continuous quality improvement.
SP.3.6. Practice continuous adherence to accreditation
standards.
Annual Planning Actions
Annual Action Plan
Progress Update
Status
III.A. Implement
Softdocs e-forms
for business and
student service
processes.
III.B. Establish
process for
submitting
delinquent
accounts to
collection agency
on a regular
basis.
III.C. Implement a
budget cycle for
equipment
replacement
(e.g., computers,
vehicles, lab
equipment).
III.D. Implement a
budget cycle for
capital repairs
and maintenance
(e.g., roofs,
HVAC, painting).
The Softdocs project was put on hold while the system was migrated from the
cloud (Rackspace) to a local server on campus. Information Technology staff
will collaborate with the student service areas in fall 2014 to determine the
best way to move forward.
In progress
All eligible accounts have been referred to the collection agency. Very old
accounts and accounts with small balances have been written off and an
adjustment made to the student’s account by the Business Office. Each
semester, new accounts will be identified and sent to collections.
Completed
An additional $50,0000 in instructional support categorical funds has been
identified for ongoing refresh of computer labs and classrooms. An additional
$50,000 in physical plant categorical funds has been identified for ongoing IT
equipment replacement. Old computers taken out of the labs will be
reassigned to faculty and staff offices. $35,000 in physical plant funds has
been identified for ongoing replacement budget for vehicles.
Completed
$90,000 in physical plant funds has been identified for ongoing repairs. A
portion of the net cash flow from facilities leases is being used for repair and
upgrade of the leased facilities. Realistically, the District will need another
local bond measure in the next 10 years or so to generate sufficient funds to
address remaining capital repair and deferred maintenance needs.
In progress/
Change in
direction
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014
III.E. Increase
resident and
non-resident
FTES.
III.F. Recruit
additional
foundation Board
members.
Based on current estimates, we are on track to meet the budgeted FTES number.
In 2012-13 we earned less than one FTES in noncredit. However, in 2013-14
we will report approximately 45 FTES.
Five new community members have joined the Foundation Board of Directors,
and one new trustee replaced a departing member. Two of the new members
are from Crescent City and three are from Northern Humboldt.
15
In progress
Completed
Summary of indicators related to Education Master Plan Goal 3: Practice Continuous Quality Improvement
 Student
Learning
Outcome
Assessment
At least one student learning outcome in almost all offered courses and programs was assessed
and reported on during the most recent assessment cycle ending in 2013-2014. A great deal of
assessment activity is happening prior to the close of the current assessment cycle. Assessment
dialogue sessions and assessment-related professional development activities remain a focus to
make sure we do not backtrack on the substantial progress made from 2011-2012 to date.
Student learning outcome reports indicate that students are successfully achieving the desired
course and program outcomes. Assessment data includes an analysis of whether students were
below, at, or above expectations. Nearly one hundred percent of the course outcomes used to
assess program outcomes were seen as successfully meeting program expectations. There was
some variation across disciplines in the extent to which students met or exceeded expectations
for course-level outcomes, but at least eighty percent of students across all disciplines met or
exceeded expectations. CR now has a baseline set of student learning outcome data from which
to track improvements following relevant changes in the future.
Figure 2. Percent of students who were above, at, or below expectations for course outcomes
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014
Above
Met
Below
16
Strategic Plan (SP)
Goal 3
Education Master Plan (EP)
EP.3 Practice Continuous Quality Improvement
Objectives
EP.3.1. Improve tools for assessment reporting.
EP.3.2. Student learning will be a visible priority in all practices
and structures.
EP.3.3. Student learning outcomes and assessment are ongoing,
systematic, and used for continuous quality improvement
EP.3.4. Systematically use data to inform decision making.
EP.3.5. Provide continual and inclusive training opportunities
regarding assessment.
EP.3.6. Increase number of institutional employees who have
accreditation experience.
Annual Planning Actions
Annual Action Plan
Progress Update
Status
III.G. Integrate
assessment
planning with
assessment
reporting for
easier tracking.
An assessment planning tool was developed and provided to instructors at the
2013 convocation. Instructors indicate when (on a semester basis) over the
next two years each outcome will be assessed to help keep track that each
course outcome is assessed in a two year cycle. Instructors can easily view the
last time that each outcome was assessed within the tool to help establish
the plan, with quick access to the reports that have been submitted.
Instructors provided feedback about the usability of the tool at assessment
dialogue sessions throughout the year. This feedback has been used to make
changes to the tool such as including a larger number of future semesters,
and including semesters that have already taken place.
Completed
III.H. Refine the role
of assessment in
program review
and decision
making.
The planning and resource request sections of the program review template
were expanded in 2013-2014. The program plans section now contains
instructions to better inform authors to describe how their assessment
results motivate the need for program planning actions. The resource request
section was changed to require that each resource request is directly tied
with a specific planning action, and each planning action is required to be
motivated by assessment results.
Completed
In addition, the program review committee implemented a new rubric to
evaluate each section of the submitted program review templates. The
committee systematically evaluated programs’ responses to the assessment
section. They looked at the extent to which program improvements were
evaluated by the program’s reflection on a significant amount of assessment
activity that has taken place, and if program changes driven by assessment
findings were later evaluated for improvement.
III.I. Develop
Institutional
Learning
Outcomes and a
plan for how they
will be assessed.
Institutional Learning Outcomes (ILOs) have been developed, approved by the
Academic Senate, and presented to the Board of Trustees. Each outcome was
accompanied by several indicators to be used in evaluating the outcome. The
majority of this evaluation comes from data that is already collected, but
assessing the ILOs allows for that data to be reviewed and discussed by a
wider audience to improve student learning. The Assessment Committee
outlined an annual plan for collecting data, holding dialogue sessions, and
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014
Completed
17
III.J. Refine the
assessment
process with an
emphasis on
sustainability.
reporting results to campus in spring 2014. The first ILO dialogue session was
held at the fall 2014 Convocation.
The Assessment Coordinator and the Director of Institutional Effectiveness met
with the Instructional Council in the summer of 2013 to discuss the nuts and
bolts of assessment and met again in the summer of 2014 to assess the
assessment process and the role and responsibilities of the Deans and
Directors in ensuring that assessments are conducted.
In progress
Evaluation and fine-tuning of organizational structures to support student
learning is ongoing. Work continues to make the assessment process more
efficient. Roles and responsibilities related to assessment are being clarified in
light of the administrative structure with Deans. The college made a
commitment to provide continued administrative support for assessment
tracking by adding a high level office coordinator to collaborate with the
Deans and Directors to support enhancement of the assessment tracking
process, help develop feedback loops in instruction assessment, and work
with the administration to develop a two year academic calendar to support
two year assessment planning.
A new planning feature has been added to the assessment software to make it
easier for instructors to plan for the future, and to track the progress towards
their plan. Programs can plan which outcomes they will assess and when for
their courses and programs through spring 2016. A new feature was also
developed to allow programs to map the outcomes of degrees/certificates to
each of the course-level outcomes. This tool allows programs to more easily
identify the course-level assessments to review when assessing program-level
outcomes.
Student learning improvement is a visible priority in all practices and structures
across the college. Ensuring that the college is at sustainability level is an
indicator that has been added as a general assessment item in the annual
plan, so we will need to explicitly evaluate our progress towards this rubric
level through the year. Student learning improvement is included in the
integrated planning resource and personnel decision making.
Assessment continues to be integrated into program review and institutional
planning. The program review template for this year requires authors to list
the number of course- and program-level assessments completed. The
template also requires a description of assessment-based changes made to
the program and associated courses, and it requires that program resource
requests are tied to assessment data. The Instructional Council, Student
Development Leadership Group and the Budget Planning Committee then
uses the assessment data in their evaluation of requests, and our planning
process considers the assessment-based plans of programs to develop
broader institutional initiatives.
III.K. Identify
candidates to
serve on ACCJC
visiting teams.
Four faculty and three managers have submitted applications for consideration
as future ACCJC team members. One faculty and two managers are scheduled
to serve on teams in fall 2014.
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014
Completed
Summary of indicators related to Strategic and Education Master Plan Goal 4: Technology
 Improvements
to Technology
Infrastructure
Voice Over Internet Protocol (VOIP) was fully implemented in 2013-2014. This project
represents a substantial improvement to CR’s voice and data infrastructure (2013-2014
Annual Planning Action IV.E). It replaces equipment that could no longer be serviced or
supported with state of the art expandable systems. IT staff received a great deal of training
so that they can effectively support the college’s new infrastructure. The progress of
additional 2013-2014 Annual Planning Actions are detailed below.
Strategic Plan (SP)
SP.4 Technological Relevance
Goal 4: Technology
Education Master Plan (EP)
EP.4 Maintain Technological Relevance
Objectives
SP.4.1. Improve technology infrastructure to support all
EP.4.1. Lab equipment and technology effectively supports
college operations.
instructional needs.
SP.4.2. Improve instructional labs to support effective
EP.4.2. Update the comprehensive technology replacement
teaching and learning.
plan.
SP.4.3. CTE programs will have technology relevant to their EP.4.3. Enhance distance education or eLearning.
disciplines
SP.4.4. Improve efficiency through technology.
EP.4.4. Effectively utilize technology in teaching.
SP.4.5. Improve data gathering and utilization to support
instructional, student service, & administrative decision
making.
Annual Planning Actions
Annual Action Plan
Progress Update
Status
IV.A. Expand
wireless and cell
phone network
capabilities.
Additional wireless nodes have been deployed and more are in the works. This
last group of wireless upgrades is expected to provide coverage across the
District’s facilities. A cell phone repeater was installed in Student
Services/Administration building, and is working well. Additional cell phone
repeaters are planned. It has been determined that a special repeater is
needed just for Verizon customers in addition to the generic repeater that
services most other major carriers.
In progress
Student wireless bandwidth expanded from 5Mb to 50 Mb. Twelve new wireless
access points were also added. This work will continue as resources allow.
The AT building will be next.
IV.B. Provide backup SAN equipment has been ordered and is planned for installation. An agreement
and disaster
has been struck with Lassen College to allow CR to co-locate a backup SAN
recovery
device on their campus for better site survivability.
capability with
storage-areanetwork (SAN).
IV.C. Update the
The existing CR website was moved into a responsive framework so that it
college website.
displays well on mobile devices such as phones and tablets. Several design
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014
In progress
In progress
19
changes have been made to the website based on student feedback and
usability training.
A web task force met throughout 2013-14 to advise a full redesign of the CR
website. Their work included advice on navigational structure and visual
design. Working with the task force, the webmaster and graphic designer
have created a redesigned homepage to be implemented in fall 2014. They
will continue working with offices across the district to revise pages with key
information for students.
IV.D. Implement
Student Ed Plan
queries in
Colleague
(formerly
Datatel) to
inform
scheduling.
Counselors and Advisors now have the ability to identify the courses students
plan to take in future semesters in Colleague. The Office of Institutional
Research has queried this information and reported on the number of
students planning to take specific courses, by campus. This information has
limited utility until it becomes available for a larger number of students.
In progress
IV.E. Finalize VOIP
implementation.
VOIP cutover has been completed so that nearly all phones have been converted
to VOIP phones. This project is substantially completed. Staff will continue to
work trouble tickets and to implement additional functionality and services,
but the main upgrade is complete.
Completed
IV.F. Implement
minimum
technology specs
for all new or
retrofitted
classrooms.
A standard technology package for classrooms has been developed and was
recently updated to include new smart board technology. The technology
package will be updated on a regular basis as technology advances and as
prices change.
Completed
IV.G. Submit a
revised DE
substantive
change proposal.
A DE substantive change proposal was developed in 2013-2014 to deliver more
than 50% of a program via distance education . The proposal was revised in
summer 2014 following a significant amount of work by the DE committee in
spring 2014 to progress the college’s adoption of new policies and
procedures related to distance education. A draft of the DE substantive
change proposal is being circulated and will receive constituent review prior
to being submitted to the ACCJC in October 2014.
In progress
In spring 2014 the college partnered with Ellucian (formerly Datatel) to
implement their Student Planning Module in Colleague. The planning module
will allow students to develop student education plans directly in Datatel on
their own or with the guidance of counselors and advisors. The college will
receive consultation from Ellucian in fall 2014 to strengthen the quality of the
information in the degree audit system for use in the planning tool. Data
integrity issues will be addressed in 2014-15 prior to implementation of the
student planning module.
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014
20
Summary of indicators related to Goal 5: Enhancing the Institutional Profile and Increasing Student Participation
 Outreach
The College was engaged in a variety of outreach activities with local high schools over the
course of the year. CR Administrators, faculty and staff visited high schools on multiple
occasions. High school administration and counselors came to CR to attend Counselor Day,
as well as the Student Success Summit which focused on the success of students from high
school to college. The progress of additional 2013-2014 Annual Planning Actions to enhance
the institutional profile and increase student participation in campus activities are detailed
below.
Strategic Plan (SP)
SP.5 Enhance Institutional Profile
Goal 5
Education Master Plan (EP)
Objectives
SP.5.1. Enhance support for the college community.
SP.5.2. Support/increase cultural activities at the college.
SP.5.3. Develop partnerships for utilization of the available
buildings.
SP.5.4. Reactivate the alumni association.
SP.5.5. Increase communications and outreach to the
community.
SP.5.6. Develop a governmental relations function.
SP.5.7. Increase public support for the college
Annual Planning Actions
Annual Action Plan
Progress Update
Status
V.A. Lease available
buildings.
Additional space has been leased. However, attempts to lease the Redwoods
Business Complex C (old library) revealed the need for costly repairs that
prohibit leasing this space due to negative cash flow concerns. At this point,
the College has leased all of the major spaces that are “readily leasable.”
Completed
V.B. Expand
publicity and
marketing.
In addition to traditional commercial and public radio, TV and newspaper ads,
web ads on local media have been extensively used. Media include the Lost
Coast Outpost, North Coast Journal, the Times-Standard and the Triplicate in
Del Norte.
Completed
Class schedule newspaper inserts have been used in Eureka, Del Norte and
Klamath-Trinity, and radio interviews for events throughout the District have
been used extensively.
Our CR Facebook friends have increased from about 1,000 to almost 3,600.
Extensive posting of events and press announcements have been used. Paid
boosts to specific postings have increased.
A postcard, “Ready for change,” emphasizing short-term Career Technical
Education programs was mailed to 54,000 residents of Humboldt County. A
new Ready for Change landing page was created to capture internet traffic
from the postcard.
V.C. Increase district
involvement in
outreach
Extensive outreach efforts throughout the District occurred in 2013-2014. It
started in spring 2013 with President Smith, Student Services personnel and
faculty visiting some high schools. It continued with more involvement of
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014
In Progress
21
initiatives with
local high
schools.
V.D. Reestablish an
Alumni
Association.
V.E. Plan activities
for the 50th
anniversary of
CR.
faculty and staff at the annual CR Counselor Day, including tours of the new
buildings. More visits were made by faculty and Student Services staff to high
schools. A widely attended Student Success Summit was held with many high
school administrators and counselors attending from throughout the District.
Between 50 and 100 new members have asked to be included in the Alumni
Association by filling out the new member form.
In progress
The date for a major celebration has been set for Saturday, October 4 from 4-6
p.m. on the Eureka Campus. A committee has been working on details for
four months. A hexagon tent will be used; complimentary finger foods
provided; wine, beer and non-alcoholic beverages will be sold; 50th logo beer
and wine glasses and clothing will be sold; the CR Jazz Band will perform. A
postcard is being sent to key alumni, former trustees, community members,
administrators, etc. Tours of the new academic buildings will be conducted.
In Progress
The CR Football homecoming game will be held in the Community Stadium the
same day to attract more attendees.
V.F. Reinstate CR’s
Science Night.
Science Night will take place on October 24 from 5:00 to 9:00 p.m.
Strategic Plan (SP)
In progress
Goal 5
Education Master Plan (EP)
EP.5 Increase Student Participation in Campus Activities
Objectives
1. Improve student engagement among all students.
2. Develop a vibrant student center.
3. Increase student engagement in the community.
4. Faculty and staff will model positive engagement in the college
community
Annual Planning Actions
Annual Action Plan
Progress Update
Status
V.G. Enhance
wireless and
computer access
in student
centers.
V.H. Develop a new
Multicultural
Diversity Center.
Wireless coverage is now available across the District’s facilities. Student
wireless bandwidth expanded from 5Mb to 50 Mb. Twelve new wireless
access points were also added. This work will continue as resources allow.
In Progress
The Multicultural Center has been developed located off the cafeteria. ASCR will
continue to encourage faculty and staff to use the center for events and
meetings.
Completed
V.I. Develop a new
ASCR office.
The new ASCR office has been completed and ASCR is occupying the space. A
part-time staff member has been hired and staffs the office.
Completed
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014
22
Effectiveness of the Integrated Planning Process
 2013-2014
Integrated
Planning
Survey
Summary
For the fourth year in a row, members from each integrated planning committee evaluated
themselves using a survey. The survey instrument was revised by the Institutional Effectiveness
Committee because it had consistently resulted in very positive responses leaving little room for
improvement. Questions were added that were regarded as central to the mission and
responsibilities of each of the committees. Some questions, which had received the lowest
ratings over the past three years, were retained to look for continued growth.
Ratings to all questions that were the same as in prior years improved. In 2010-2011 these
questions had average ratings between neutral and somewhat agree, and now they are
between strongly and somewhat agree. It appears that meeting attendance, and relying on data
to make informed decisions have both progressively improved over the past four years.
Appropriate representation from each campus on the committee and finding the integrated
planning and budgeting process clear received the lowest ratings. These issues were both
discussed at length at the Institutional Effectiveness Summit.
Table 7. Integrated Planning Survey Results
Average Ratings
The following statements were rated using the scale
5 = strongly agree, 4 = somewhat agree, 3 =neutral, 2 = somewhat disagree, 1 = strongly disagree
Question
2010-2011
2011-2012
2012-2013
1. Members of the committee attend regularly.
3.58
3.92
3.57
2. The committee members had appropriate
information to make informed decisions.
3. Discussions and decisions were data-driven and
supported by sound evidence.
4. The committee accomplished what it set out to do.
2013-2014
4.27
3.39
3.73
3.95
4.36
3.39
3.98
4.00
4.37
Questions 4-15 were new in 2013-2014.
4.20
5. Each constituent group had representation on this
committee.
6. Each campus location had representation on this
committee.
7. Relevant committee information was effectively
communicated to appropriate constituents.
8. The results of committee activities are
communicated broadly to keep the district informed
of changes/improvements.
4.33
9.The committee had collegial and collaborative
dialogue regarding decisions, plans, etc.
10. The committee followed an effective process for
decision making.
11. The committee followed transparent processes.
4.59
12. The committee website is generally up to date
(minutes, members, charge, etc.).
13. The integrated planning and budgeting process
is clear.
14. The district has effectively communicated the
outcomes of the planning and governance process.
15. Resources were adequate for committee
members at all locations to participate.
4.20
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014
3.87
4.02
3.93
4.35
4.47
3.59
3.93
3.98
 2013-2014
Institutional
Effectiveness
Summit
The college has hosted an Integrated Planning Summit each year since 2010-2011. This year the
name of the summit was changed to the Institutional Effectiveness Summit to communicate a
more overarching role of the planning committees in driving the effectiveness of the institution.
The summit began with a review of the results from the integrated planning survey, as well as
an overview of the integrated planning model, timeline and planning process. Members of each
of the committees discussed the strengths and weaknesses of their individual committees, as
well as the flow of communication from one committee to another, and with the rest of the
college.
Committee restructuring was a major topic at the 2012-2013 summit that took effect in 20132014. The committees discussed the impact of the restructuring. Most committees experienced
little impact as a result of the new structure, but some members noted that the newly
established subcommittees resulted in more communication across the committees. The group
agreed that we should build on this improvement by holding group meetings at least once a
term with members of the main committee with the subcommittees. In addition to group
meetings, several committees found it successful to hold fewer meetings throughout the
semester although this did not work for all committees.
Several additional recommendations resulted from the Institutional Effectiveness Summit
related to the following areas.
Overall Committee Effectiveness



A committee calendar should be developed with the day and time of week that each
committee will meet. Constituent representation for each committee would also be
helpful.
Committees should more effectively communicate information with their constituents.
Several suggestions were given such as creating a location for updates on
inside.redwoods.edu where committees can easily post important information and
updates. Chairs or representatives could also send out the link to all upcoming
committee meetings via email.
The Enrollment Management Committee recommended continuing to change so that it
focuses more on overarching issues impacting student support and success rather than
detailed action plans.
Program Review and Budget Planning

Clearer feedback should be provided to those requesting resources by giving a summary
to the campus of all funded items or by notifying all parties who received funding. The
campus should be alerted of where they can find the summary of funded requests.
 Functional committees (TPC, FPC) should be notified of each request before the
program review is submitted so that they can see if the request is reasonable. This could
be done by requiring a signature of approval by someone in IT or facilities prior to
forwarding the request for consideration.
 Program review authors should be able to start working on the template earlier in the
year. IR should provide program review data by September 4th to allow for work to
begin.
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014

24
The resource request section of program review should be changed to combine columns
that previously linked plans/requests to planning or operational categories. One
category should exist for general requests.
Institutional Effectiveness Committee (IEC) Responsibilities


 Revised
Integrating
Planning
Model
The IEC should update the planning manual and the integrated planning model on an
annual basis and widely distribute this information.
The IEC should display large posters of the integrated planning time-line at print stations
and key areas where faculty congregate across the district.
The Integrated Planning Model has been revised each year to reflect an increasingly
sophisticated planning process. This year the model was revised to include the Student Equity
Plan (SEP) and the Student Success and Support Program Plan (SSSP) to communicate the
importance of these plans in driving annual planning. A set of shared interests were identified
following work to revise the SEP and develop the SSSP. These interests include implementation
of an early alert notification process, a system to allow for online student education planning,
non-credit course and certificate pathways, institutionalizing basic skills funded programs and
projects, and providing intervention strategies for students who are at risk.
The model was also changed to show a clear path of how various requests for all resources,
professional development, and staff flow from the program review process to the relevant Vice
President, Dean or Director for initial prioritization before some requests are sent to the Budget
Planning Committee. Instructional Council was also added to the model, alongside the student
development leadership group, to communicate their role in leadership and planning.
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014
25
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014
 Emerging
Themes: Data
and
Interpretation
from Program
Review
26
The Program Review Executive Summary contained several trends regarding critical reflection of
assessment activities. These assessment activities result in discoveries that support the need for
resources for program improvements.
Assessment-motivated changes
 Assessment findings made a wide-ranging impact on the programs. Eight programs
discussed the changes they made to exams, assignments, and rubrics to better assess
outcomes. Five programs talked about an increased emphasis placed on certain
classroom practices and strategies (e.g., hand on approaches, motivational interviewing)
and others talked about experimenting with innovative learning strategies and various
techniques to increase student engagement (e.g., flipping the classroom).
 In addition to specific changes made to the class, several programs specifically
referenced an increase in dialogue amongst full- and part-time faculty, and greater
involvement of everyone in the process that resulted from assessment. Other changes
included a few programs who revised their curriculum to better match program
outcomes, and a few who made greater consistency/standardization across course
sections.
Changes requiring institution-support
 A few programs were concerned by a lack of adequate equipment/tools to provide
adequate instruction for students. This equipment was placed in the planning and
resource request sections of their program reviews.
 A few programs requested support with the assessment process, to expedite the
process and to coordinate program-level assessment. Other concerns included student
support -- inadequate resources for students at branch campuses compared to Eureka
(e.g., DSPS support, tutoring), and a lack of specialized tutoring to help students in need
who are not meeting outcomes.
Data analysis trends for each program review student success indicator was also identified to
inform institutional planning for the upcoming year.
Enrollments
 Approximately half of all programs commented on possible reasons for enrollment
declines. The most common reason cited was due to fewer section offerings. Eight
programs noted difficulty finding instructors to teach sections. This appears to be a
concern for the branch campuses, as well as certain disciplines at Eureka. Five programs
also noted enrollment declines because of system-wide changes to repeatability and a
shift to prioritize certain educational outcomes which shifted TLU allocation.
Success & Retention
 Services provided to support students outside of the classroom was mentioned in
multiple program reviews. While a few programs noted the need for more student
services, one program provided evidence that students and faculty lack awareness of
the services that are provided, and could benefit from heightened awareness of
everything offered by way of an orientation or taking/teaching a first year experience
course.
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014
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Persistence
 Eight programs discussed the importance of the major a student declares. Some were
concerned that students are declaring majors that do not accurately reflect possibilities
(e.g., declaring a major not available at their campus, or declaring a major they haven’t
been admitted into). Others are concerned whether or not the major they declare truly
matches their education goal, and noted that students often are unaware of how to
change their major. These concerns are important in that a student will have a difficult
time developing a usable student education plan if they haven’t declared the real major
they want. Also, the reporting and use of accurate persistence and completion rates rely
on this information.
 Several programs discussed approaches for improving the accuracy of the major a
student declares. Two programs have started encouraging students to meet with a
counselor or advisor. One program is working directly with counseling and advising to
make sure that counselors are aware of the most appropriate major to recommend to a
student based on a student’s background and goals.
 Multiple programs noted that they would like to receive the contact information of all
students who have declared their program so that they can do outreach.
Completion
 Programs gave suggestions for increasing completion rates. Four programs touched on
completion related to course offerings. Specifically, students in several programs were
seen to have an easier time graduating when courses were offered more frequently.
Faculty noted that students experienced difficulty making their way through the
program that used a two year course rotation.
 A few CTE programs explained that low completion rates do not necessarily mean that
students are failing to meet their education goal. Rather, students in CTE programs are
interested in building workforce skills, not receiving a degree or certificate. It was also
noted that MATH-120 may be a deterrent towards CTE students earning a certificate.
Student Equity Group Data
 Achievement gaps were identified by the majority of programs. Gender was cited most
frequently, but ten programs talked about an achievement gap across ethnicity. The gap
noted most frequently was for African American students. While many of the programs
noted a gap, few programs specifically addressed how they plan to start closing the
achievement gap. More of a focus on professional development activities related to
student equity and the achievement gap seem to be needed given that professional
development is a common item appearing in programs’ plans.
Labor Market Data
 Several programs called for more meaningful labor market data. Issues with the current
LMI data were that it goes beyond our service region, reflecting jobs along the entire
North Coast, and that many of the jobs included in the data do not accurately represent
jobs that could be obtained after completing a program at CR. Many CTE programs
would also like to include job placement rates of their students within the program
review data.
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014
 Institutional
Effectiveness
Scorecard
Two important components were added to the Institutional Effectiveness Scorecard this year.
Institution-Set Standards were added in response to recent requirements of the ACCJC and
federal guidelines. Five student achievement measures (retention, success, persistence, number
of degrees /certificates awarded, and number of transfers to 4-year institutions) are required.
These standards are not aspirational targets. Rather, they represent the minimum expectation
set by the institution to meet educational quality and institutional effectiveness, below which
the institution regards its performance unacceptable.
College of the Redwoods is proposing nine institution-set standards. Basic skills and online
course success were included because they were seen as central to the current focus of the
college to improve student success. Persistence and completions were also broken into
subgroups to add clarity.
In addition to institution-set standards, the Institutional Effectiveness Committee developed
targets so that the institution can clearly monitor the extent to which it is improving. We would
want to be well aware if we ever fall below unacceptable levels, but that shouldn’t be a worry if
we remain focused on reaching attainable goals.

Institution-set standards are Minimum Standards: reflect the institution’s satisfaction
with the performance of student learning and achievement. Minimum standards are set
for each key indicator directly measuring student performance, such as course success,
transfer, and degree completion.
o The Institutional Effectiveness Committee arrived at institution-set standards by
taking the minimum observed value over the past seven years.

Target: a measurable outcome that, when achieved, will have a meaningful positive
impact on institutional effectiveness.
o The Institutional Effectiveness Committee arrived at targets by evaluating the
trend for each, and reaching consensus on what they thought was an
aspirational yet achievable goal.
Institution-set standards and targets have been added to the Institutional Effectiveness
Scorecard to keep track of the extent to which we are attaining the goals of the District. As of
2013-2014, we are at or above all of the Institution-Set Standards. Course success rates are on
target, but several other indicators are noticeably below target (persistence, basic skills and
online course success, and completions). The college is keenly aware of the challenges in these
areas, and the progress towards the Institutional Annual Plans provides numerous examples of
actions being taken to reach these targets.
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 Integrated
Planning Annual
Timeline
The Integrated Planning Timeline was revised this year to reflect changes in the planning
process. The IEC tracked the timeline throughout the year and used it to successfully keep on
track with new and existing processes related to institutional effectiveness. The committee
decided to add and remove items in the timeline as the year went on to better reflect central
activities and deadlines. The IEC distributed it to campus at convocation for the second year in a
row.
 2014-2015
Annual Plan
CR’s development of Annual Plans is ongoing, and is becoming a central part of the college’s
planning process. The IEC led the development of the 2014-2015 Annual Plan with input from a
variety of employees. Prior to adoption, the plan was taken to Expanded Cabinet for
representatives from each continent group to review, and reviewed by the Board of Trustees.
The IEC will collect progress updates for items to be accomplished each semester. Progress
updates will be shared with Cabinet and the Board of Trustees.
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014
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INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014
2014-2015 Annual Plan
Theme: Increasing Persistence
Employing strategies to keep students continually enrolled from one semester to the next.
Strategic Plan (SP)
Goal 1: Student Success
Education Master Plan (EP)
SP.1. Focus on Learners: Developmental, Career Technical, EP.1 Ensure Student Success
and Transfer Education
Objectives
1. Match student readiness with educational pathways.
2. Continuously assess and evaluate programs to provide
effective educational programs and services for all learners.
3. Students will be able to complete their desired educational
goals.
4. Enhance student support and student engagement.
5. Improve basic skills success.
6. Support staff and faculty development and instructional
innovation.
1. Provide structured academic pathways
2. Improve support for students.
3. Improve effectiveness of basic skills education.
4. Increase transfers and degree and certificate completions.
5. Professional development programs will improve educational
effectiveness.
6. Improve success among underrepresented populations.
Annual Planning Actions
Plan. Goal.
Objective.
Action
Actions to be taken
Responsible
Persons
Semester
Evaluation Plan
VP of Instruction
and Student
Development
(VPISD)
VPISD
Spring
2015
Are students aware of
the pathways? Are they
enrolling in them?
Spring
2015
Can we track how
many students have an
SEP? Are there nonexempt students
without an SEP?
Has dual enrollment
increased?
EP.1.1.1
SP.1.1.3
Enroll students into Pathways.
EP.1.1.1
SP.1.1.1
SP.1.4.1
Effectively support the development of
student education plans (SEPs) for all nonexempt students.
SP.1.1.5
SP.1.3.2
EP.1.2.2
EP.1.4.3
SP.1.1.1
EP.1.2.1
Expand dual enrollment opportunities.
VPISD
Spring
2015
Develop orientation for students taking
distance education courses.
VPISD ,Distance
Education
Committee
Fall 2014
SP.1.1.2
SP.1.5.1
EP.1.3.1
SP.1.2.2
SP.1.6.1
EP.1.4.2
EP.1.6.1
Evaluate placement process and explore
multiple measures.
VPISD, Director of
Institutional
Research
VPISD, Academic
Senate
Fall 2014
VPISD with Student
Equity Planning
Committee Chair
Fall 2014
(October
17th )
Develop additional ADT degrees.
Update Student Equity Plan using new
Chancellor’s Office template to include a
plan for narrowing the achievement gap.
Spring
2015
Has an orientation
been developed? Is its
effectiveness being
evaluated?
How is the process
being evaluated? Who
is involved in dialogue?
How many, and what
information was used
to select them?
Has an updated plan
been communicated to
campus?
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014
2014-2015 Annual Plan
Strategic Plan (SP)
Goal 2: Community Education
Education Master Plan (EP)
SP.2 Focus on Learners: Community Partnership
EP.2 Develop Programs and Services to Meet Community
Needs
Objectives
1. Provide workforce development training.
2. Respond to business and industry short-term training needs.
3. Develop non-credit programs.
1. Enhance community education program.
2. Enhance incumbent worker and contract training.
3. Develop not-for-credit programs.
4. CTE Programs respond to community training needs.
5. Develop non-credit programs.
Annual Planning Actions
Plan. Goal.
Objective.
Action
SP.2.1.1
SP.2.2.1
EP.2.4.1
Actions to be taken
Develop a plan to respond to community
training needs identified through business
industry research.
SP.2.3.1
EP.2.5.1
Coordinate with K-12 school districts to offer
adult education.
SP.2.3.2
EP.2.1.1
EP.2.5.2
Pilot an adult education program.
Responsible
Persons
Director of
Business & Training
Center, CTE Dean
VPISD, Vice
President of
Administrative
Services (VPAS)
VPISD
Semester
Spring
2015
Fall 2014
Spring
2015
Evaluation Plan
What has been
implemented and has
the impact been
evaluated?
Has a plan been
developed?
How many students
are in the pilot? What
is their success?
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014
2014-2015 Annual Plan
Strategic Plan (SP)
SP.3 Fiscal & Operational Sustainability
Goal 3
Education Master Plan (EP)
Objectives
1. Reduce reliance on apportionment-based funding.
2. Improve college operational efficiencies.
3. Increase funding available for strategic initiatives
4. Increase community support for the college.
5. Practice continuous quality improvement.
6. Practice continuous adherence to accreditation standards.
Annual Planning Actions
Plan. Goal.
Objective.
Action
SP.3.2.1
SP.3.5.1
Actions to be taken
Implement more efficient payment
processing.
SP.3.2.1
Develop budget cycle for equipment
replacement.
SP.3.2.2
Develop budget cycle for capital repairs and
maintenance.
SP.3.5.2
EP.3.4.1
Implement a revised AP 4021 “Program
Revitalization or Discontinuation Process”
Responsible
Persons
VPAS, IT Manager
VPAS in
collaboration with
the Budget
Planning
Committee
VPAS in
collaboration with
the Budget
Planning
Committee
President, VPISD
Semester
Spring
2015
Fall 2014
Evaluation Plan
Is less time taken to
prepare for and print
checks?
Do equipment repairs
adhere to a budget
cycle?
Fall 2014
Do capitol repairs
adhere to a budget
cycle?
Fall 2014
Has the new process
been approved?
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014
2014-2015 Annual Plan
Strategic Plan (SP)
Goal 3
Education Master Plan (EP)
EP.3 Practice Continuous Quality Improvement
Objectives
1. Improve tools for assessment reporting.
2. Student learning will be a visible priority in all practices and
structures.
3. Student learning outcomes and assessment are ongoing,
systematic, and used for continuous quality improvement
4. Systematically use data to inform decision making.
5. Provide continual and inclusive training opportunities
regarding assessment.
6. Increase number of institutional employees who have
accreditation experience.
Annual Planning Actions
Plan. Goal.
Objective.
Action
EP.3.2.6
SP.3.6.1
EP.3.5.1
EP.3.6.1
Actions to be taken
Implement a refined process to monitor the
ACCJC standards, eligibility requirements,
and commission policies.
Increase the number of CR employees
serving on ACCJC visiting teams.
EP.3.2.5
EP.3.4.2
Review the Education Master plan and
discuss revisions to make the plan more
meaningful to the campus.
EP.3.2.2
EP.3.3.2
EP.3.4.1
Assess the Institutional Learning Outcomes
and hold institutional dialogue about the
results.
EP.3.2.1
EP.3.3.1
Communicate Institutional Learning
Outcomes (ILOs) with students and
employees through dialogue and
publications like syllabus template.
Improve the assessment processes
regarding areas of responsibilities.
EP.3.2.4
EP.3.5.2
EP.3.1.1
EP.3.2.3
EP.3.3.3
Improve the quality of SLO/PLO
assessments.
Responsible
Persons
Accreditation
Liaison Officer
Semester
Fall 2014
Evaluation Plan
Is the process outlined
and driving progress?
President
Fall 2014
President,
Director of
Institutional
Effectiveness
Director of
Institutional
Effectiveness in
collaboration with
the Assessment
Committee
VPISD, Director of
Institutional
Effectiveness
Spring
2015
Are CR employees
taking part in visits
contributing to CR
accreditation work?
Have discussions been
documented?
Spring
2015
Are results reported in
the Institutional
Effectiveness Report?
Fall 2014
Is campus able to
identify ILOs when
quizzed?
VPISD
Fall 2014
VPSID in
collaboration with
the Assessment
Committee
Spring
2015
Has the role of the
Deans been defined
and communicated?
Does the Assessment
Committee perceive an
improvement?
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014
2014-2015 Annual Plan
39
Strategic Plan (SP)
SP.4 Technological Relevance
Goal 4: Technology
Education Master Plan (EP)
EP.4 Maintain Technological Relevance
Objectives
1. Improve technology infrastructure to support all college
operations.
2. Improve instructional labs to support effective teaching and
learning.
3. CTE programs will have technology relevant to their disciplines
4. Improve efficiency through technology.
5. Improve data gathering and utilization to support
instructional, student service, & administrative decision
making.
1. Lab equipment and technology effectively supports
instructional needs.
2. Update the comprehensive technology replacement plan.
3. Enhance distance education or eLearning.
4. Effectively utilize technology in teaching.
Annual Planning Actions
Plan. Goal.
Objective.
Action
EP.4.3.1
Responsible
Persons
VPISD
Semester
Fall 2014
VPAS, IT Manager
Fall 2014
IT Manager
SP.4.1.1
Develop videoconferencing capabilities for
meetings and classes.
Expand wireless capabilities.
Spring
2015
Fall 2014
EP.4.4.1
SP.4.4.4
Provide training of effective use of
classroom technologies.
IT Manager
Spring
2015
SP.4.4.2
Further update the college website.
Fall 2014
SP.4.4.3
SP.4.5.1
Make progress implementing student self
service (Datatel student planning module).
Director of
Information
Systems in
collaboration with
Web Task Force
Director of
Information
Systems
EP.4.2.1
EP.4.4.1
Actions to be taken
Develop a comprehensive plan for offering
DE courses.
Develop a technology replacement plan.
IT Manager
Spring
2015
Evaluation Plan
Has a plan been
adopted?
Has a plan been
approved by the
Technology Planning
Committee?
Has faculty and staff
perceptions improved?
Is there an increase in
wireless availability?
Did faculty rate that
trainings were
effective?
Have visitor’s ratings
(e.g., ease of finding
information) improved?
Can students develop
Education Plans (SEPs)
online?
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014
2014-2015 Annual Plan
Strategic Plan (SP)
SP.5 Enhance Institutional Profile
Goal 5
Education Master Plan (EP)
Objectives
1. Enhance support for the college community.
2. Support/increase cultural activities at the college.
3. Develop partnerships for utilization of the available
buildings.
4. Reactivate the alumni association.
5. Increase communications and outreach to the community.
6. Develop a governmental relations function.
7. Increase public support for the college
Annual Planning Actions
Plan. Goal.
Objective.
Action
SP.5.7.1
Actions to be taken
Implement activities for the 50th anniversary
of CR.
SP.5.1.1
SP.5.7.2
Develop a marketing plan.
SP.5.4.1
Develop Alumni testimonial videos.
SP.5.1.3
SP.5.7.4
SP.5.5.3
SP.5.5.1
Equip faculty and staff with marketing
materials for outreach activities.
SP.5.1.2
SP.5.5.2
SP.5.7.3
EP.5.4.1
SP.5.5.4
SP.5.3.1
Increase course offerings at alternate
locations (e.g., high schools).
Increase faculty and staff outreach to the
high schools. Develop a schedule of visits.
Responsible
Persons
Director of
Communications &
Marketing
Director of
Communications &
Marketing
Director of
Communications &
Marketing
Director of
Communications &
Marketing
VPISD
Semester
Spring
2015
Fall 2014
Evaluation Plan
What was the impact
on foundation
resources?
Is a plan in place?
Fall 2014
Are videos present on
the website?
Spring
2015
Do faculty and staff
perceive having the
materials they need?
Has dual enrollment
increased?
Is a schedule being
followed?
Fall 2014
VPISD
Spring
2015
Collaborate with the community to continue
student success discussions (e.g., summit).
VPISD
Fall 2014
Determine most effective options for
unused buildings.
VPAS
Spring
2015
What initiatives have
risen from these
discussions?
What information was
used to determine
options?
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014
2014-2015 Annual Plan
41
Strategic Plan (SP)
Goal 5
Education Master Plan (EP)
EP.5 Increase Student Participation in Campus Activities
Objectives
1. Improve student engagement among all students.
2. Develop a vibrant student center.
3. Increase student engagement in the community
4. Faculty and staff will model positive engagement in the
college community
Annual Planning Actions
Plan. Goal.
Objective.
Action
EP.5.3.1
SP.5.2.1
EP.5.1.1
EP.5.2.1
EP.5.1.2
Actions to be taken
Increase opportunities for students in work
experience.
Evaluate the use of the Multicultural
Diversity Center.
Expand the student ambassador program.
Responsible
Persons
VPISD
Semester
Fall 2014
VPISD
Spring
2015
VPISD, Director of
Counseling
Spring
2015
Evaluation Plan
Has enrollment in work
experience increased?
How do students
perceive the space? Are
they using the space?
How many students are
contributing?
INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2013-2014