Instructional Program Review Update 2012/13 (fields will expand as you type) Section 1 ‐ Program Information 1.0 Name of Program: Early Childhood Education Date: 1/14 /2013 1.1 Program Review Authors: Larson, Freneau, Hancock 1.2 Dean’s Signature: Rachel Anderson Date: 1/14/13 1.3 Individual Program Information # of Degrees # of Certificates 2 # of Courses 1 # of GE Courses 15 1 The shaded cells below are to be populated by the Program Review Committee as needed. # of Full Time Faculty 2010‐2011 # of Part Time Faculty 2011‐12 2010‐2011 # of Staff FTE 2011‐12 2010‐2011 2011‐12 Personnel Budget 2010‐2011 Discretionary Budget 2011‐12 2010‐2011 2011‐12 1.3.1 State briefly how the program functions support the college mission: The Early Childhood Education Program provides both career and transfer education for students planning to work with young children and families. ECE faculty work with local agencies serving children including: First 5, Local Child Care Planning Councils, and local affiliates of the Association for the Education of Young Children. College of the Redwoods puts student success first by providing outstanding developmental, career technical, and transfer education. The ECE Program also continually assesses student learning and institutional performance and practices to improve upon the programs and services we offer. 1.3.2 Program highlights/accomplishments: In the 2011‐2012 academic year the ECE Program submitted a SB 1440 transfer degree to the CCCCO and converted ECE 2, Child Growth and Development, into a GE course. Section 2 ‐ Data Analysis 2.1 Enrollment & Fill Rate Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Enrollments & fill rates Enrollment ☑ Comment if checked: At sites where enrollment has decreased in the past year there has been a reduced number of sections offered. 6. c2011‐2012 ECE PR Jan 2013.docx 2/19/2013 Page 1 Fill Rate ☑ Comment if checked: Fill rates have remained consistent in the past year at 82%, exceeding the district‐wide fill rate. 2.2 Success & Retention Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Success & Retention Success ☑ Comment if checked: Success for ECE students has remained consistent and slightly below the district‐wide percentages. The success for online classes is lower than the district‐wide percentage. We believe this is because there are students taking online ECE classes just to ensure their financial aid eligibility who are not interested in ECE and who do not have the basic knowledge of ECE that would ensure success in the classes. We want to consider adding comments into web advisor explaining that the ECE online courses are for people planning to work in the ECE field and that have a base line of knowledge in the field. We also want to consider adding pre‐requisites to the more advanced courses to ensure students are prepared to succeed in the online courses. We are planning for the 2012‐2013 academic year to publish the online courses at least two weeks before the start of the semester and urge students to review the syllabi and withdraw from the class before the semester starts if the student does not have the knowledge base to succeed. It would be even better if there was a way that students had to sign‐off saying they had read and understood the syllabus before the course started. This would ensure that students were clear of the faculty expectations prior to the beginning of the semester. Retention ☑ Comment if checked: Retention for ECE students is consistent and just slightly below the district‐wide percentages. 2.3 Persistence Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Persistence ☑ Comment: The ECE student persistent rate looks lower than the district‐wide rate. Commonly ECE students enroll with the intention of only completing two to four courses in order to work in the field. While the student may leave the college having met their goal, the statistics looks like the student did not persist. 2.4 Completions Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Completions & Transfers ☑ Comment: Once the AS‐T is fully implemented the ECE completion/transfer data will be more useful. Student Equity Group Data 2.5 Enrollments Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp by group Select your program and click on ~ by Student Equity Group next to Enrollments & fill rates Comment: ECE students are slightly more diverse racially and somewhat older that the general student population. The program is 6. c2011‐2012 ECE PR Jan 2013.docx 2/19/2013 Page 2 predominantly female. We have been making effort to recruit men into the program but the low salaries make that recruitment a hard sell. Our program information video (on the CR website) features a male student. We plan to include a section on the needs for men in the field in out online student handbook. 2.6 Success & Retention Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp by group Select your program and click on ~ by Student Equity Group next to success & retention Comment: The biggest areas of concern are the success rates in online classes. Asian‐American and Native American students and students 24 years old and young have success rates below 45%. Online classes require a high level of self‐discipline and good reading comprehension and writing skills. While English 150 is a recommended preparation for all ECE online courses, not all students have the necessary reading and writing skills to succeed. 2.7 Persistence Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp by group Select your program and click on ~ by Student Equity Group next to persistence Comment: Until we have clear data on student goals (2‐4 ECE courses, ECE CA, ECE AS, ECE AS‐T) it is not possible to determine if students actually got what they came to CR to do. Additional Indicators 2.8 Faculty Information Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Faculty (FT/PT) & FTES/FTEF Comment: ECE had a full‐time faculty retirement at the end of the 2011‐2012 academic year. One of the other two full‐time faculty teaches in other disciplines and the other is on a pre‐retirement work load reduction (working 80%). Currently there are associate faculty available to meet the program needs at all sites except Klamath‐Trinity. Since the number of sections offered per semester varies at that site it is difficult to anticipate the need for faculty. 2.9 Labor Market Data (CTE/Occupational programs only) Refer to the California Employment Development Division: http://www.edd.ca.gov/ www.labormarketinfo.edd.ca.gov
Provide a narrative that addresses the following: a. Documentation of labor market demand b. Non‐duplication of other training programs in the region c. Effectiveness as measured by student employment and program completions. Narrative: a. The labor market information for early childhood education programs is somewhat confusing. Positions are listed as “child care workers”, “education administrators preschool and child care”, and “preschool teachers, except special education”. The data is for the North Coast Region including, Del Norte, Humboldt, Mendocino, and Lake Counties. The data show a combines workforce of 6. c2011‐2012 ECE PR Jan 2013.docx 2/19/2013 Page 3 1130 with combined annual job openings of 34. In looking at Craig’s List and the Humboldt Early Childhood Educator Facebook page between December 3 2012 and January 3, 2013 there were nine open positions. That number was for one month (during which many programs are closed for at least one week) and only for Humboldt County. Based on this the labor market data is grossly underestimating the number of positions available in the early education field. b. There are no other programs focusing exclusively on child care and preschool staff in the College of the Redwoods district. Humboldt State University (HSU) does have a Child Development Program and some of their students pursue careers in early childhood programs but since HSU does not offer all the courses required to meet licensing and certification, they send student to CR to complete those courses. c. We do not have good data on employment of ECE students. As mentioned before, many students come to the ECE program at CR in order to get the minimum amount of college credits required to work as a substitute or teacher. Since we have not adequately assessed students’ goal at entrance we cannot determine student success. The other complicating factor is that many ECE students are already working in the field and are taking courses to ensure continued employment or to move up the career ladder. Overall, what has been the impact of the change in indicators on student achievement and learning: The use of course and program level learning outcomes has, and continues to; allow us to determine if we, as faculty, are being clear with students about our expectations of them. Provide narrative on the factors that may have contributed to the improvement or decline in the identified population: One significant factor impacting the ECE Program is the national requirement for Head Start teachers to have either an associate degree or a bachelor degree. This has brought many students who have been enrolled in CR courses on and off for years to move towards completion of degrees. Section 3 – Critical Reflection of Assessment Activities Curriculum & Assessment Data Are all courses on track for complete assessment of all outcomes in two years? Y/N What courses, if any, are not on track with regard to assessment? Explain. # of PLOs Assessed and Reported during the 2011‐2012 academic year. % of Course Outlines of Record updated If there is no plan for updating outdated curriculum, when will you inactivate? View curriculum status: click here or go to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Curriculum Status Assessment Reporting completed? Y/N Program Advisory Committee Met? Y/N 6. c2011‐2012 ECE PR Jan 2013.docx 2/19/2013 Page 4 Y N/A 2 There are approximately half of the ECE courses that will be re‐
written and/or updated in the 2012‐2013 academic year. Y Y 3.0 How has assessment of course level SLO’s led to improvement in student learning (top three): (A) Students have a clear understanding of what the learning outcomes are for each course. (B) Faculty are becoming more adept at clarifying assignments to enable them to assess completion of outcomes. (C) Students are more able to see how class assignments relate to outcomes. 3.1 How has assessment of program level outcomes led to degree/certificate improvement (top three): (A) Students are able to understand how course content and course learning outcomes contribute to a full understanding of ECE. (B) Faculty have a better understanding of how each course contributes to the knowledge base in the PLOs. (C) PLOs may be revised based on the state‐wide Curriculum Alignment Project. ECE faculty will work with the CAP leads to ensure our PLOs match those state‐wide. 3.2 (Optional) Describe unusual assessment findings/observations that may require further research or institutional support: We have had consistent challenges with ensuring that associate faculty on sites other than Eureka and Del Norte being given the information and support they need to assess outcomes. Section – 4 Evaluation of Previous Plans 4.1 Describe plans/actions identified in the last program review and their current status. What measurable outcomes were achieved due to actions completed. Actions Current Status Outcomes Ensure students receive appropriate advising. CETA funding for 2012‐2013 will enable ECE faculty to develop a student handbook that will provide students and advisors with information to develop an education plan. To be assessed in 2012‐2013. 6. c2011‐2012 ECE PR Jan 2013.docx 2/19/2013 Page 5 4.2 (If applicable) Describe how funds provided in support of the plan(s) contributed to program improvement: Section – 5 Planning 5.0 Program Plans (2012/2013) Based on data analysis, student learning outcomes and program indicators, assessment and review, and your critical reflections, describe the program’s Action Plan for the 2012/13 academic year. If more than one plan, add rows. Include necessary resources. (Only a list of resources is needed here. Provide detailed line item budgets, supporting data or other justifications in the Resource Request). 5.1 Program Plans Relationship to Institutional Plans Update ECE courses as needed Strategic Plan Goal 1 Objective 1.2: Programs and services
Action to be taken: Develop student handbook 6. c2011‐2012 ECE PR Jan 2013.docx will be
evaluated to ensure
currency and
effectiveness.
Desired Outcome:
Programs and services
will be
evaluated to ensure
currency and
effectiveness.
Strategic Plan Goal1
Objective1.3:
The college will
increase the number
of degree and
certificate completions.
The college will
increase the number
of transfers to four-year
2/19/2013 Relationship to Assessment SLOs will be updated Expected Impact on Resources Needed Program/Student Learning Outcomes will be clarified and Area coordinator easier to assess reassigned time. Students will be assisted in declaring a major and following progress towards that major. Students will be able to plan education paths to meet goals. Page 6 Already received for 2012‐2013 through CETA. Follow up to approval for AS‐T colleges.
Desired Outcome:
Students will be
able to complete
their desired
educational goals.
Strategic Plan Goal1
Objective1.3: The
college will increase
the number
of degree and
certificate completions.
The college will
increase the number
of transfers to four-year
colleges.
Desired Outcome:
Students will be
able to complete
their desired
educational goals.
Faculty involvement with community child care agencies and organizations. Goal 2 Area coordinator reassigned time. Area coordinator reassigned time. College of the
Redwoods will provide,
in partnership with the
community, training
and education to
contribute to the
economic vitality and
lifelong learning needs
of the community.
5.2 Provide any additional information, brief definitions, descriptions, comments, or explanations, if necessary. In the next few years additional courses will be added to the Curriculum Alignment Project. CR’s ECE program will rewrite curriculum as required by this state‐wide initiative. Section 6 ‐ Resource Requests 6. c2011‐2012 ECE PR Jan 2013.docx 2/19/2013 Page 7 6.0 Planning Related, Operational, and Personnel Resource Requests. Requests must be submitted with rationale, plan linkage and estimated costs. If requesting full‐time staff, or tenure‐track faculty, submit the appropriate form available at inside.redwoods.edu/ProgramReview Requests will follow the appropriate processes. Check One Amount Recurring Rationale Request $ Cost Y/N Linkage Planning Operational Personnel NONE Section 7‐ Program Review Committee Response Do not type in this section. To be completed by the Program Review Committee following evaluation. 7.0 The response will be forwarded to the author and the supervising Director and Vice President: S.1. Program Information: Satisfactory. S.2. Data Analysis: Noted: the program is only one or two semesters‐persistence not applicable. Online success is lower, and the PRC suggests comparing overall success in online classes to the identified groups and comment upon the discrepancy. Labor market data noted as unreliable. Transfer data will be improved upon implementation of AS‐T. Satisfactory. S.3. Critical Reflection of Assessment Activities: Impact of assessment is reported. Courses are being updated as result as well. Satisfactory S.4. Evaluation of Previous Plans: Satisfactory. S.5. Planning: Section 5.1 is a good model for stating program plans and relationships to institutional plans. Satisfactory S.6. Resource Requests: None. (Noted: CDC is part of the ECE program). 6. c2011‐2012 ECE PR Jan 2013.docx 2/19/2013 Page 8