Instructional Program Review Update 2012/13 (fields will expand as you type) Section 1 ‐ Program Information 1.0 Name of Program: Marine Science Technology Date: January 10, 2013 1.1 Program Review Authors: David Bazard, Teresa Sholars 1.2 Dean’s Signature: Rachel Anderson Date: 2/8/13 1.3 Individual Program Information # of Degrees # of Certificates 1: (MS) Associate of Science Marine
Science Technology
# of Courses 1: (MS) Certificate of Achievement,
Marine Science Technology # of GE Courses 9‐10 required 6 of the required fall into GE categories 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: College of the Redwoods' Marine Science Technology
Program is designed to train students for employment with a wide variety of fishery and wildlife agencies, marine
and environmental consulting firms, marine aquariums, and marine laboratories. The program also provides
courses that transfer and can be applied to baccalaureate degrees in Oceanography, Biology, Environmental
Science, and related fields. This program meets the college mission by putting student success first, and by
providing outstanding developmental, career technical, and transfer education.
1.3.2 Program highlights/accomplishments: Upon graduation about half of our students transfer to four-year colleges or
universities, and the other half successfully seek employment in fields related to the Program. All of our students
have succeeded in transferring to upper division course work, or in gaining related employment. In fact, many
students have found employment in related fields and used those jobs to help fund their upper-division coursework. Section 2 ‐ Data Analysis 15. cMSTProgReview 1.18.13 sholars revised.docx 4/5/2013 Page 1 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 X Comment if checked: Enrollment has increased by 24%. This is in contrast to the District decline in enrollment (10%). These numbers are based upon the component courses in Biology, Oceanography, Environmental Science, and CIS. Fill Rate ☐ Comment if checked: The fill rate is within 7% of the District fill rate (71% vs 77%). 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 (69%) is slightly higher than the District (68%). Retention ☐ Comment if checked: Retention (90%) is the same as the District (89%) 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 X Comment: The Cohort group continues to be very small. The 11 students tracked had a persistence rate of 18% compared to the District number of 37%. This statistic does not match the experience of the instructors who see students in the core courses making steady progress through the program. Could this be the result of some students signing up for this program, but not enrolling in the core courses? The program would benefit from learning more about this cohort group. The faculty area coordinator is currently tracking 20 students who intend to complete the degree or certificate. Fifteen of these students have taken one or more of the program courses. The persistence of this current cohort is considerably better than the data provided by the District. Current District data list 163 students who have stated that they are pursuing a major in Marine Science (AS) – this is 83 15. cMSTProgReview 1.18.13 sholars revised.docx 4/5/2013 Page 2 students in 2011 and 80 in 2012. 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 X Comment: Of the 11 students who pursued the AS Marine Science during the period 2007‐08 to 2009‐10, one completed and transferred and two transferred (73% neither completed or transferred). Of the 5 students who pursued the CA in Marine Science during the period 2007‐8 to 2009‐10, two completed (60% neither completed nor transferred). These rates of completion and transfer are better than the District, where 88% of the students neither completed nor transferred. The results for the more recent 2008‐09 to 2010‐11 group is puzzling. The District list 62 students who were pursuing the AS degree and only one completed. Seven students were pursuing the Certificate of Achievement (CA) and none completed. It appears that a large number of students were enrolled in these programs during this period, but did not ultimately pursue the degree. However, the statistics for this group (97% did not complete or transfer) is close to the District statistic (95% did not complete or transfer). Again, these data are counter to the experience of the instructors who see a steady persistence and completion by a relatively small number of students (15‐20). More details of the data would be beneficial for evaluating the effectiveness of the program and of program advising. Tracking of the current Mendocino students pursuing this degree (by the Mendocino program coordinator) shows 20 students pursuing the degree and 15 who have taken at least one course in the program. Additionally, one of the students is actively engaged in an MST internship (fish crew for Campbell Timberland Management. Institutional Research lists a large number of active majors in the Marine Science AS and CA. The IR data shows 163 students listed themselves as majoring in Marine Science (AS degree) in 2011‐ 2012, and 22 students listed themselves as majoring in Marine Science (CA) in either 2011‐2012. These large numbers suggest that students select these programs as their “major” but do not enroll in the required courses. It is difficult to understand the discrepancies in the data numbers. Attached are the list of current students who said they are enrolled in the MST Program in the beginning of the fall 2012. There are 24 students on that list. This semester an audit has not yet taken place. But currently there are 5 students enrolled in Bio 40 internship program that is required for them to graduate in the spring. Ten students were slated to graduate this spring except the last class need for graduation (CIS) was cancelled due to lack of instructor. It is unknown at this time if we will be able to accommodate these students. A new cohort of students has not been robust due to the uncertainty of continuation of this program since a replacement for Greg Grantham has not been hired. The other full time science instructor at Mendocino (Sholars/Biological and Environmental Science/Agricultural Production) plans to teach a reduce load 2013‐2014 and then retire in May 2014.This future has created an environment where students are not sure if they should stay on the Mendocino Coast. 15. cMSTProgReview 1.18.13 sholars revised.docx 4/5/2013 Page 3 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: The equity group numbers for MST are similar to the District – primarily Caucasian, more female than male students, mostly younger (24 or less), and the same percent of DSPS students as the District. 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 success of most equity groups is similar to the District. The success % for African American students (75%) is considerably higher than the District (55%), but the success of Hispanic students (53%) is lower than the District (62%). We do not have specific reasons for either the success in one area or the lack of success in the other areas. The Science Department will be engaging in diversity training as part of our 2013‐2014 plan (coordinated with the Annual Institutional Plan for 13‐14). We intend to provide a supportive and welcoming environment that promotes student success. 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: The students specifically enrolled in the MST program (in the data provided) do not fall into the underrepresented categories (e.g. African American, DSPS), so an evaluation cannot be made. The statistics provided for questions 2.5 (enrollment) and 2.6 (Success) were for students within a subset of Biology, Oceanography, Environmental Science courses (not specifically MST students). The statistics provided for this question were only for the MST students. Consequently, we can’t compare the groupings and data provided for 2.5 and 2.6 with this question (2.7). 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: The numbers for this category were taken from a subset of Biology, CIS, Environmental Science, and Oceanography courses. 15. cMSTProgReview 1.18.13 sholars revised.docx 4/5/2013 Page 4 The FTES/FTEF number is similar to the District (23% vs. 28%). The slightly lower number may be a consequence of many courses being lab courses with 24 student limits. 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: The Marine Science Technology Program is both a transferable academic program offering an Associate's degree in Marine Science Technology, and an occupational program that offers a Certificate of Achievement that can be instrumental in gaining employment for our graduates. In recent years nearly all of our graduates have elected to earn the Associate's degree rather than the Certificate of Achievement. This program is unique and there is not another similar program in the area, other than a 4‐year degree in Oceanography at HSU or a 4 year degree in Marine Biology (Biology concentration) at SSU. Upon graduation about half of our students transfer to four‐year colleges or universities, and the other half successfully seek employment in fields related to the Program. All of our students tracked by the program coordinator have succeeded in transferring to upper division course work, or in gaining related employment. In fact, many students have found employment in related fields and used those jobs to help fund their upper‐division coursework. Many of our graduates gain employment as Scientific Aides, Fisheries Technicians, Field Technicians, Marine Science Technicians, or Laboratory Technicians. The fields in which they gain employment are extremely diverse, and as a consequence there are no existing databases that document the market demand for graduates in this "field". Overall, what has been the impact of the change in indicators on student achievement and learning: No specific change in indicators was noted. The demand for scientific aides and technicians has remained steady (as indicated by the program advisory group). The passage of the Marine Life Protection Act and designation of North Coast Marine Protected Areas has increased the need 15. cMSTProgReview 1.18.13 sholars revised.docx 4/5/2013 Page 5 for technical surveys, but there is not a specific employment data base that provides a quantitative measure of how that increase has impacted the demand for technicians. Provide narrative on the factors that may have contributed to the improvement or decline in the identified population: The District data regarding a cohort of students showed a significant increase (11 to 62) in the AS‐MST program. However, the completion statistic for that group was dramatically less (see section 2.4). We need to investigate this data, but our assumption is that many students were directed to the MST program who did not enroll in courses and who eventually dropped out of the program. We did not experience a sharp increase in faculty advising or in the number of “in‐class” students who identified themselves as part of this program. The Mendocino faculty member tracking current students (Teresa Sholars) has identified 20 students currently pursuing an MST degree or certificate. Fifteen of these students have completed at least one of the program courses. Five students are currently engaged in internships. The passage of the Marine Life Protection Act in California and associated press reports regarding the needs for surveys may have influenced an increased interest in this degree. Additionally, an increase in program promotion that began in 2009 ‐ 2010 appears to be increasing interest in the program. The city of Fort Bragg has established an agreement with Sonoma State University for a possible Marine Center on the current GP Mill site, which has been vacant since 2001. Dr. Karina J. Nielsen (SSU) is working with the city to establish this marine center which would be part interpretive and part research. This is another opportunity for our future students. Possibly a link could be provide for our students with the SSU program. Also, Mendocino High School has a program (SONAR) that should be linked with CR’s MST program. SONAR is a fusion of marine biology, communication and fine arts, and career opportunities in resource management. A 2+2 program should be established with MHS and CRMC. 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. 15. cMSTProgReview 1.18.13 sholars revised.docx 4/5/2013 Yes None, although Biol 24 and 25 are taught every other year , so multiple assessments will be done each time the courses are taught Page 6 # of PLOs Assessed and Reported during the 2011‐2012 academic year. % of Course Outlines of Record updated 14% (1 of 7) 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 5 One required course has a current course outline The other required courses all have new updated outlines that are being reviewed at the January 26, 2013 Curriculum Committee meeting: Ocean 10, 11, 12 and Biology 15, 24, and 25 Yes Yes, Spring 2012 3.0 How has assessment of course level SLO’s led to improvement in student learning (top three): Ocean 10: Outcome #2: Identify the underlying concepts and physical and chemical processes of oceanography in a variety of different areas. Sharing of activities has occurred between faculty (Eureka and Mendocino). The use of “hands‐on” projects (field collection of data) has been implemented to improve student understanding. Envsc 10: Course Outcome #2 ‐ Apply ecological principles to the analysis of current environmental problems. Assessment has led to emphasis on students collecting field data. They then conduct lab analysis and submit a written report. This has provided a context for learning the ecological principles. Biology 20: Course Outcome #2: Explain how abiotic factors (e.g., geology, climate) contribute to the unique characteristics of a community. Assessment has led to the recognition that student require college‐level writing skills to succeed in the course. Emphasis has been placed on providing early feedback to help students understand the need to express their ideas in writing. 3.1 How has assessment of program level outcomes led to degree/certificate improvement (top three): One dialogue session was held regarding program outcome #4 (Apply concepts of marine, biological, and physical science to explain observable phenomena). This assessment showed that 70‐85% of students in the Oceanography courses (and one program Geology course) achieved the outcome. The vast majority of students who did not achieve the outcome were students who stopped participating in these courses. The faculty discussed various retention strategies including contacting student regarding missing assignments and attendance problems. A follow‐up assessment has not been conducted to determine if these measures have lessened the number of students who stop participating in the course. 3.2 (Optional) Describe unusual assessment findings/observations that may require further research or institutional support: 15. cMSTProgReview 1.18.13 sholars revised.docx 4/5/2013 Page 7 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 No specific action listed in previous program review 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 Action to be taken: 1. Offer the MST AS degree and CA in Marine Science at both the Mendocino and Eureka campuses. Relationship to Institutional Plans Strategic Plan II: Develop Programs and Services to Meet 15. cMSTProgReview 1.18.13 sholars revised.docx 4/5/2013 Relationship to Assessment The potential for coordinating Marine Science course work at Expected Impact on Program/Student Learning Resources Needed Offering the AS and CA in Marine Science at Eureka would provide opportunities Offering the MST program at Eureka would not require Page 8 This would require no additional expense to the District and would provide additional options for students and potentially increase enrollment in some courses. The designation of California Marine Life Protection Areas in central and northern Humboldt County has opened up opportunities for students with these degrees and certificates to work on field surveys and data collection. Community Needs: This initiative supports Strategic Plan Goals 1 and 2 and Education Master Plan Goal 2 Offering Marine Science program at the Eureka campus would meet needs linked to marine life surveys as they related to the fishing and timber industry. 2. Develop long‐range plan for program oversight. Teresa Sholars at Mendocino has been overseeing the program since Greg Grantham’s retirement. However, Teresa is planning on retirement at the end of next year. The program requires either oversight by a new marine science/biology faculty at Mendocino and/or oversight by an existing faculty member. The Eureka faculty have expressed Strategic Plan I: Focus on Learners (employing programs, services, and organizational structures to meet the needs of learners and ensure student success). Development of a long‐
range plan for program oversight is an 15. cMSTProgReview 1.18.13 sholars revised.docx 4/5/2013 the Eureka campus with research conducted through HSU will enable us to better achieve the program outcomes of : 1. Follow detailed instructions to perform laboratory and the field techniques and procedures safely and effectively. 2. Collect and analyze data, and synthesize that information into clear and organized reports Stable program oversight and a long‐range plan will allow for more meaningful and viable improvements based on assessment results. for students in the central Humboldt County area. The potential for collaboration with HSU’s Oceanography and Biology Departments, including the marine science lab in Trinidad would open up new opportunities for CR science students. This would also apply to Del Norte campus students who may be able to benefit from independent study opportunities at the Trinidad facility, and at HSU. any additional resources. Faculty expertise exists within the Life Science program A viable Marine Science program will benefit CR students intending on transferring to HSU in Biology and Oceanography. Additionally, the certificate and AS degree would benefit students with technician jobs that may represent either their terminal goal or as a means of supporting their transfer education goals. Opportunities exist with HSU’s A new faculty position at Mendocino is required to continue with marine science and biology courses at that campus. No additional resources are required if program oversight Page 9 interest in program participation and potentially oversight. This includes coordinating program study with the marine science / oceanography program at HSU However, this would not provide the needed full‐time oversight of the Life Science programs at the Mendocino campus. essential element of the organizational structure required to meet the needs of students enrolled in this program. marine science lab (Trinidad) and with surveys related to Marine Life Protection Zones. is directed through the Eureka campus. However, this will not satisfy the need for oversight of the Life Science program at Mendocino. 5.2 Provide any additional information, brief definitions, descriptions, comments, or explanations, if necessary. Additional information for removing the “Mendocino Only” designation on the MST degree and certificate: All of the required courses for this degree and certificate are offered at the Eureka campus with the exceptions of: BIOL 24 (Intro to Marine & Anadromous Fishes), and BIOL 25 (Marine & Coastal Field Biology).
Both courses could be offered on a once a year basis at Eureka. Eureka faculty are well versed in these topics and the additional courses would
likely generate additional FTES, given the popularity of these topics .
This action would require a designated faculty member (who have already volunteered) to oversee the program and to provide the required independent study course (Biol 40) and coordination of internships. Section 6 ‐ Resource Requests 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 Full‐Time Life Science, Marine Science X Y Professor Teresa Sholars is tenure‐track Faculty member going on reduced load and (see attached form) plans to retire. If science courses will continue to be taught on the Mendocino campus then a full‐time science faculty member is required to direct the 15. cMSTProgReview 1.18.13 sholars revised.docx 4/5/2013 Page 10 programs and oversee instruction and lab activities. Hiring a Life Science faculty with expertise in Marine Science would allow continuation of the Marine Science Program at the Mendocino campus. 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: Overall, program enrollments are 7% less than the district average, but have increased. Success is above and persistence lower than the district average. Concerns on persistence are similar to those observed in other CTE programs: are the students declaring these majors actually pursuing the degree. Local tracking of MST students identified 20 who have declared MST as their major interest, and of those 15, have taken two or more major classes in this program. Recommended IR Director contact program coordinator to confirm this assessment. Retention is good. Younger students have lower success and retention rate. Labor market data was not included, (but there was anecdotal data and comments on tracking transfer and jobs; didn’t address the template question). Note: very small cohort group. Otherwise, satisfactory evaluation of data. S.3. Critical Reflection of Assessment Activities: Assessment led to discussions and revision of course level outcomes. Curriculum up to date. Satisfactory. S.4. Evaluation of Previous Plans: N/A S.5. Planning: Links to institutional plans and assessment. Program planning and resource requests are border on program revitalization (by expanding program to Eureka and possible Del Norte campuses). The PRC discussed this option at length and has agreed to consider this program for revitalization based on that discussion. S.6. Resource Requests: Linked to planning. PRC will discuss moving this program forward in the revitalization process. 15. cMSTProgReview 1.18.13 sholars revised.docx 4/5/2013 Page 11 MST Degree Audit
Number of students
needing course:
Current MST
STUDENTS:
Kelly McCorkle
Forrest Russert
Ronnie Richter
Catherine Murty
Colin Freeman
Justena Weaver
Katherine Cantwell
Sierra Doane
Jonathon Scharf
Josh Jahelka
Marian Smith
Jennifer Valadao
Benjamin McElroy
Spring 2012
13
N/A
BIO 1
1
9
BIO 15 BIO 24 BIO 25
General
Marine
Fish
X
Fall 2012
X
X
X
X
Fall 2012
Fall 2012
Fall 2012
X
X
X
X
X
X
fall 2012
Fall 2012
X
IP~
X
X
X
X
X
X
Fall 2012
Richard Millis
X
Scott Dable
Charles Lorenz
Robyn Thompson
fall 2012
Robyn Merz (Former MST? X
2
13
15
N/A
BIO 40
CIS 1
Field Class Intern
X
X
X
7
OCN 10 OCN 11
Ocean
?
X
7
X
X
X
X
X
X
3
3
0
X
X
X
X
X
X
X
X
X
X
X
X
X
IP~
8
0
0
7
4
0
6.5
0
8.5
0
X
X
X
X
X
X
X
X
X
X
IP
X
X
X
X
X
??
Amanda (Bugher) Leonhardt
New/Potential Students:
Brandon Pill (FBHS '12)
"Ambiguous Students:
Campbell/HawthorneTimber Co Internships Richter and Millis
Marine and Anadromous Fish Internship :Murty
Undetermined
McCorkle
X
X
X
X
X
??
??
Addt'l Units
Completed
X
X
X
X
X
X
OCN 12
Ocn Lab Env Ocean
X
X
X
X
X
IP~
X
X
3
X
X
X
5
0
5
??
4
Notes
transcripts saddleback; internship X'12 ?
Took BIO 16
In Bio 20 ; doing intership spring 2012
Took Math30, Envsc10;n Bio 20 ; doing
intership spring 2012
Took GEOG1, GEOL 1
Took BIO16, Math 15
Failed Fall classes
Took BIO16, METERO, BIO 99 mammals
Took CHEM 2, METERO, Bio 99 mammals
Took PHYSCI 10; 99s (birds, mammals);n Bio
20 ; doing intership spring 2012
(Returning Fall 2012); Took NR65, METERO
Maternity Leave S'2012; Now RN goal?
fall 2012fall 2012
New Fall 2012? (AP student)