5.1 b
Program/Discipline: Administration of Justice
Annual Program Review Update
Administration of Justice
Annual Program Review Template, Approved Spring 2009
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5.1 b
Annual Program Review Update
*Be sure to include information from all three campuses.
Program/Discipline: Administration of Justice
Submitted by (names): Ron Waters, Gary Sokolow, Ken Cleveland, Bill Honsal, Ed Trigeiro, Debbie Topping
Contact Information (phone and email): Ron Waters ron-waters@redwoods.edu
Dean / V. P.: Steve Brown
Validation Date: 9-16-2009
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual Update? (Have you shifted departments?
Have new degrees or certificates been created by your program? Have activities in other programs impacted your area or program?
For example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
ADMINISTRATION OF JUSTICE:
There have been no changes in the Administration of Justice program.
POST COURSES:
Only the Basic Law Enforcement Academy (among the Public Safety Dispatch Academy, Corrections Core Course, and Advanced
Officer Training) has undergone modification. The Basic Law Enforcement academy Certificate has been adjusted due to the new
modular presentation of "AJ 80" which will be explained in further detail below (Item #11 of this report).
FIRE TECHNOLOGY:
The Fire Technology program is starting up again after a long period of inactivity. The program was stopped in the early 1980's when
the college administration at that time shifted away from vocational technology programs. There have been sporadic course offerings
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5.1 b
limited to advanced training since then, but the program itself remained fairly dormant until 2008 when a decision was made by the
current administration to reinstitute the Fire Technology program. We have entered into an instructional services agreement with the
US Forest Service to provide instruction for 19 classes that will start in late Fall 2009 (after the fire season). Additionally, plans are
being developed for an AS degree program, a Fire Officer series of classes, and a full Fire-1 Academy that will start by Fall 2010.
Annual Program Review Template, Approved Spring 2009
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5.1 b
2. Program/Discipline Trends
Review and analyze the Enrollment data (Table 2.01) provided by Institutional Research and answer the following questions:
Table 2.01 Enrollments
Number of students enrolled at census date
For the purposes of these charts here, course sections have been broken down by class start time. The definitions for each start time
are as follows:
 Early Morning
Before 10:00AM
 Prime Time
From 10:00AM to 2:30PM
 Late Afternoon
From 2:30PM to 5:30PM*/6:00PM
 Evening
5:30PM*/6:00PM and later
 Weekend
Saturday or Sunday classes
 TBA
No scheduled start time
* Evening is defined differently for semesters prior to Fall 2009
Each classification was weighted according to the following schedule:
 Weekend
 Evening
 Late Afternoon
 Early Morning
 Prime Time
If a section had start times that fell into more than one category, it would be placed in the higher weighted category. For example, if a
section met on a Saturday and started at 10:30AM, it would be considered a Weekend section.
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5.1 b
Administration of Justice
Fire Science
Fill Rate
Enrollment
Sections
FTES
WSCH
Fill Rate
Enrollment
Sections
FTES
WSCH
68% 77% 43% 51%
655
127
51
36
39
6
3
2
125.17 14.87 7.49 6.54
2,948
324 198 162
Total
TBA
Weekend
Evening
Prime Time
Early Morning
Total
TBA
2008 - 2009
Weekend
Evening
Late Afternoon
Prime Time
Early Morning
Total
2007 - 2008
Weekend
Evening
Prime Time
Early Morning
Total
2006 - 2007
Weekend
Evening
Late Afternoon
Prime Time
Early Morning
2005 - 2006
91%
67%
68% 38% 45% 73%
61%
86% 45% 28% 60% 82% 61%
72%
88% 55% 47% 94% 76%
76%
40
909
661
91
18
53
823
870
121
22
48
37
64 1,162
755
155
85
47
42 1,084
2
52
37
6
1
4
48
41
7
2
2
3
3
58
30
7
5
4
1
47
1.75 155.81 147.49 12.23 2.11 0.02 161.84 172.28 14.76 2.64 11.32
0 10.29 211.28 142.11 17.92 14.68 5.91 6.99 187.62
49 3,681 2,777
360
54
36 3,227 2,760
378 108
174
27
252 3,699 2,660
378
354 180
72 3,644
63%
63% 100%
100%
19
19
23
23
1
1
1
1
9.12
9.12
1.75
1.75
252
252
40
40
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
ADMINISTRATION OF JUSTICE & POST:
Enrollment in AJ courses has increased 19% over the past four years. FTES has increased 20% in the same timespan. This table does
not differentiate between AJ & POST courses.
FIRE TECHNOLOGY:
The two Fire Science courses shown in the table were offered in Del Norte County and are examples of the rare class offerings in that
discipline over the past four years.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
ADMINISTRATION OF JUSTICE:
Enrollment in AJ courses has increased as people are searching for career moves. Layoffs and job losses have led people to look for
jobs that may have a higher chance for employment, such as peace officers, probation, correctional officers, and dispatchers.
POST COURSES:
Decreased training budgets for local law enforcement agencies have impacted their ability to send people to trainingresulting in a
decrease of students, especially in the AJ199 courses. However, there has been an increased demand for the Corrections Core course.
The course had 11 students in Spring 2006 and was offered once a year. In Spring 2008 that number had increased to 39 students.
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5.1 b
Spring 2009 had 25 enrolled and we are offering a fall 2009 course with 19 enrolled on the first day. The Dispatch academy used to
be offered in an intensive format only (five weeks long, 40 hours/week) and typically had no more than 15 students. We have shifted
to an extended format, offering the course as a full semester-long course during the evenings, and enrollment for the last two offerings
was full (40) with a waiting list. Most of the people attending are currently employed and looking for a career change or are
unemployed and looking for a job with good pay and benefits.
FIRE TECHNOLOGY:
Nothing to report at this time as few courses have been offered to this point.
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5.1 b
Review and analyze the Enrollment data (Table 2.02) provided by Institutional Research and answer the following questions:
2.02 Course Success Rates
Percentage of students enrolled at census receiving a grade of A, B, C, or Credit
2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled
Administration of Justice
AJ-1
64%
101
60%
102
63%
80
52%
110
47%
121
AJ-10
46%
24
65%
20
60%
15
50%
14
AJ-11
74%
27
47%
17
47%
17
57%
21
AJ-170
95%
20
94%
31
87%
71
74%
31
AJ-187
100%
706
AJ-189
100%
10
93%
29
97%
36
100%
24
AJ-190F
86%
7
100%
15
100%
25
92%
37
97%
30
AJ-190S
100%
8
87%
23
100%
27
100%
45
100%
45
AJ-191
89%
18
AJ-199
100%
171
100%
493
100%
493
100%
664
100%
601
AJ-2
90%
20
75%
24
94%
16
47%
19
58%
19
AJ-3
73%
40
70%
47
50%
12
63%
19
84%
25
AJ-4
80%
15
81%
21
75%
16
44%
41
27%
11
AJ-40
100%
1
AJ-5
90%
30
76%
29
65%
20
63%
19
59%
17
AJ-6
74%
27
67%
21
76%
17
53%
34
47%
51
AJ-7
80%
15
87%
15
57%
7
69%
13
77%
22
AJ-8
68%
19
79%
24
77%
13
100%
8
82%
28
AJ-80
94%
53
90%
51
93%
61
86%
73
70%
60
AJ-88A
69%
13
Administration of Justice
AJ-9
77%
13
Total
94%
1245
88%
957
91%
853
87%
1222
85%
1151
Fire Science
FS-110
83%
29
63%
19
FS-199
100%
34
100%
23
Total
92%
63
63%
19
100%
23
Total
94%
1308
87%
976
91%
876
87%
1222
85%
1151
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
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5.1 b
ADMINISTRATION OF JUSTICE:
While the student success rates for AJ are higher than numbers for much of the rest of the campus, there is also a noticeable decline
over the last four years. There are not really any changes in the discipline that are causing the course success results seen in the table
above. The current SLOs were adopted about five years ago, when all of the AJ course outlines (including POST courses) were
revised. There is only conjecture to explain the results of the tables above. While the one full-time faculty member teaches many of
the AJ transfer-level (1-11) courses, similar results occur here with the associate faculty instructors as well. For the last two years, AJ
4 and AJ 6 have been offered in an on-line format and many students are either not computer literate or they do not have the needed
access to high speed internet connections.
As to AJ 4 and AJ 6 online, for the last two years, the instructor has posted (along with other instructors in other disciplines) to the CR
Virtual campus website, a list of requirements prior to enrollment in either of these courses. Additionally, one to two weeks beforer
the semester began, the instructor mailed out an orientation packet to enrollees, which included a welcome letter, a quick guide to
logging on to BlackBoard and Turnitin.com, and the detailed course syllabus. Despite these efforts, a significant number of these online students drop out by failing to complete assignments after the first month or so.
As to the face to face AJ classes, it appears that an increasing number of students fail to continue on after the middle of the semester. I
(and I belive other instructors as well) have noticed an increasing number of "F" grades for the entire course. This is not necessarily
due to poor course work, i.e. an "F" on a mid-term exam, but rather that students either fail to turn in all required assignments/exams,
and/or stop attending class.
POST COURSES:
AJ-80 - Due to the economic downturn both regionally and at the state level, we are seeing more students enrolling in the Basic Law
Enforcement Academy who meet all the entrance requirements but are ill-prepared for the academic rigors of this course.
Additionally, the passing scores have been raised for both POST standardized academic tests and scenario tests.
FIRE TECHNOLOGY:
Due to the limited data there is nothing to report in this area.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
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5.1 b
AJ 80, a POST course, has seen an increase in the mandated passing scores for the exams in that course. Other than AJ 80 there is
nothing else to report.
Review and analyze the Enrollment data (Table 2.03) provided by Institutional Research and answer the following questions:
Table 2.03 Course Retention Rate
Percentage of students enrolled at census receiving a grade other than W (Withdraw)
Administration of Justice
AJ-1
AJ-10
AJ-11
AJ-170
AJ-187
AJ-189
AJ-190F
AJ-190S
AJ-191
AJ-199
AJ-2
AJ-3
AJ-4
AJ-40
AJ-5
AJ-6
AJ-7
AJ-8
AJ-80
Administration of Justice
AJ-88A
AJ-9
Total
Fire Science
FS-110
FS-199
Total
Total
2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled
82%
101
84%
102
86%
80
83%
110
93%
121
79%
24
90%
20
67%
15
79%
14
81%
27
82%
17
82%
17
100%
21
95%
20
94%
31
94%
71
90%
31
100%
706
100%
10
93%
29
100%
36
100%
24
100%
7
100%
15
100%
25
100%
37
100%
30
100%
8
100%
23
100%
27
100%
45
100%
45
100%
18
100%
171
100%
493
100%
493
100%
664
100%
601
90%
20
96%
24
94%
16
79%
19
79%
19
90%
40
96%
47
67%
12
84%
19
88%
25
93%
15
95%
21
94%
16
80%
41
73%
11
100%
1
97%
30
86%
29
90%
20
95%
19
94%
17
93%
27
81%
21
88%
17
88%
34
80%
51
80%
15
93%
15
86%
7
92%
13
100%
22
84%
19
92%
24
100%
13
100%
8
86%
28
96%
53
90%
51
93%
61
88%
73
88%
60
69%
13
100%
13
97%
1245
95%
957
96%
853
95%
1222
96%
1151
100%
29
100%
19
100%
34
100%
23
100%
63
100%
19
100%
23
97%
1308
95%
976
96%
876
95%
1222
96%
1151
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5.1 b
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
ADMINISTRATION OF JUSTICE:
There are not really any changes in the discipline that are causing the course retention results seen in the table above. The current
SLOs were adopted about five years ago, when all of the AJ course outlines (including POST courses) were revised. There is only
conjecture to explain the results of the tables above. While the one full-time faculty member teaches many of the AJ transfer-level (111) courses, similar results occur here with the associate faculty instructors as well. For the last two years, AJ 4 and AJ 6 have been
offered in an on-line format. See comments in the "student success rate" category, above.
POST COURSES: Most of the POST courses have a high success and retention rate. The AJ199 courses are all short-term classes,
usually one to five days in length. Students are almost exclusively full-time peace officers who are attending courses because their
agency is sending them or they attend on their own to increase job skills. These students are typically highly motivated and attend the
courses because they want to, thereby increasing retention rates.
FIRE TECHNOLOGY: Insufficient data to make any comparisons.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
Nothing to discuss
Review and analyze the Enrollment data (Table 2.04) provided by Institutional Research and answer the following questions:
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5.1 b
Table 2.04 English and Mathematics Basic Skills Data for Course Success (F2005-F2008)
AJ-1
AJ-10
AJ-11
AJ-170
AJ-189
AJ-190F
AJ-190S
AJ-199
AJ-2
AJ-3
AJ-4
AJ-40
AJ-5
AJ-6
AJ-7
AJ-8
AJ-80
Total
FS-110
Total
UNKNOWN
READ-360
ENGL-350
ENGL-150
ENGL-1A
PASSED 1A
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
45
56%
10
20%
68
38%
111
47%
91
63%
31
84%
17
59%
7
29%
15
47%
21
48%
13
85%
14
29%
6
33%
14
50%
29
69%
19
79%
60
92%
3
100%
8
75%
18
72%
16
75%
16
81%
47
94%
7
100%
11
100%
6
100%
4
100%
53
98%
4
50%
6
100%
6
100%
7
100%
77
96%
1
100%
6
100%
9
100%
9
100%
10
100%
1297
100%
1
100%
2
100%
23
100%
101
100%
176
99%
15
73%
3
0%
11
45%
26
73%
18
78%
5
80%
12
75%
4
100%
21
43%
31
65%
23
83%
12
92%
10
60%
1
0%
9
67%
29
52%
29
69%
1
100%
13
69%
8
50%
18
50%
17
88%
12
83%
40
55%
6
67%
22
45%
37
65%
18
50%
1
100%
1
100%
3
33%
6
83%
15
67%
9
89%
3
67%
4
25%
13
92%
18
94%
7
71%
142
86%
1
100%
3
33%
20
90%
25
88%
23
96%
1846
94%
24
54%
165
47%
352
64%
462
77%
391
90%
11
64%
4
25%
1
100%
3
100%
11
64%
4
25%
1
100%
3
100%
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5.1 b
AJ-1
AJ-10
AJ-11
AJ-170
AJ-189
AJ-190F
AJ-190S
AJ-199
AJ-2
AJ-3
AJ-4
AJ-40
AJ-5
AJ-6
AJ-7
AJ-8
AJ-80
Total
FS-110
Total
TRANSFER-LVL
MATH-120
MATH-380
MATH-375
MATH-371
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
76%
55
65%
43
46%
94
43%
74
33%
18
51%
72
100%
9
64%
14
25%
16
50%
6
60%
5
52%
23
75%
20
87%
15
47%
15
57%
14
0%
3
33%
15
80%
10
78%
9
80%
15
62%
13
88%
8
91%
66
100%
5
100%
2
100%
8
100%
7
100%
5
94%
48
100%
10
100%
4
75%
4
100%
3
67%
3
98%
52
100%
11
100%
6
100%
7
100%
9
100%
3
96%
76
100%
108
99%
83
100%
65
100%
33
100%
21
100%
1290
86%
14
93%
14
36%
11
56%
9
56%
9
67%
21
69%
13
91%
11
72%
25
58%
19
60%
15
75%
20
90%
21
50%
16
39%
18
44%
9
0%
2
75%
12
100%
1
93%
14
67%
9
73%
11
60%
10
44%
9
67%
15
71%
17
68%
28
55%
22
64%
11
20%
10
49%
35
82%
11
88%
8
100%
5
33%
6
0%
1
75%
4
86%
7
100%
8
86%
7
80%
10
75%
4
67%
9
100%
11
91%
11
89%
18
80%
20
80%
5
87%
149
89%
336
83%
282
66%
341
64%
253
61%
121
93%
1907
100%
1
100%
1
100%
1
33%
3
0%
1
67%
12
100%
1
100%
1
100%
1
33%
3
0%
1
67%
12
Given the data, what patterns can be identified in the success rate in individual courses based on the students' skill level? Identify any
important changes since the last review.
Both the English and Math tables show that successful students in the AJ program are those students who are working above a
remedial level in basic skills. The law enforcement field has become increasingly technical in terms of knowledge and application of
laws, court decisions, and need to accurately and completely document incidents. Additionally the expectations of the public have
continued to rise and successful officers are those who can bring a well-rounded view of the world to the workplace. Having a better
than average grasp on basic skills is essential to being successful in this field.
How has the discipline/program responded to these patterns and how will the discipline/program respond in the next three years?
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5.1 b
Encourage students to improve basic skills for increased success in job. Particular emphasis is placed both in AJ 80 (Basic Law
Enforcement Academy) and the AJ transfer classes in writing skills, with many of the latter classes requiring substantial writing
assignments as a major part of the course grade. For example, in AJ-1, eighty to ninety percent of the course grade is derived from
writing assignments, either exams and/or term papers.
3. Labor Market Review (for occupational programs)
Occupational programs must review their labor market data.
Provide a narrative that addresses the following issues
a. Documentation of lab market demand
b. Non-duplication of other training programs in the region.
c. Effectiveness as measured by the employment and completion success of its students.
The demand for peace officers has dropped off in the past 18 months primarily due to the state budget crisis and the trickle-down
impact on local and county governments. College of the Redwoods is the regional training center for programs approved by the
California Commission on Peace Officers Standards and Training. The closest training centers to us are in Santa Rosa and Chico.
Graduates from the Basic Academy meet the requirements to be hired anywhere in the state as peace officers, but few are getting hired
lately because of the budget problems. In 2004-2007 about 70% of the academy graduates were being hired either during or shortly
after the academy ended. With the class that graduated in June 2009 only 40% have been hired (9 of 22 graduates) and six of those
had already been hired before the academy began. When the pendulum swings back there will be many qualified applicants for the
positions.
In the Corrections field, there is an ongoing demand for Correctional Officers. The Humboldt County Sheriff's Office reported they
hire an average of 14 new correctional officers per year. About 10% of those are students who have already completed the
Corrections CORE course before they were hired. Because of the distance, lower turnover, and relatively short time of the course (5
weeks) we get few pre-employment students coming from Del Norte or Mendocino counties.
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5.1 b
For Fire Technology, there are a limited number of paid firefighter positions locally. The Eureka Fire Department and Humboldt Fire
District #1 are the only agencies will full-time paid staff. The Arcata Fire Department has a mostly volunteer-based department. The
rest of the local fire departments in the county are volunteer departments. Del Norte County has only one career local government fire
chief . The rest bof the department is volunteer. Humboldt Fire District #1 and the Arcata Fire Department are both anticipating at
least two openings in the next 5 years due to retirements. For Eureka & Humboldt Fire District #1, there will be at least 10 vacancies
each over the next five years. The biggest source of employment will be with CalFire. The Governor has told the Cal Fire employees
that furlough days and pay decreases will not effect their retirement calculations. Five years ago, Cal Fire estimated a 50% retirement.
Cal Fire did not reach the 50% mark over the last five years due to the change in the economy. Since the change with required state
furlough days and the decrease in pay, there is a strong possibility of a mass exodus.
For most local fire agencies and CalFire, the state's continuing budget problems seem to be the source of employment uncertainty. If
the economy rebounds, there will be plenty of jobs. If not, jobs may be scarce in the fire as well as the law enforcement areas.
4. Budget Resources
List your area’s budget for the following categories in the table below. Restricted funds have a sponsor/grantor/donor (federal,
state, local government, etc). The funds are restricted by the sponsor/grantor/donor. Everything else is unrestricted.
Category
Supply and printing budget
Equipment replacement and repair
budget
Professional Development
Work-study funding
Additional Budget Items
Unrestricted Funds
11,725
Restricted Funds
500
Is the funding for these areas adequate?
Yes
No
If not, describe the impact of unaddressed needs on your discipline or program.
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5.1 b
The funding is currently adequate, but as Fire Technology courses begin later in 2009, we expect costs will rise. The exact amount of
the increase will depend on the level of fire training offered. For instance, while a Firefighter-I Academy and a degree program are
both planned to begin Fall 2010, the college budget may dictate a slower entrance into this area. Depending on the number of courses
actually presented, the amount of increased program costs will increase, but the degree of increase is uncertain at this point.
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5. Learning Resource Center Resources
Is the level of resources provided by the Library (Learning Resource Center) adequate?
Yes
No If No, Complete the following:
Library Needs Not Covered by Current Library Holdings1 Needed by the Unit over and above what is currently provided.
These needs will be communicated to the Library
List Library Needs for Academic Year
Please list/summarize the needs of your unit on your campus below. Please be as specific and as brief as possible. Place items on
list in order (rank) or importance.
1.
Reason:
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
1 If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.
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6. Faculty
Table 6.01 – Faculty Load Distribution by semester
Administration of Justice
Fire Science
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
FTEF % of Total FTEF % of Total FTEF % of Total FTEF % of Total
Associate Faculty
0.61
83% 0.56
71% 0.73
76% 0.62
75%
Regular Staff/Non-Overld 0.94
18% 0.86
29% 0.92
22% 0.91
25%
Regular Staff/Overload
0.01
1%
Total
1.55
100% 1.41
100% 1.66
100% 1.53
100%
Associate Faculty
0.4
100%
100%
Total
0.4
100%
100%
a. Describe the status of any approved, but unfilled full-time positions.
ADMINISTRATION OF JUSTICE:
We have no unfilled full-time positions.
FIRE TECHNOLOGY:
We are not anticipating hiring any full-time faculty for this program in the near future.
 b. If you are requesting a Full-Time Faculty position, fill out the current faculty position request form and attach it to
this document.
c. If your Associate Faculty needs are not being met, describe your efforts to recruit Associate faculty and/or describe
barriers or limitations that prevent retaining or recruiting Associate Faculty
ADMINISTRATION OF JUSTICE:
At this point our part-time faculty needs are being met.
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FIRE TECHNOLOGY:
We will begin the process of hiring part-time faculty for the Fire Technology program this year with a start-up date of Fall 2010.
7. Staff Resources
Complete the Classified Staff Employment Grid below (please list full- and part-time staff). This does not include faculty, managers,
or administration positions. If a staff position is shared with other areas/disciplines, estimate the fraction of their workload dedicated
to your area. (To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Staff Employed in the Program
Assignment (e.g., Math, Full-time (classified)
English)
staff (give number)
Part-time staff (give
number)
Gains over Prior Year
Losses over Prior Year
(give reason: retirement,
reassignment, health, etc.)
AJ/Fire Technology
0
0
0
1
Do you need more full-time of part-time classified staff?
Yes
No
If yes, fill out the current staff request form (to be provided by Administrative Services)
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8. Facilities, and Classroom Technology
Are teaching facilities adequate for achieving the educational outcomes of this discipline/program?
Yes
No
If No was checked, complete a Facility Form for each instructional space that does not meet the needs of this discipline/program.
Additional facilities forms are available at the end of this document for each separate facility being addressed.
Facilities, and Classroom Technology Form
Program/Disciplines: Administration of Justice
Year: 2009
Submitted by: Ron Waters
List classroom or instructional space name/number: AJ 101 - Basic Law Enforcement Academy classroom
Check if any of the following are not adequate:
Ventilation / room
ADA
temp
access
Other (briefly describe):
Number of seats / work stations
Technology (computers, projectors, internet)
Describe the specific action and cost to make this space adequate for your instructional needs: There is no accessibility for
handicapped students. While it is doubtful this would actually be a problem due to the nature of the course, the classroom still is
not ADA compliant. There are steps down to the front of the class, so a handicapped instructor could not be used. Handicapped
students have no seating available. Cost is unknown.
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections: 1
Students: 35
Describe how these changes will improve student learning outcomes:
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9. Equipment
Is the available equipment (other than classroom specific equipment described in the facilities section) adequate to achieve the
educational outcomes of your program/discipline?
Yes
No
If No was checked, complete an equipment form.
If No was checked, complete the following grid for each piece of equipment being requested for this area/discipline:
(To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Equipment
Price, include
tax and
shipping
Number of
students using
equipment each
semester
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
Equipment Repair
Does the equipment used for your discipline/program function adequately, and does your current budget adequately provide adequate
funds for equipment repair and maintenance? This does not include classroom specific equipment repair described in the facilities
section.
Yes
No
If No, provide the following information to justify a budget allotment request:
(To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Equipment
requiring repair
Repair Cost /
Annual
maintenance
cost
Number of
students using
equipment each
semester
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Describe how the equipment
allows achievement of
program/discipline educational
outcomes
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Classroom
seating
Unknown
Annual Program Review Template, Approved Spring 2009
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35
Existing seating is in disrepair.
We still have the original seats
from when the building was
constructed in 1977. The trim is
coming off, the fabric is worn and
frayed, and chairs have to be
frequently reattached to the floor.
There are potential Cal/OSHA
safety concerns with the seating in
this classroom.
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10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured: AJ-1 - Explain what the three components (law enforcement, courts, corrections) of the
criminal justice system are and their roles in society.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Assignment 1: Scenarios analyzed by students in small group during class time.
Assignment 2: Analyze scenarios contained in essay exams. Students have one week to complete these exams.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Small group and exam scenario grades reveal that many students who complete these assignments appear to
understand what the three components of the criminal justice system are and how they function in society.
The scenarios in either assignment might include such exercises as determining whether a police investigation
complies with the Fourth Amendment (Search & Seizure) to the Constitution, or after being given a prior
criminal record of an arrestee, determining what type of bail, i.e. release on personal recognizance or cash
bond) an arrestee might be granted by a judge.
1. Better explain the functions of the three criminal justice components and their interrelationship with each
other.
2. Take more active and early steps to contact students who fail to turn in one or more assignments or exams.
3. Better explanation of the exams at the time they are handed out to students.
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List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
It is worth noting that in AJ 1 - students have a full week to complete the exams, and more effort is being made
at explaining what is expected of students on the day the exams are handed out.
Provide a timeline for
implementation of your
top priorities.
Immediately (Fall 2009 and continuing)
Course SLO Measured: AJ 11 - To chart the progress of a criminal case through the criminal justice system
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Assignment: "Short Paper" {Essay} on a particular U.S. criminal trial. Students are given
three to four short reading assignments to prepare this essay. After they have read the
material, they write answers to four to six questions. They have a week to prepare their
responses. On the due date, we engage in a student-led discussion of the trial, using their
essays as the focal point. Each short paper typically counts for ten percent of the course
grade.
The Fall 2009 semester is the fifth time that this course has been offered. Over time, this assignment which
measures this SLO has changed from a quiz format to the present short paper format. The students who
participate orally and in writing appear to be able to understand and chart the progress of a criminal case. To
intelligently answer the questions, both in writing and in student-led class dicussion, students must have a basic
grasp of the criminal justice process.
1. To review the course material periodically to maintain currency of the subject matter.
2. To look for new audio/visual materials to help illustrate SLOs. These would be re-enactments or
documentaries of famous trials.
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List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
1. To continue to provide constructive feedback of student's written work, including short papers.
2. Take more active and early steps to contact students who fail to turn in one or more assignments or exams.
Provide a timeline for
implementation of your
top priorities.
Immdediately (Fall 2009) and continuing
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
When completed - will be in "Division" office and Dean's Office
11. Curriculum Update
Identify curricular revisions and innovations undertaken
a.
in the last year.
ADMINISTRATION OF JUSTICE:
There have been no revisions in the last year
POST COURSES:
We converted the Basic Academy (AJ-80) from a single course to a modular program. As a single course the academy was 23-weeks
long, 30 units. If a student failed or had to drop out for some reason (financial, injury, etc.) they received no credit and a grade of F.
Under the modular system, the course is divided into three parts. The first, Module III (AJ-81) is five weeks long and upon
completion, 7.5 units and a grade are awarded. Completion of Module III is also the minimum training necessary to be used at a
department as a reserve police officer. The second course, Module II (AJ-82) is six weeks long, and upon completion, 8 units and a
grade are awarded. Completion of Module II meets the requirements for someone to be a Level II Reserve Officer and be able to ride
along with a full-time officer on patrol. The last part, Module I (AJ-83) is 12 weeks long and the completion of this along with the
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5.1 b
other two modules equals completion of the Basic Academy. Successful students are awarded 15.5 units and a grade. A student who
fails out or has to withdraw from one of the modular sections only has to start over from that point. For instance, if someone is in the
10th week of Module I and leaves the class for some reason, they would only need to go back to the start of Module I. They would
have grades and units for Modules III and II. Under the former system, that same person would have to go back to the beginning of
the academy and would have nothing to show for the time spent up to the point they left. This change was made to give credit for
work done and make it easier for students to continue on to successfully complete the entire program.
FIRE TECHNOLOGY:
We have submitted 17 courses to the Curriculum Committee last fiscal year and these have been approved. These courses will be
delivered under an Instructional Services Agreement with the US Forest Service beginning November 2009.
b.
planned for the coming year.
ADMINISTRATION OF JUSTICE:
Due to only full-time instructor in the District being on reduced time/sabbatical leave for the year, the required revisions will be done
in the 2010-2011 academic year.
POST COURSES:
We are inactivating AJ-154 & AJ-155 due to the lack of demand for these courses by local agencies.
FIRE TECHNOLOGY:
We are working on development of curriculum for degree program courses in Fire Technology and a Fire-1 Academy. The Fire
Academy would be about 16 weeks long and would be similar to the police academy, but obviously geared to the needs of the Fire
Services.
c. Complete the grid below. The course outline status report can be located at:
http://www.redwoods.edu/District/IR/Reports/Curriculum/Curriculum_Course_Outlines.htm
(To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Course
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Year Course Outline Last Updated
Year Next Update Expected
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5.1 b
AJ-1
AJ-2
AJ-3
AJ-4
AJ-5
AJ-6
AJ-7
AJ-8
AJ-10
AJ-11
AJ-40
AJ-80
AJ-81
AJ-82
AJ-82X
AJ-83
AJ-88A
AJ-154
AJ-155
AJ-170
AJ-189
AJ-190F
AJ-190S
AJ-191
AJ-199
FS-100
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2005
2005
2005
2005
2005
2005
2006
2005
2005
2004
2008
2006
2009
2009
2009
2009
2008
2005
2005
2005
2005
2005
2005
2008
2005
2005
2010
2010
2010
2010
2010
2010
2011
2010
2010
2009
2013
2011
2014
2014
2014
2014
2013
2010
2010
2010
2010
2010
2010
2013
2010
2010
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5.1 b
FS-110
2005
2010
If the proposed course outlines updates from last year’s annual update (or comprehensive review) were not completed, please
explain why.
ADMINISTRATION OF JUSTICE:
Due to only full-time instructor in the District being on sabbatical leave for the year, the required revisions will be done in the 20102011 academic year.
12. Action Plans
List any action plans submitted since your last annual update. Describe the status of the plans. If they were approved, describe
how they have improved your area.
None
13. Goals and Plans. Address either item a. or b. in the section below
a. If you have undergone a comprehensive review, attach your Quality Improvement Plan (QIP) and address progress made on the
plan and list any new plans that have been developed (using a new QIP form).
QIP Attached
N/A
b. If you do not have a QIP, refer to the goals and plans from your previous annual update.
For each goal and/or plan, comment on the current status of reaching that goal and/or completing the plan.
There were no new goals/plans addressed in last years's Program Review. The two goals mentioned here are actually from the
2007/2008 review. The first goal was to attract additional associate faculty. We have worked on this and for the Fall 2009 semester
we have two new associate faculty teaching classes. We still need driving instructors for the Basic Academy and Advanced Officer
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5.1 b
training and will continue to work with the Law Enforcement Chiefs of Humboldt (LECAH) and the Law Enforcement Training
Manager's Association (LETMA) to meet these instructor needs.
List any new goals and plans your area has for the coming year, and indicate how they are aligned with the goals/objectives in
CR’s Strategic Plan. (CR’s strategic plan is located on the web at http://inside.redwoods.edu/StrategicPlanning/strategicplan.asp).
1. Increase the retention and success rates for the Administration of Justice courses (AJ1-11).
2. Increase the retention and success rates for any courses offered through the Virtual Campus.
3. Have the Fire Technology degree courses and the Firefighter I Academy operational by Fall 2010.
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Additional Forms
Facilities and Classroom Technology Form
List classroom or instructional space name/number: AJ 101A - Courtroom (used for Advanced Officer Courses)
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs: This room needs to be equipped as a
"smart" room with a permenently installed laptop computer, LCD projector and screen instead of having to bring in portable units.
Also there are currently six desktop computers in this room that comprise the AJ "Computer Lab." These computers are extremely
slow requiring police academy cadets to start up the computer and log on during one break, then come back on their next break to
be able to actually use the computer. Currently three of the six are not functioning due to software or component failures. For
many of the cadets these are the only computers they have access to during their class day.
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections: 10
Students: 215
Describe how these changes will improve student learning outcomes:
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Facilities and Classroom Technology Form
List classroom or instructional space name/number: AJ 108 - classroom
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs: The current laptop is six years old,
runs very slowly, and needs to be updated.
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections: 6
Students: 150
Describe how these changes will improve student learning outcomes: Getting a new computer will result in better use of
instructional time with instructors not having to wait up to ten minutes for the computer to start up and also load applications such
as powerpoint, and webpages for student viewing.
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Facilities and Classroom Technology Form
List classroom or instructional space name/number: AJ 109 - classroom used primarily by Academy of the Redwoods
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs:
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections:
Students:
Describe how these changes will improve student learning outcomes:
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Facilities and Classroom Technology Form
List classroom or instructional space name/number: AJ 110 - Defensive tactics room
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs:
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections: 5
Students: 110
Describe how these changes will improve student learning outcomes:
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Program and Course Learning Outcomes
Course SLO Measured: POST Testing for AJ80, 81, 82, 83, 191F, 191S, Dispatch Academy
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
The Basic Law Enforcement Academy uses standardized testing provided by POST. These
questions are tied to the established SLO (POST refers to them as EO - Educational
Objectives). In the Basic Academy there are 42 established Learning Domains (LD) with
workbooks provided for each LD. The workbooks are formatted around the EOs identified for
each LD. Questions for the multiple choice tests come directly from the workbooks. From
the 42 LDs, 26 of these are tested using multiple choice tests and 11 are tested using scenario
based testing. Some of the LDs are tested using both multiple choice and scenario based
examinations. POST has established a minimum passing score for each LD multiple choice
test. Each academy may establish minimum scores for the scenario testing - we have chosen
80%. Students who get below the minimum score are given remedial training and are then
provided one re-test. If they fail the test, they have failed out of the academy.
AJ 80-83 (Basic Law Enforcement Academy): Results vary by class, but an average of 90-95% students
achieve a passing score on the the multiple choice tests and about 90% pass the scenario tests. In a typical
Basic Academy class with 30-35 students, three to five students will fail out of the class for either academic or
performance based failures.
AJ 191F & 191S: AJ 191F (PC 832 Firearms) has a standardized firearms course students are required to pass.
They receive two days of training and are then tested based on accuracy and comeptency based evaluation. AJ
191S (PC 832 Arrest) also uses state developed and mandated training and testing. The course is based on
curriculum from the Basic Academy. Typically one student from a class of 15-20 will fail the written test
initially but most of these pass the re-test.
AJ 170 (Dispatch Academy): About 95% of students who complete the entire course successfully pass all the
tests. About 10-15% of the students who start the course drop out at some point for unknown reasons - they
just stop showing up. When contacted later, most say they realized they were not cut out to be a dispatcher and
realized this during the course.
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5.1 b
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
1. Have Recruit Training Officers closely monitor students who may be struggling and develop a
tutoring/mentoring relationship with them to assist them.
2. Examine the length of AJ191S (see #5 in next section)
3. Continue to stress the time commitment to successfully complete the POST courses. POST requirements
are that students may miss only 5% of the course instructional hours to successfully complete the Academies.
1. Continue to shift from lecture based instruction to active learning student-based instruction.
2. Continue to stress the need to read worbook material before class starts so students have a good working
understanding of the material.
3. Work with academy instructors to improve their basic instructional skills.
4. Consider a new course to help marginal students better prepare for the Basic Academy.
5. Consider changing the highly intensive AJ191S course from 40 to 56 hours to allow for more detailed
instruction to students. This will allow more time for i nstruction to make sure students have a firm grasp on
the concepts. This should also better prepare them for the tests.
#1-3 - These are ongoing efforts that will continue for the forseeable future.
#4 & #5 - These two items should be decided by the end of Spring 2010.
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5.1 b
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
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5.1 b
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
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5.1 b
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
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