5.1 b Program/Discipline: Construction Technology: Fine Woodworking (FWW) Historic Preservation and Restoration ( HPRT) Residential Construction (Res. Const.) Annual Program Review Update Construction Technology Annual Program Review Template, Approved Spring 2009 Page 1 of 48 5/29/2016 5.1 b Annual Program Review Update *Be sure to include information from all three campuses. Program/Discipline: 0952 Construction Technology: FWW, HPRT, Res. Const. Submitted by (names): Michael Burns Bill Hole, Ted Stodder, Paul Kinsey Contact Information (phone and email): 964-7056/michael-burns@redwoods.edu, 476-4353/billhole@redwoods.edu, 476-4349/paulkinsey@redwoods.edu, 476-4344/ted-stodder@redwoods.edu Dean / V. P.: Steve Brown/Marjorie Carson Validation Date: Fall 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): Annual Program Review Template, Approved Spring 2009 Page 2 of 48 5/29/2016 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. Annual Program Review Template, Approved Spring 2009 Page 3 of 48 5/29/2016 5.1 b Construction Technology Fill Rate Enrollment Sections FTES WSCH Total TBA Weekend Evening Late Afternoon Prime Time Early Morning Total TBA 2008 - 2009 Weekend Evening Late Afternoon Prime Time Early Morning Total 2007 - 2008 TBA Weekend Evening Prime Time Early Morning Total 2006 - 2007 TBA Weekend Evening Prime Time Early Morning 2005 - 2006 52% 58% 64% 105% 43% 62% 64% 59% 64% 86% 34% 64% 62% 56% 59% 75% 73% 43% 65% 62% 68% 30% 69% 76% 61% 67% 182 83 253 86 15 619 165 109 213 102 15 604 219 77 13 264 121 43 737 160 119 6 293 120 22 720 17 11 18 4 5 55 14 12 17 6 9 58 17 11 1 16 10 5 60 15 13 1 19 10 6 64 32.73 22.32 41.12 60.22 21.12 177.51 32.31 27.16 34.9 68.71 14.72 177.8 40.85 21.55 1.37 42.7 74.26 24.58 205.31 31.07 30.84 2.21 45.65 68.82 22.32 200.92 1,755 1,494 1,494 1,782 2,106 8,631 1,485 1,602 1,440 1,962 2,538 9,027 1,692 1,494 54 1,350 2,508 2,106 9,204 1,593 1,710 162 1,692 2,490 2,160 9,807 a. Describe how changes in the discipline or area are impacting the data shown in the table above. HPRT: Courses are offered in evening and Saturday times to accommodate working students and community members. Constant marketing of courses, Field School training, and community projects that students accomplish have been drawing more students. Res. Const: By offering a Saturday section of CT 21A in addition to the M/W/F offerings we have increased our FTES during the past two years. FWW: No impact. Fine Woodworking classes have always run 8:30 A.M.-12 noon; 1-5:30 P.M. b. Describe how changes outside the discipline or area are impacting the data shown in the table above. HPRT: Faculty taking personal time to write advertisements and editorials in local newspaper, plus showing displays and teaching workshops at events like, Eureka Heritage Society events, Plan It Green and Wood Fair have increased exposure to courses. Local displaced workers from timber industry closures have drawn students into program through job retraining funding. Res. Const: It can be argued that an increase in FTES is affected by the current instability in the job market, and increasing fees at state colleges. FWW: No impact. The Fine Woodworking runs at capacity. Annual Program Review Template, Approved Spring 2009 Page 4 of 48 5/29/2016 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 Annual Program Review Template, Approved Spring 2009 Page 5 of 48 5/29/2016 5.1 b CT-10 CT-11 CT-12 CT-13 CT-130A CT-130B CT-133 CT-133A CT-133B CT-14 CT-15 CT-16 CT-17 CT-2 CT-21A CT-21B CT-3 CT-30 CT-32 CT-4 CT-40 CT-50 CT-55 CT-56 CT-57A CT-57B CT-57C CT-57D CT-7 CT-70 CT-72 CT-78A CT-78B CT-78C CT-8 CT-80 CT-81 CT-88 CT-90 CT-91 CT-95 CT-95L CT-96 CT-99 Total Annual Program Review Template, Approved Spring 2009 Page 6 of 48 2004 - 2005 2005 - 2006 2006 - 2007 2007 - 2008 2008 - 2009 A-C or Credit A-C or Credit A-C or Credit A-C or Credit A-C or Credit 72% 74% 88% 64% 58% 73% 79% 85% 58% 65% 79% 100% 85% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 50% 70% 83% 68% 89% 78% 86% 100% 100% 86% 100% 77% 84% 71% 71% 62% 56% 75% 68% 77% 78% 69% 83% 85% 83% 83% 71% 90% 93% 95% 100% 74% 88% 100% 100% 100% 100% 100% 84% 67% 76% 83% 75% 87% 79% 95% 95% 91% 91% 88% 73% 70% 46% 86% 83% 100% 95% 93% 68% 100% 80% 94% 95% 89% 75% 100% 100% 75% 100% 100% 67% 83% 100% 64% 73% 82% 61% 61% 88% 84% 80% 75% 85% 78% 81% 65% 69% 64% 70% 81% 81% 78% 86% 89% 81% 68% 92% 82% 94% 89% 88% 79% 73% 50% 55% 75% 72% 68% 73% 69% 84% 72% 100% 91% 86% 67% 100% 86% 75% 91% 75% 100% 67% 69% 100% 89% 71% 100% 78% 95% 100% 100% 100% 100% 89% 71% 100% 78% 81% 82% 79% 83% 5/29/2016 5.1 b a. Describe how changes in the discipline or area are impacting the data shown in the table above. HPRT: In order to demonstrate differences between supplied College data and recorded faculty data summarized from grade sheet, below is data comparisons between the two. As you will note, there is great discrepancy in quite a few cases, questioning the validity of College data, and/or faculty data (which I believe to be accurate). The first number is faculty data, (bracketed) number is College data for same time period. Some sections are only offered Fall or Spring, some sections are only offered every two years (CT 12, 13), and some are offered each semester and faculty data is based on average of both Fall and Spring semesters for the particular school year. HPRT - Success Rate Data * 2006/07 2007/08 2008/09 CT10 78 (64) 85 (58) CT12 77 (58) 87 (65) CT13 94 (85) CT15 82 (83) 89 (68) 94 (89) CT2 92 (84) CT3 84 (71) CT7 83 (100) 78 (64) CT8 92 (79) *based on available records at this writing Res. Const: The data in the table above includes courses offered at the Klamath-Trinity (Hoopa) site that carry the same course designation but are not by any stretch of the imagination the same courses. Therefore, the data does not in any way, shape, or form reflect the success rates of our students at the Eureka campus. For example, Fall 2007 the Eureka campus success rate for CT 90 was 92% compared to the table rate of 75%. The Spring 2008 Eureka campus success rate for CT 81 was 84% compared to the table rate of 72%. FWW: No change. The success rate is 100% over the past four years. Annual Program Review Template, Approved Spring 2009 Page 7 of 48 5/29/2016 5.1 b b. Describe how changes outside the discipline or area are impacting the data shown in the table above. HPRT: Same as a. Res. Const: Same as a. FWW: No change. 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) Annual Program Review Template, Approved Spring 2009 Page 8 of 48 5/29/2016 5.1 b 2004 - 2005 2005 - 2006 2006 - 2007 2007 - 2008 2008 - 2009 Retained Retained Retained Retained Retained CT-10 89% 89% 94% 77% 74% CT-11 87% 93% CT-12 92% 75% 75% CT-13 79% 100% 90% CT-130A 100% 100% 100% 100% 100% CT-130B 100% 100% 100% 100% 100% CT-133 100% 100% CT-133A 100% 100% 100% CT-133B 100% 100% 100% CT-14 100% 100% CT-15 50% 80% 89% 77% 89% CT-16 89% 93% 100% 100% 86% CT-17 100% CT-2 92% 89% 79% 86% 100% CT-21A 87% 87% 82% 90% 91% CT-21B 88% 96% 92% 86% 93% CT-3 93% 100% 100% CT-30 100% 100% CT-32 93% 92% CT-4 100% CT-40 100% 100% 100% 100% CT-50 96% 83% 88% 83% 83% CT-55 93% 100% 95% 95% 100% CT-56 91% 100% 77% 95% 85% CT-57A 95% 91% 100% 95% 96% CT-57B 84% 100% 100% 94% 100% CT-57C 89% 88% 100% 100% 100% CT-57D 100% CT-7 100% 75% 83% 100% 82% CT-70 91% 86% 89% 82% 96% CT-72 84% 93% 93% 100% 97% CT-78A 100% 85% 89% 91% 94% CT-78B 90% 94% 78% 100% 96% CT-78C 86% 80% 100% 95% 97% CT-8 89% 88% 79% 100% CT-80 91% 90% 88% 98% 100% CT-81 93% 100% 100% 97% 100% CT-88 96% 95% CT-90 83% 100% 95% 98% 100% CT-91 83% 100% 94% 97% 100% CT-95 100% 71% 100% 89% 100% CT-95L 100% CT-96 100% 100% 100% 89% 94% CT-99 100% Total 91% 91% 92% 93% 94% Annual Program Review Template, Approved Spring 2009 Page 9 of 48 5/29/2016 5.1 b a. Describe how changes in the discipline or area are impacting the data shown in the table above. HPRT: Teaching hands-on courses at Field School site, where students are practicing by restoring an existing building increases the interest and dedication of students to remain through semester. Hands-on material science courses excite students and tend to hold better retention than straight lecture style theory courses. Res. Const: Increasing sections of CT 21A,B and 55 have increased overall enrollments b. Describe how changes outside the discipline or area are impacting the data shown in the table above. FWW, HPRT, Res. Const. No impact. Review and analyze the Enrollment data (Table 2.04) provided by Institutional Research and answer the following questions: Annual Program Review Template, Approved Spring 2009 Page 10 of 48 5/29/2016 5.1 b Table 2.04 English and Mathematics Basic Skills Data for Course Success (F2005-F2008) Annual Program Review Template, Approved Spring 2009 Page 11 of 48 5/29/2016 5.1 b CT-10 CT-11 CT-12 CT-13 CT-130A CT-130B CT-133 CT-14 CT-15 CT-16 CT-2 CT-21A CT-21B CT-3 CT-4 CT-40 CT-50 CT-55 CT-56 CT-57A CT-57B CT-57C CT-7 CT-70 CT-72 CT-78A CT-78B CT-78C CT-8 CT-80 CT-81 CT-90 CT-91 CT-95 CT-96 Total PASSED 1A ENGL-1A ENGL-150 ENGL-350 READ-360 UNKNOWN Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled 67% 6 91% 11 13% 8 50% 2 76% 49 50% 2 64% 11 50% 2 93% 14 50% 4 67% 3 0% 1 82% 17 67% 3 100% 6 50% 2 0% 1 88% 32 100% 4 100% 1 100% 68 100% 4 100% 1 100% 49 100% 16 100% 1 100% 6 67% 3 80% 10 40% 5 100% 2 80% 40 100% 2 100% 4 80% 5 100% 1 97% 30 50% 2 85% 13 69% 13 67% 3 78% 23 79% 19 81% 27 77% 39 55% 22 50% 4 76% 123 100% 5 94% 16 76% 17 50% 6 100% 1 83% 52 100% 1 100% 9 71% 7 100% 2 0% 1 83% 18 100% 2 100% 3 100% 1 100% 8 100% 5 89% 9 89% 9 67% 9 50% 2 61% 18 75% 4 56% 9 90% 10 100% 2 87% 53 100% 3 93% 14 56% 9 80% 5 65% 23 100% 3 100% 19 91% 22 88% 8 0% 1 93% 40 91% 11 85% 13 100% 4 92% 24 67% 3 100% 7 83% 6 67% 3 92% 12 0% 1 70% 10 80% 5 40% 5 50% 2 94% 18 92% 12 94% 16 50% 28 67% 6 74% 47 75% 12 88% 16 88% 16 100% 2 76% 45 94% 16 70% 20 50% 34 56% 9 25% 4 73% 70 83% 6 100% 9 80% 15 33% 3 100% 1 82% 28 67% 9 86% 14 89% 18 100% 1 83% 36 100% 2 83% 6 100% 1 100% 1 75% 12 69% 16 82% 34 59% 22 55% 20 50% 6 72% 43 88% 8 100% 17 63% 16 44% 9 25% 4 81% 26 100% 5 100% 22 78% 18 86% 14 75% 4 89% 36 67% 3 100% 11 79% 14 63% 8 25% 4 73% 22 100% 2 100% 10 89% 9 100% 3 100% 1 73% 15 100% 2 100% 6 100% 2 100% 1 88% 8 82% 173 88% 376 71% 364 65% 147 47% 34 83% 1126 Annual Program Review Template, Approved Spring 2009 Page 12 of 48 5/29/2016 5.1 b CT-10 CT-11 CT-12 CT-13 CT-130A CT-130B CT-133 CT-14 CT-15 CT-16 CT-2 CT-21A CT-21B CT-3 CT-4 CT-40 CT-50 CT-55 CT-56 CT-57A CT-57B CT-57C CT-7 CT-70 CT-72 CT-78A CT-78B CT-78C CT-8 CT-80 CT-81 CT-90 CT-91 CT-95 CT-96 Total TRANSFER-LVL MATH-120 MATH-380 MATH-375 MATH-371 UNKNOWN Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled 88% 8 71% 7 71% 7 20% 5 50% 2 72% 47 75% 4 80% 5 67% 6 0% 1 85% 13 100% 2 50% 2 50% 2 0% 1 78% 18 100% 4 80% 5 75% 4 84% 31 100% 1 100% 2 100% 70 100% 1 100% 2 100% 51 100% 16 100% 1 100% 6 67% 6 100% 3 80% 10 33% 3 0% 1 81% 37 100% 3 100% 2 100% 6 50% 2 97% 29 75% 4 88% 8 67% 12 89% 9 50% 2 74% 19 83% 23 81% 16 73% 37 72% 25 50% 14 76% 119 100% 11 100% 7 69% 13 78% 9 50% 6 84% 51 100% 2 100% 7 67% 6 100% 6 0% 2 87% 15 100% 1 100% 1 100% 3 100% 1 100% 8 100% 2 100% 3 79% 14 100% 5 83% 6 75% 4 56% 18 86% 14 60% 5 50% 4 0% 2 100% 3 90% 50 91% 11 86% 7 56% 9 50% 4 100% 4 68% 19 100% 11 75% 4 94% 17 86% 14 100% 6 93% 41 100% 5 100% 3 88% 8 83% 6 83% 6 92% 24 75% 4 100% 2 89% 9 50% 4 100% 1 100% 11 100% 2 71% 7 67% 6 43% 7 67% 3 94% 16 86% 22 80% 10 61% 23 56% 9 50% 4 76% 41 76% 17 100% 9 89% 9 89% 9 50% 2 76% 45 85% 20 75% 8 56% 27 45% 22 80% 5 72% 71 75% 8 100% 5 78% 9 75% 8 100% 1 84% 31 91% 11 78% 9 82% 11 91% 11 81% 36 50% 2 100% 4 100% 2 100% 2 100% 1 73% 11 83% 29 71% 14 69% 26 61% 18 54% 13 66% 41 83% 18 78% 9 73% 11 60% 10 56% 9 83% 23 100% 15 100% 10 95% 20 79% 14 80% 10 83% 30 83% 12 71% 7 67% 9 67% 9 75% 8 76% 17 80% 10 100% 3 88% 8 100% 4 100% 3 83% 12 100% 7 100% 1 100% 4 86% 7 86% 304 85% 189 75% 325 68% 214 67% 111 83% 1077 Annual Program Review Template, Approved Spring 2009 Page 13 of 48 5/29/2016 5.1 b 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. HPRT: Many students enter HPRT classes with A.S. or B.S degrees and have taken Math/English courses. Data shows relatively low number of students enrolled in Math/English and analysis of success rate seems like there are student repeaters in data. Insufficient data and faculty training is provided to discuss patterns, as data is unclear with an Unknown column. Res. Const: Success rate is in the 80+ percentile of students succeeding with reaching course SLO's NEW Change: Using the entry course CT 80 as an indicator, the success rates of students coresponds directly to their math level: higher math level=higher success rate in CT 80. FWW: The 100% success rate speaks for itself. How has the discipline/program responded to these patterns and how will the discipline/program respond in the next three years? HPRT: Integration of Blackboard and now MyCR is a way to push students to improve English skills and critical analysis skills by figuring out how to navigate through the computer program and course shell. All theory courses (CT 10, 11, 12, 13) require student written report and oral presentation in order to emphasize composition, grammer, and public speaking skills. In the next three years HPRT will focus on improving integration with new MyCR Res. Const: Integration of MyCR, as Blackboard in the past into courses is a method of advancing student success of digital technology use in predominantly hands-on courses. As the new system was started so quickly, integration into all courses is slow. FWW: No change Annual Program Review Template, Approved Spring 2009 Page 14 of 48 5/29/2016 5.1 b 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. A. See Attachment for labor Market Data B. FWW, HPRT, Res. Const. The programs offered at College of the Redwoods are not duplicated within the service area. C. FWW, HPRT, Res. Const. The majority of students enrolled in CT programs are degree or certificate seakers. All students in FWW complete the certificate and are employed upon completion. FWW: A search for Cabinetmakers and Bench Carpenters on the California Labor Market Info web site states that “Data for Mendocino County Not Available for Occupational Projections of Employment.” A search for Cabinetmakers and Bench Carpenters on the California Labor Market Info web site states that “Data for Mendocino County Not Available for Occupational Projections of Employment.” Opportunities for employment in cabinetmaking and furniture making are generally found in small business or cottage industries in Northwestern California. Although few statistics exist for this type of occupation, it represents a steadily increasing proportion of the workforce, especially in this rural area. Statewide, according to Labor Market Info, it is estimated that the demand for this occupation will increase 6% between 2004 and 2014. Area: CA Est.Yr.–Projected Yr.: 2004–2014 Employment Estimated: 17,800 Employment Projected: 18,900 Employment Number: 1,100 Annual Program Review Template, Approved Spring 2009 Page 15 of 48 5/29/2016 5.1 b Employment Change: 6.2% Annual Avg. Openings: 560 The Fine Woodworking Program is a magnet program. Of the 410 graduates with whom contact has been maintained, 186 (45%) graduates are California residents, 171 (42%) live across the United States, and 53 (13%) reside and work overseas. 44 (11%) of the California resident graduates reside on the Mendocino Coast, four of whom lived here before attending the Fine Woodworking program. Students seeking employment as traditional cabinetmakers and crafts workers constitute the majority of students in this program. Many students enrolled in Fine Woodworking at the College of the Redwoods go on to become self-employed or work in a shop with 5 or fewer employees. b. This program is unique and does not duplicate any furniture-making training programs in the region. c. An informal survey of the graduating class of 2008 shows that of the 23 students, 56% are working in the trade, 30% are continuing their woodworking education, leaving 13% unknown. All students successfully completed the course. Annual Program Review Template, Approved Spring 2009 Page 16 of 48 5/29/2016 5.1 b HPRT: The field of restoration and rehabilitation is not catagorized in specific labor market data, as the field is a cross section of specialty trades and traditional trades drawn from data provided. Typically, the business of construction is comprised of specialists in one area, in which building reuse and rehab labor is a comprised of all the trade specialties. Students working towards HPRT certification and degree awards are varied in skills, including research and documentation through building analysis and planning, all without State listed "specific" job titles. Most successful students have the ability to enter the construction market, compete for meaningful wages and maintain employment as they progress upward to higher paying positions with time and experience, common in all trades. CT: There is only acecdotal evidence available for employment rates of CT students. Employment rate is near 100%. Occupational Wages - Humboldt County Source: EDD Labor Market Data 2009 1st Qtr Hourly Mean Hourly Mean 25th percentile Median 75th percentile North Coast Region Cabinetmakers and Bench Carpenters $15.29 $12.11 $14.28 $16.43 Carpenters $20.05 $15.45 $19.08 $23.97 Construction Laborers $16.66 $11.48 $15.28 $21.66 Construction Trades Supervisors $34.32 $25.38 $31.27 $43.60 Carpenter Helpers $12.84 $10.80 $12.04 $14.32 Painters, Construction and Maintenance $19.26 $14.51 $17.56 $23.75 Woodworkers, All Other $ 9.34 $ 8.57 $ 9.01 $ 9.46 Occupational Projections of Employment (also called "Outlook" or "Demand") Employment Employment Change Annual Avg Openings Estimated Projected Number Percent Cabinetmakers and Bench Carpenters 120 110 -10 -8.3 4 Annual Program Review Template, Approved Spring 2009 Page 17 of 48 5/29/2016 5.1 b Carpenters Construction Laborers Construction Trades Supervisors Carpenter Helpers 1,730 1,110 470 150 1,640 1,160 470 110 -90 50 0 -40 -5.2 4.5 0 -26.7 23 13 7 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 800 Restricted Funds 200 0 2620 48,742 Is the funding for these areas adequate? Yes No If not, describe the impact of unaddressed needs on your discipline or program. Advisory groups to individual disciplines require annual membership dues that exceed $600. Annual CT Budget is for three full-time, seven associate faculty, and 48 course sections. CTEA grant funds, help address the needs of the CT program. Without these funds, CT would not be able to function. 2009/10 CTEA award is $48,742. Almost $20,000 of the grant is for an instructional support specialist. This suplanting of funds means that there are less grant funds available for program use. FWW: Annual Program Review Template, Approved Spring 2009 Page 18 of 48 5/29/2016 5.1 b Unrestricted Funds $8,000 $1,600 $1400 Supply and Printing Equipment Replacement and Repair Additional Budget Items Is the funding adequate? Yes X No Shop needs annually exceed our budget by approximately $2000. We are at a disadvantage in regards to equipment, cutting tools, specialized tools and instructional materials. These shortcomings create difficulties in meeting student needs in the interest of maintaining a high-quality program. Annual Program Review Template, Approved Spring 2009 Page 19 of 48 5/29/2016 5.1 b 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 '09-10 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. Subscriptions to "Fine Woodworking" and "Journal of Light Construction" Magazines Reason: As a requirement for external accreditation (ATMAE), students in Res. Const. are required to research current periodicals, write an abstract, and make a presentation to the class. 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. Annual Program Review Template, Approved Spring 2009 Page 20 of 48 5/29/2016 5.1 b 6. Faculty Table 6.01 – Faculty Load Distribution by semester 2005 - 2006 2006 - 2007 2007 - 2008 2008 - 2009 FTEF % of Total FTEF % of Total FTEF % of Total FTEF % of Total Associate Faculty 3 28% 4 51% 5 58% 6 60% Regular Staff/Non-Overld 6.60 72% 4.63 49% 5.03 42% 5.69 40% Total 9.63 100% 8.72 100% 10.11 100% 11.28 100% a. Describe the status of any approved, but unfilled full-time positions. HPRT, Res. Const. N/A FWW: The need for a full-time postion working at 100% is anticipated. Current full-time position working at 70% through May, 2011 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 HPRT: With current Sustainable/Green grant funding for developing Solar PV/Water and Energy Performance curriculum and certificates, AF will be needed to backfill FT faculty position while new courses and program begins. At this time it is unclear of the timeline and exact impacts, but as FT faculty attends training for upgrades, substitute faulty will be required to backfill the classroom. Res. Const.: At present, the Saturday class CT 21A is being taught as an overload by FT faculty. We would like to bring on a new AF for the '10-11 school year. Annual Program Review Template, Approved Spring 2009 Page 21 of 48 5/29/2016 5.1 b 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) Business and Technology Div. Part-time staff (give number) Gains over Prior Year Losses over Prior Year (give reason: retirement, reassignment, health, etc.) 1 full time - 66% of time to all of Applied Tech., 5% to Res. Carp, 5% HPRT, 0% FWW 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) Annual Program Review Template, Approved Spring 2009 Page 22 of 48 5/29/2016 5.1 b 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: Construction Technology Year: 2009 Submitted by: Kinsey/Hole List classroom or instructional space name/number: AT 109 Check if any of the following are not adequate: Ventilation / room ADA Number of seats / work stations Technology (computers, projectors, internet) temp access Other (briefly describe): Spray booth with ventilated waterfall recovery system has been dead for over five years and repeated requests to repair/replace go unanswered. Construction Lab environment has a temporary equipment ventilation system that solved complaints back in 2003, surrounding the original ventilation vacuum that is over 30 years old and antiquated. Replacement for an upgraded full-environment solution goes unanswered. Expansion of sections for Material Science courses have not included facility changes to accommodate new subjects and varieties material varieties studied in a woodworking facility. Requests to expand learning environment go as far back at 2004 Measure Q Bond monies that to date have not been addressed Describe the specific action and cost to make this space adequate for your instructional needs: College follow up on privious requests, including calculating percentage increases for fund request that were calculated by faculty in Measure Q Bond request, 2007 Comprehensive Program Reviews (CT, HPRT), and 2008 Annual Program Reviews (CT, HPRT). Since prior requests, other machine and facility deferred maintenace issues have continued. Annual Program Review Template, Approved Spring 2009 Page 23 of 48 5/29/2016 5.1 b 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: 12 Students: Describe how these changes will improve student learning outcomes: Requested changes are developed from Full-time faculty who develop and write the course outlines, that include student learning outcomes. Any changes in facility and equipment upgrades will naturally improve student learning outcomes by reaching closer to faculty goals, developed for maximum student success 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 Annual Program Review Template, Approved Spring 2009 Page 24 of 48 5/29/2016 5.1 b 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 Various stationary tools are original to the lab and CR provides no maintenance staff for cyclical maintenance. Instructional Aide supported by CTEA/VTEA grants (faculty written) have managed to keep equipment operation and smaller equipment has Repair Cost / Annual maintenance cost We should have a staffed maintenance person to monitor equipment and classroom environment needs for cyclical maintenance, plus the varying costs of repair and sharpening cost of tool cutters supported for our training programs. Annual costs can vary, with Number of students using equipment each semester Annual Program Review Template, Approved Spring 2009 Page 25 of 48 120 Describe how the equipment allows achievement of program/discipline educational outcomes Updated and modernized equipment is the only way to guarantee top quality labor and career technical training, which is primary to all mission and goals of program outcomes. 5/29/2016 5.1 b been purchased using same granting process a minimum of 20 hours per month and $2500 per semester for part and repairs. Annual Program Review Template, Approved Spring 2009 Page 26 of 48 5/29/2016 5.1 b 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: Or PLO Measured : Construct woodworking joinery using hand tools 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? Students in all program areas (FWW, HPRT, Res. Const.) are required to use handtools to construct traditional woodworking joinery. Each area uses joinery specific to their crafts' purpose: e.g. FWW, dovetails for drawers, HPRT dutchmen for gutters and wood window sash, Res. Const. coping for molding. All areas assess the students' ability to sharpen hand tools through the series of hand tool joinery assignments. The joinery is evaluated by the instructors for accuracy, smoothness of cut (as a result of the correct sharpening of the tools.) Note: It is this hand tool sharpening and usage that has drawn national attention to the Construction Technology programs at C.R. In the 2008-2009 year 95% of students enrolled in FWW, HPRT, and Res. Const. courses were able to successfully construct joinery using hand tools. We will have higher expectations and stress the proud hand tool heritage that draws so many students to C.R. woodworking courses. Annual Program Review Template, Approved Spring 2009 Page 27 of 48 5/29/2016 5.1 b List the TOP 3 TO 6 actions/changes faculty judge will most improve student learning 1. Increase expectations of hand joinery quality. 2. Maintain traditonal carpentry and joinery as training modules. 3. Design student projects to involve hand joinery and assess for quality. Provide a timeline for implementation of your top priorities. CT: By Feb. '10 we will select a new PLO for evaluation. Course SLO Measured: HPRT - CT 13 Or PLO Measured : Choose an appropriate treatment for a historic property using Secretary of the Interior’s Standards for the Treatment of Historic Properties Describe assessment tool/ assignments faculty/staff used to measure the SLO or PLO. Syllabus grading criteria for CT 13 that includes periodic quizzes, student feedback on site during field analysis on field trips, and written term project on Existing Conditions Report of historic building, along with student presenting report to class as oral project (including PowerPoint slides and examples) Summarize the overall results of your department, including performance data if applicable. Avg. 88.1% success How will your department address the needs and issues that were revealed by your assessment? We will continue to train this skill, as it is required in historic property assessments, rehabilitation plans that include Existing Condition Reports. The future goal will be to work towards 90 percentile success. Annual Program Review Template, Approved Spring 2009 Page 28 of 48 5/29/2016 5.1 b List the TOP 3 TO 6 actions/changes faculty judge will most improve student learning Increase primary and secondary lessons in the "Standards" and guidelines to rehabilitation, as well as train in more detail when students are at actual field sites analyzing existing buildings during the semester. Provide a timeline for implementation of your top priorities. CT 13 is offered every other year. Spring 2010 is the next time, so by end of Spring 2010 data will be available. 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. HPRT: Learning Outcome Assessments and follow up end-of-semester student surveys that solicite student input and course critique are kept in AT 110 faculty office. New semester preparations for course syllabus include review of student critique, facutly critique of prior syllabus that includes improvement comments, accompanied with final grade evaluations for modifications to improve SLO success. Res. Const.: Learning Outcome Assessments are archived in the lab AT 109 FWW: At Woodworking Program in Mendocino. FWW: The directions for using assessment forms state: "We need to keep in mind that assessment ultimatley should not be driven by data, forms, and reporting, but rather by instructors coming together to talk about curriculum, teaching, and learning and to engage thoughtful, meaningful planning." With that direction in mind, the faculty of the Fine Woodworking program meet weekly to discuss the progress and performance of each student in the class. The class meets eight hours a day, six days a week, and is team taught by four instructors each semester. As each instructor comes off his shift, he discusses each student's progress with the next instructor. At our weekly meetings we plan the delivery of information for the next week and assign to each instructor their responsibilites for their time with the class. Learning outcomes are tangable in these courses All work is photographed and archived at the Fine Woodworking office. Annual Program Review Template, Approved Spring 2009 Page 29 of 48 5/29/2016 5.1 b 11. Curriculum Update Identify curricular revisions and innovations undertaken a. in the last year. CT 10 curriculum update b. planned for the coming year. CT 2, 3, 4, 8, 10, 11, 12, 13, 16, HPRT Certificate of Achievement 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 Annual Program Review Template, Approved Spring 2009 Page 30 of 48 Year Course Outline Last Updated Year Next Update Expected 5/29/2016 5.1 b HPRT: HPRT Certificate of Achievement: CCCCO 501 CT 2 CT 3 CT 4 CT 8 CT 11 CT 12 CT 13 CT 16 2007 Never submitted by College 2009/10 2009 2002 2002 2002 2003 2002 2001 2002 2001 2010 2010 2009 2010 2010 2009 2009 2009 Res. Const: All Res. Const. courses are current except – CT 72 CT 95 CT 96 1988 2001 2001 2009 2009 2009 FWW: 130 A&B 133 2008 2008 2011 2011 If the proposed course outlines updates from last year’s annual update (or comprehensive review) were not completed, please explain why. HPRT: Too many "other duties" for one person to keep a program healthy and growing. Lack of time due to extensive and overburdoning duties beyond teaching included: marketing for recruitment, professional development through teaching workshops, Annual Program Review Template, Approved Spring 2009 Page 31 of 48 5/29/2016 5.1 b attenting conferences/workshops, faculty training in Green/Sustainable field, managing Field School project, preparing for hands-on courses, purchasing instructional supplies, grant writing (for instrucional supplies, instructional aide, travel and conference funding, digital media and equipment to stay current), inventory and learning to use grant purchased tools/equipment, course scheduling, student lab fee purchases, community marketing and recruitment (like Wood Fair - 4 days), student councilling, writing CTEA grant quarterly and annual reports, making time to prepare for hands-on lessons, community service through advising homeowners and student questions about unique historic preservation problems on local buildings, serving as Eureka City Preservation Commissioner, serving as Preservation Trades Network Board Member, CRFO Executive Committee Member, HPRT Advisory Committee, and Ryan Family House and Gardens (Field School site) Board Member, attending Redwoods Board of Trustee meetings, department and division meetings, maintain tools and equipment in hands-on courses. There is more, but this provides feedback and demonstrates a lack of support staff. In 2007/08 I logged over 700 hours of flex time. 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. I submitted an action plan to update AT108 classroom into a computer smart room, without response or success. Associate Ag. faculty Colette Beaupre filed a request through Science department and was successful in having project completed by Fall 09. This has improved instructional delivery by having access to a class computer system that eliminates bringing in personal laptop and projector, along with allows for access to Internet for use during lectures and various lectures. Students are much happier. 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 Quality Improvement Plan (QIP) Program: Construction Technology: HPRT Year: 2007 Annual Program Review Template, Approved Spring 2009 Page 32 of 48 5/29/2016 5.1 b HPRT: QIP Recommendation #1 Recommendation Increase annual program instructional and maintenance funding to operate program with quality and rigor that curriculum dictates. Planned Implementation Date Spring Semester ‘10 Estimated Completion Date: Ongoing Action/Tasks • Work with senior staff to reinstate all or part of the past instructional supply and construction lab maintenance funds Measure of Success/Desired Outcome • Succeed in acquiring funding for ongoing equipment repairs and improvements Estimated Cost(s) • $6,000/yr Who is responsible? • College Senior Staff, Full-time CT Faculty Consequence if not funded • Construction Technology Material Science courses, Architectural Millworks, Cabinetmaking and Millwork, and the various woodworking courses will fail to reach the curricular goals established by faculty for maximum student success. HPRT: QIP Recommendation #2 Recommendation Approve expenditure of Measure Q Bond monies for construction lab equipment and facility modernization before the 2011 projected time line; after Measure Q is spent. Annual Program Review Template, Approved Spring 2009 Page 33 of 48 5/29/2016 5.1 b Planned Implementation Date • Spring 2010 Estimated Completion Date: • Summer 2011 Action/Tasks • Request this of Senior Staff • Receive Board of Trustees Approval • Complete planning • Complete the work Measure of Success/Desired Outcome • Construction Lab (AT 109) and exterior fenced-in lot will be fully functional for all CT courses that are now taught in minimal space. Estimated Cost(s) • Cost analysis from our 2005 planning meetings have not been shared by facilities planning department Who is responsible? • College Senior Staff, Full-time CT Faculty Consequence if not funded • Faculty curriculum goals and Student Learning Outcomes will continue with less than quality outcomes, and enrollment opportunities to increase enrollment will continue to be hampered. HPRT: QIP Recommendation #3 Recommendation Develop and implement an improved student follow-up system. Annual Program Review Template, Approved Spring 2009 Page 34 of 48 5/29/2016 5.1 b Planned Implementation Date • 12/09 Acquire contact information from current students Estimated Completion Date: • June 2009 will allow for trial system to work into a long-term system of survey and follow-up with help from institutional research Action/Tasks • Develop a database of students. • Develop a follow-up instrument/survey • Administer the survey • Collect and analyze the data Measure of Success/Desired Outcome • Feedback from past students/survey participants • Sharing the feedback and information with students and N.A.I.T. accreditation personnel. Estimated Cost(s) • Split cost of staffing listed in #5 • Cost of mailings, survey development, etc. Who is responsible? • College Institutional Research staff, Full-time CT Faculty • Institutional Research for data format, storage and recovery Consequence if not funded • Jeopardize other granting and funding opportunities by not having data to drive requests. • Jeopardize N.A.I.T. accreditation for CT, and future application to N.A.I.T. by HPRT Annual Program Review Template, Approved Spring 2009 Page 35 of 48 5/29/2016 5.1 b HPRT: QIP Recommendation #4 Recommendation Apply for NAIT Accreditation for CT: HPRT AS Degree. Planned Implementation Date Fall 10 Estimated Completion Date: Spring 11 Action/Tasks • Follow through and apply to NAIT following accepted CT Residential Carpentry program format Measure of Success/Desired Outcome Estimated Cost(s) • NAIT Accreditation approval will measure success and desired outcome • Yearly travel to N.A.I.T. Conference Who is responsible? • Full-time CT Faculty Consequence if not funded • Not NAIT accredited, reduction in program quality and potential enrollment Annual Program Review Template, Approved Spring 2009 Page 36 of 48 5/29/2016 5.1 b HPRT: QIP Recommendation #5 Recommendation Instructional support staffing requirements justifies a full-time person in the construction lab for maintenance, purchasing and to provide open lab times for student learning. Planned Implementation Date • Fall 2009 Estimated Completion Date: • This recommendation is ongoing, with all Construction Technology programs needing this service to assist faculty to increase enrollment. Action/Tasks • This recommendation is ongoing and currently in process to eliminate continued supplanting of CTEA grants Measure of Success/Desired Outcome • A full-time person in place and functioning. • CT programs need this service to increase enrollment. Estimated Cost(s) • • $24,000/yr. Who is responsible? College Senior Staf Consequence if not funded • Student learning will continue to be compromised and faculty will continue to spend teaching and professional development time on maintenance and purchasing that can be easily accomplished at a lower pay rate. HPRT: QIP Recommendation Recommendation #6 Annual Program Review Template, Approved Spring 2009 Page 37 of 48 5/29/2016 5.1 b College to support purchase of Field School site to consist of historic home less that 1000 square feet that will restored by students and sold to first-time home buyers, with proceeds going to purchase of subsequent property into perpetuity. Planned Implementation Date • Spring 2010 Estimated Completion Date: • By Fall 2010 Action/Tasks • HPRT full-time faculty to work with Administration and local community to locate and purchase property Measure of Success/Desired Outcome • Small historic home that becomes HPRT Field School to rehab, provide hands-on building assessment and energy performance evaluations, along with project for residential wiring students and new Sustainability Program students to practice by completing all the analysis, restoration, remodelling, and system upgrades. • Reach this goal to increase enrollment. Estimated Cost(s) • $224,000 (exact cost will vary with creative financing, grants, and donation). Who is responsible? • Full-time CT Faculty and Senior Administration with Board approval Consequence if not funded • Field School will carry on as usual (borrowing sites within community), with less than quality results from faculty curriculum goals, individual program goals, and enrollment opportunities to grow programs. Future curriculum will be stuck in lab-only environment, short of hands-on field experiences that teach greatest student success and provide most rigorus trades training. 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. Annual Program Review Template, Approved Spring 2009 Page 38 of 48 5/29/2016 5.1 b FWW: QIP #1 Goal: Increase annual program instructional and maintenance funding. Current Status: Deteriated doors have been replaced, some electrical improvements have been made, but painting has been deferred. No increase of annual program instructional and maintenance funding has occurred. QIP #2 Goal: Approve expenditure of Measure Q bond monies to provide storage, classroom/library/showroom, and kitchen to the Fine Woodworking building, as specified in the Measure. Current Status: We have been informed by Administration that Measure Q bond money has evaporated. QIP #3 Goal: Return of the full-time position at the Fine Woodworking program to 100%. Status: The search for a person to fill the full-time positions should take place in August of 2010 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). HPRT: Continue building conservation, building maintenance and restoration, with a further goal of expanding student internship opportunities within the trades. Annual Program Review Template, Approved Spring 2009 Page 39 of 48 5/29/2016 5.1 b CT program: Recent local grant awards totalling over to $3.5 Million will be used to develop new Sustainable Building Technology courses, including certificates in Home Energy Performance, Solar Photo Voltaic Installer and Solar Hot Water Installer, Accredited Green Plumber, Building Analyst Professional, Certified Green Building Professional, Annual Program Review Template, Approved Spring 2009 Page 40 of 48 5/29/2016 5.1 b Additional Forms Facilities and Classroom Technology Form List classroom or instructional space name/number: FW 100 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): Instructional and student project material storage. Describe the specific action and cost to make this space adequate for your instructional needs: An addition to accommodate student storage and the relocation of the dust collection system noted in the next form should amount to a minimum of 500 square feet. At a rate of $200 per square foot, the cost would come to $100,000. 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: 2 Students: 23 Describe how these changes will improve student learning outcomes: The provision of more space is primarily a safety issue. The facility was designed for fewer students than currently enrolled. Annual Program Review Template, Approved Spring 2009 Page 41 of 48 5/29/2016 5.1 b Facilities and Classroom Technology Form List classroom or instructional space name/number: 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: Annual Program Review Template, Approved Spring 2009 Page 42 of 48 5/29/2016 5.1 b Facilities and Classroom Technology Form List classroom or instructional space name/number: 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: Annual Program Review Template, Approved Spring 2009 Page 43 of 48 5/29/2016 5.1 b Facilities and Classroom Technology Form List classroom or instructional space name/number: 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: Annual Program Review Template, Approved Spring 2009 Page 44 of 48 5/29/2016 5.1 b Program and Course Learning Outcomes Course SLO Measured: Or PLO Measured : FWW Students evaluate aesthetic choices available in the process of making furniture. 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? Work is judged by the instructor for proportion, balance, grain graphics, grace and fitness of purpose. 100% of students for the past five years have successfully achieved this learning outcome. No changes to the teaching-learning process are required as this learning outcome is being successfully met by the students. List the TOP 3 TO 6 actions/changes faculty judge will most improve student learning Provide a timeline for implementation of your top priorities. Annual Program Review Template, Approved Spring 2009 Page 45 of 48 5/29/2016 5.1 b Program and Course Learning Outcomes Course SLO Measured: Or PLO Measured : FWW Students select and cut wood to be structurally suitable. 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? The selection of wood by the student is judged by the instructor to be appropriate in terms of size, strength 100% of students for the past five years have successfully achieved this learning outcome. No changes to the teaching-learning process are required as this learning outcome is being successfully met by the students. List the TOP 3 TO 6 actions/changes faculty judge will most improve student learning Provide a timeline for implementation of your top priorities. Annual Program Review Template, Approved Spring 2009 Page 46 of 48 5/29/2016 5.1 b Program and Course Learning Outcomes Course SLO Measured: Or PLO Measured : FWW Logical procedures in the process of furniture construction. 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? The hierarchy of choices in the fabrication and assembly of components are subjects of individual daily discussions. 100% of students for the past five years have successfully achieved this learning outcome. No changes to the teaching-learning process are required as this learning outcome is being successfully met by the students. List the TOP 3 TO 6 actions/changes faculty judge will most improve student learning Provide a timeline for implementation of your top priorities. Annual Program Review Template, Approved Spring 2009 Page 47 of 48 5/29/2016 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. Annual Program Review Template, Approved Spring 2009 Page 48 of 48 5/29/2016