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
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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.
Annual Program Review Template, Approved Spring 2009
Page 3 of 48
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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
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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
Annual Program Review Template, Approved Spring 2009
Page 5 of 48
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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
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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
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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
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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.
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
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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
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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
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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
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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
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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
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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.
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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
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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:
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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.
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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 '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.
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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.
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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)
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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: 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.
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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
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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
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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.
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been
purchased
using same
granting
process
a minimum of
20 hours per
month and
$2500 per
semester for
part and
repairs.
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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:
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.
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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.
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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.
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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
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Year Course Outline Last Updated
Year Next Update Expected
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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,
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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
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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.
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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.
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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
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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
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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
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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.
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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.
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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
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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
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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
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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
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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
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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
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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
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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
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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.
Annual Program Review Template, Approved Spring 2009
Page 48 of 48
5/29/2016