College of the Redwoods - Instructional Program Review
College of the Redwoods
Comprehensive
Instructional Program Review
Health Occupations: Dental Assisting
College of the Redwoods - Instructional Program Review
Signature Page
Programs of Study Dental Assisting
Degrees:
Associate of Science Degree, Dental Assisting
Certificates:
Certificate of Achievement, Dental Assisting
Subject Areas Reviewed:
DA
We certify that this program review document represents the plans, goals, and critical analysis of this
instructional program. Please enter name and signature
Author(s):
Hillary M. Reed
Date: 9/28/09
Sheila M. Schindler
Date: 9/28/09
Division Chair:
Date:
Dean / V. P.:
Validation:
College of the Redwoods - Instructional Program Review
Responding to Questions
The document includes questions to which programs respond. After each question is an answer box. If
you type your response in the answer box, it will expand to contain your complete answer. Any kind of
formatting can be included in the answer box, including different typefaces. Some formatting (such as
bulleted lists) can affect the borders of the answer box, but this can be cleaned up using the usual Word
formatting commands.
For information on Program Review:
If you have questions about the College of the Redwoods Program Review process or the Program
Review Word document, contact:
Marjorie Carson
Vice President of Instruction
marjorie-carson@redwoods.edu
For questions regarding data included in this document, please contact:
Martha Davis
Director, Institutional Research
707-476-4364
martha-davis@redwoods.edu
College of the Redwoods - Instructional Program Review
Table of Contents
The table of contents allows access to all pages of the document.
Overview
Program Overview ......................................................................................................................... 5
Section 1. Demand, Success, and Retention
Section 1.01. Demand, Fill Rates & Success ............................................................................. 9
Section 1.02. Degrees and Certificates Awarded ..................................................................... 21
Section 1.03 Benchmarking Completions……………………………………………………21
Section 2. Learning Outcomes and Curriculum
Section 2.01. Program & Student Learning Outcomes ............................................................ 25
Section 2.02. Course Sequencing, Curriculum, Pre-requisites, Co-requisites, and Advisories on
Recommended Preparation
Section 3. Program Management
Section 3.01. Efficiency ........................................................................................................... 33
Section 3.02
Program Advisory Committees……………………………………………..…33
Section 4. Faculty
Section 4.01.
Section 4.02.
Section 4.03.
Section 4.04.
FTEF, Adjunct FTEF, and Full-Time/Part-Time Ratio ..................................... 35
Teaching/Service Time....................................................................................... 36
Projected Personnel Needs …………………………………………………..38
FT Faculty Development Activities .................................................................. 39
Section 5. Plans
Section 5.01.
Section 5.02.
Section 5.03.
Section 5.04.
Planning Assessment .......................................................................................... 41
Resources............................................................................................................ 45
Student Services Resources ................................................................................ 46
Budget ............................................................................................................... 46
Section 6. Program Review Process Assessment
Section 6.01
Section 6.02
Assessment of Self Study ................................................................................... 49
Assessment of Self Study ................................................................................... 49
College of the Redwoods - Instructional Program Review
Overview
Please give a brief overview of your instructional program. Describe the relationship of your
program to the mission of the college.
College of the Redwoods Mission Statement
The Redwoods Community College District has a commitment both to our students and to our
community. We are committed to maximizing the success of each student with the expectation that each
student will meet her or his educational goal, achieve appropriate learning outcomes in his/her courses
and programs, and develop an appreciation for life-long learning. In partnership with other local
agencies, we are also committed to enriching the economic vitality of the community whom we serve.
The following are three equally important, primary missions of the Redwoods Community College
District:
1. Associate Degree and Certificate Programs
2. Academic and Transfer Education
3. Professional and Technical Education
Program
The College of the Redwoods mission statement upholds a strong commitment to student and
community success; the Dental Assisting program mission statement echoes that same commitment:
“The College of the Redwoods Dental Assisting Program’s mission is to offer a quality
educational experience that will provide the graduate with a practical balance of the technical,
organizational and interpersonal skills required for a successful career in dental assisting.”
The Dental Assisting Program at College of the Redwoods is a ten month full-time program and offers
both a Certificate of Achievement and Associate of Science degree in Dental Assisting. The program is
also available on a part-time basis with completion of the program in two years. The Dental Assisting
Program is a comprehensive program consisting of lectures, and hands-on training in clinical procedures
and laboratory sessions. The comprehensive, full-time nature of the program contributes to students and
staff developing a strong student/instructor bond which fosters and promotes a commitment to student
success.
In the past three years the Dental Assisting Program has initiated and/or updated a variety of programs
and policies to affirm our commitment to student success in meeting their educational goals.
One project we have addressed is the modernization of the Dental Assisting Program student handbook
"A Guide for Student Success". The previous handbook was completely modified and condensed to
clearly outline the essential and relevant program information, program policies, clinical policies,
resources, and program forms that were established to promote student's academic and personal success
in the program. We consider it crucial that all students review and follow the guidelines outlined in this
concise 45 page handbook, and it is presented to them free of charge, and reviewed at the mandatory
student orientation meeting held the week before school begins. The Dental Assisting Program
handbook also includes the College of the Redwoods Student Code of Conduct, as well as the Dental
Assisting Program Classroom Code of Conduct. The recently developed Code of Conduct lays the
College of the Redwoods - Instructional Program Review
foundations of positive classroom behavior and outlines the program guidelines established to promote a
positive learning environment and protect the health, welfare, safety, property and rights of all students.
By being consisent with these guidelines, a positive learning environment is established which supports
student success.
In 2007 the Dental Assisting Program began offering a new student orientation. The new student
orientation, scheduled the week prior to the start of the program, is mandatory for full-time students;
part-time students are encouraged to attend. The orientation gives new students an opportunity to meet
the program instructors and get to know their fellow students. It provides helpful information including
program policies, curriculum, outcomes, student resources, and gives students a chance to ask any
questions they might have about the program. During the orientation the program handbook is
distributed and reviewed. The new student orientation was developed with student success in mind,
and many students have expressed how helpful it has been. In the words of one student,
"The orientation was beneficial to me, I felt more confident about starting the program.
It helped me get ready and make sure that dental assisting was right for me."
In keeping with College of the Redwoods' commitment to student success a Skills Practice Night has
been initiated by the program coordinator. Skills Practice Night is held twice a year, in November and
August, prior to the State of California RDA practical examinations. Former graduates of the program
are offered an opportunity to come to the dental lab to practice and perfect their skills in preparation for
the state examinations. Skills Practice Night is intended to provide the gradaute with additional
educational support and encouragement to help pass the state examinations. Skills Practice Night has
been beneficial to our graduates and has contributed to our high pass rates in the RDA practical exams.
The College of the Redwoods mission statement supports and encourages a development of student
appreciation for life-long learning. Life-long learning is essential in the career of the Dental Assistant.
Constant technological advances in the field of dentistry requires that graduates of the program continue
life-long learning to keep abreast of the current changes. Additionally, the Dental Board of California
requires each licensed Registered Dental Assistant to complete 25 units of continuing education credits,
of an approved type, during each 2-year renewal cycle. A career in Dental Assisting offers many
opportunities for advancement, and some of our graduates may choose to continue their education and
earning potential by obtaining additional licensures, such as a Registered Dental Assistant in Extended
Functions (RDAEF), while others may decide to further their education by becoming licensed as a
Registered Dental Hygienist or a dentist. The Dental Assisting program coordinator has begun to
investigate the possibility and feasability of offering dental Continuing Education Courses, which would
greatly benefit the local dental community by the advancement of technical skills and earning potential.
The Dental Assisting Program understands the value of forming parternships and enriching the
economic vitality expressed in the CR mission statement and particpates in a variety of programs which
support that intention.
The Student Internship Program, is one example of our partnership with local agencies. Students in the
Dental Assisting program are placed as an intern in a private dental office or clinic for two days a week
for half of the spring semester. The internship program gives students the opportunity to participate in
the duties of a dental assistant in a private practice or clinic providing them with valuable "hands-on"
experience. Our students benefit greatly from this program and the private office or clinic benefits as
well, by having our students assist with a variety of duties they are allowed to perform. In addition, the
College of the Redwoods - Instructional Program Review
private office or clinic has the opportunity to evaluate and train a potential new employee. In fact,
many of our students are hired by their internship office.
Another program that represents our commitment to community enrichment is the recently formed
Community Outreach Program. A component of the curriculum of DA163-Dental Disease and Oral
Health Issues, the Community Outreach Program provides oral health instruction and hygiene supplies
to a variety of community agencies. Dental Assisting program staff and students have traveled to and
provided instruction and supplies to the following agencies and events:
-Community Preschools
-Orick Community Resource Center
-Eureka Rescue Mission
-Latino Fair
-Science Night
-Mobile Medical Varnish Clinics (Loleta and Fortuna)
These programs have been very well received by the community and we feel our students and staff have
positively represented the College of the Redwoods both by their professionalism and their genuine
interactions. The Community Outreach Program is not only of benefit to the community members who
receive these services, but to our students as well. This program provides our students with valuable
interpersonal interactions with a diverse population of our community. The Community Outreach
Program will be continued and expanded to include providing oral health instruction to community care
homes.
A vital component of the Dental Assisting Program is the College of the Redwoods Dental Health
Center. The on-site dental clinic provides low-cost dental care to members of the community giving
priority to College of the Redwoods students and staff. Students in the Dental Assistant Program have
the unique opportunity of gaining experience by working in the fully-equipped dental clinic under the
guidance of a licensed dentist and program instructors. The Dental Health Center mission statement
embodies the College of the Redwoods mission statement to student success and community support:
“The College of the Redwoods Dental Health Center’s mission is to create an educational
environment that provides Dental Assisting program students with practical hands-on
experience and promotes student commitment to personal and professional excellence,
while at the same time providing affordable quality dental care to the College of
the Redwoods students, staff and community.
The College of the Redwoods Dental Assisting Program is proud to be one of the 256 fully accredited
Dental Assisting programs in the United States. To receive accreditation a program must meet the
Commission on Dental Accreditation's (CODA) rigorous educational standards which were established
to ensure the quality and continuous improvement of dental related education. The Dental Assisting
National Board supports CODA accredited Dental Assisting programs as the gold standard for dental
assisting education. These standards are national in scope. The program is also approved by the State of
California Dental Board. The Dental Assisting Program upholds the national standards of the
Commission of Dental Accreditation. Their mission statement, which follows, echoes the College of the
Redwoods and the Dental Assisting Program's commitment to quality education.
"The mission of the Commission on Dental Accreditation (CODA) is to serve
the public by establishing, maintaining and applying standards that ensure the
quality and continuous improvement of dental and dental-related education and
reflect the evolving practice of dentistry."
College of the Redwoods - Instructional Program Review
College of the Redwoods - Instructional Program Review
Section 1
Demand, Success, and Retention
This section relates to the following goal(s) of the college
Strategic Master Plan:
Goal 4.
Goal 5.
Contribute to the economic, cultural and social well-being of the North coast community
Ensure student access
1.01. Demand, Fill Rates & Success
Analyze the enrollment and success data provided by Research & Planning and answer the following
questions.
Part 1. Enrollments
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.
Note: Tables are provided by Program for overall for non-AA programs. Data include all
Distance Education Courses.
Tables are provided on a district-wide basis for Liberal Arts Areas Of Emphases
Data from the 2008-2009 Academic Year is currently incomplete. This data will be
subject to change upon the completion of the 2008-2009 Academic Year. Due to data
factors, some of the tables in this document include data for that year, others do not.
College of the Redwoods - Instructional Program Review
Table 1.01A. Enrollments
Number of students enrolled at census date
Early Morning
Prime Time
Late Afternoon
Total
2004
2005
105
36
34
175
Enrollment
2005
2006
2006
2007
81
84
19
43
49
31
149
158
2007
2008
2008
2009
92
40
26
158
120
90
35
88
213
100
2004
2005
80
2005
2006
60
40
2006
2007
20
2007
2008
Early Morning
Prime Time
Late Afternoon
2008
2009
Number of students enrolled at census date (total enrollment district wide)
Early Morning
Prime Time
Late Afternoon
Evening
Weekend
TBA
Total
2004
2005
8,107
13,631
4,775
5,645
587
6,641
39,386
2005
2006
7,468
12,702
4,127
4,671
441
6,944
36,353
2006
2007
6,602
11,520
3,588
3,968
320
5,366
31,364
2007
2008
6,426
11,526
4,801
4,579
238
5,912
33,482
2008
2009
5,812
11,667
5,002
4,926
477
5,584
33,468
16,000
14,000
12,000
10,000
8,000
6,000
4,000
2,000
0
2004
2005
2005
2006
2006
2007
2007
2008
Early Morning Prime Time
Late
Afternoon
Evening
Weekend
TBA
2008
2009
Table 1.01B. Weekly Student Contact Hours (WSCH)
Early Morning
Prime Time
Late Afternoon
Total
2004
2005
1,062
162
108
1,332
WSCH
2005
2006
2006
2007
954
756
144
270
234
306
1,332
1,332
2007
2008
918
270
144
1,332
2008
2009
630
234
468
1,332
1,200
1,000
2004
2005
800
2005
2006
600
400
2006
2007
200
2007
2008
Early Morning
Prime Time
Late Afternoon
2008
2009
Table 1.01C. Number of Section
2004
2005
Early Morning
Prime Time
Late Afternoon
Total
9
3
2
14
Sections
2005
2006
2006
2007
8
8
2
4
4
2
14
14
2007
2008
2008
2009
8
4
2
14
10
2004
2005
8
7
3
4
14
6
2005
2006
4
2006
2007
2
2007
2008
0
Early Morning
Prime Time
Late Afternoon
2008
2009
Table 1.01D. Fill Rate
Percentage of available seats filled (census enrollment divided by class size)
Early Morning
Prime Time
Late Afternoon
Total
2004
2005
76%
67%
68%
72%
Fill Rates
2005
2006
2006
2007
68%
74%
79%
58%
57%
63%
65%
67%
2007
2008
73%
54%
62%
65%
2008
2009
75%
83%
78%
77%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2004
2005
2005
2006
2006
2007
2007
2008
Early Morning
Prime Time
Late Afternoon
2008
2009
College of the Redwoods - Instructional Program Review
Table 1.01E.
FTES
Early Morning
Prime Time
Late Afternoon
Total
2004
2005
27.38
3.44
3.09
33.91
FTES
2005
2006
22.91
2.95
5.1
30.96
2006
2007
15.29
4.85
9.56
29.7
2007
2008
20.86
4.46
3.41
28.73
2008
2009
14.57
5.31
19.82
39.69
30.00
25.00
2004
2005
20.00
2005
2006
15.00
10.00
2006
2007
5.00
2007
2008
0.00
Early Morning
Prime Time
Late Afternoon
2008
2009
Review and analyze the fill rate data (Tables 1.01 A-E) provided by Institutional Research and answer
the following questions:
1. Overall, is your enrollment increasing, decreasing, or remaining the same?
Although FTES totals and enrollment dipped slightly during the 2005-2008 time period, the 2008-09
school year showed an overall enrollment increase of 5.78 FTES. This 2009-10 school year started
with the Dental Assisting Program at it's maximum capacity of 24 full-time students, 6 students wait
listed, and 8 part-time students.
It is our hope that a variety of changes and improvements made to the Dental Assisting Program during
the past three years may have factored into this increase in student enrollment. These include:
•A complete remodel and modernization of the Dental Assisting Program classrooms,
laboratories, and Dental Health Center clinic, including the facility being furnished with the most
current dental equipment. This remodel was made possible with funds from the Measure Q
bond.
•Updating and modernizing the Dental Assisting Program handbook, program curriculum,
program brochures, and program information and application packet.
•Enhancing recruitment efforts by attending job fairs, working directly with the public
relations director.
•The Dental Assisting Program coordinator's attendance and publicizing of the program at
various public events including Redwood Days, CTEA Saturday Showcase, and Science Night.
•Updating and revising the Dental Assisting Program website to include updated program
information, program costs, frequently asked questions, dental assisting links, and College of the
Redwoods links. A mock website was e-mailed to the CR webmaster in early October, it has
gone "live" due to the webmasters time constraints and heavy workload not all components are
working and updated.
When considering changes in enrollment for the Dental Assisting Program it should be taken into
account that in order to remain accredited by Commission on Dental Accreditation and the California
State Dental Board, we must comply with specific standards. Accreditation standards stipulate:
College of the Redwoods - Instructional Program Review
“During laboratory and preclinical instruction in dental materials and chairside assisting
procedures, the faculty/student ratio should not exceed one instructor to ten-fifteen students.
The faculty/student ratio during radiography and clinical practice sessions should not
exceed one instructor to six students.”
It is the Dental Assisting Program goal, through continued improvements and increased recruitment
efforts, to achieve a 100% fillrate.
2. Is your enrollment growing/declining for sections scheduled at particular times, or is the growth
consistent? Review the detailed data by course to see if there are trends in specific courses.
Due to the comprehensive ten month sequence of instruction of the Dental Assisting program early
morning, prime-time and late afternoon time periods are consistent.
Typically, a dental assisting section consists of a single lecture, usually scheduled during prime time,
and a choice between two laboratory classes, one in the early moring and one in the late afternoon. It
has been our experience, that laboratory classes offered in the early morning fill at a quicker rate. This
is most probably due to the fact that the majority of our students are parents, often single parents with
young children in childcare, either on or off campus. When surveyed, the majority of full-time students
indicated that morning and prime-time classes work better for their scheduling needs, while the majority
of part-time students, who typically work full-time jobs, prefer late afternoon or evening classes.
Clinical courses, DA156-Dental Assisting Fundamentals and DA167-Dental Clinical Experience
requires that the classes begin in the early morning in order for our students to participate in the
Internship Program, as private offices and clinics open in the early morning. In addition, the Dental
Health Center opens early in the morning during the spring semester in order to accommodate the 300+
clinical hours required for graduation from the program.
This 2009-10 school year, with the intention of better serving our student needs, we offered the majority
of classes for the full-time students during the early morning and prime time and the two classes
required for part-time students in the late afternoon or evening.
College of the Redwoods - Instructional Program Review
College of the Redwoods - Instructional Program Review
1.01F. Course Success Rates
Percentage of students enrolled at census receiving a grade of A, B, C, or Credit
DA-153
DA-154
DA-155
DA-156
DA-163
DA-164
DA-165
DA-166
DA-167
Total
2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled
69%
26
64%
25
82%
22
73%
26
89%
27
83%
23
77%
22
95%
20
78%
18
96%
24
78%
23
77%
22
100%
20
78%
18
96%
24
78%
23
73%
22
90%
20
79%
19
96%
24
100%
18
100%
14
93%
15
89%
19
92%
24
100%
18
100%
16
94%
16
100%
15
100%
23
100%
18
100%
16
94%
16
100%
15
100%
23
100%
18
100%
15
81%
16
100%
20
95%
21
100%
18
100%
16
94%
16
100%
15
100%
23
88%
185
85%
168
91%
161
87%
165
96%
213
Review the program success rates in the table above (1.01F) and use the text box below to answer
the following questions. Be thorough and be sure to touch on any significant change in the data.
1) Identify overall changes in success rates. To what do you attribute these changes?
2) How do course success rates compare to the overall success rates for the program?
3) Provide a plan (if necessary) within Section 5.01 for adjusting to changes in success and
retention. SLO and PLO assessment results might help to determine the required adjustments.
The Dental Assisting Program has had an average overall course success rate of 89% for the past five
years, with last years rate reaching the highest average overall success rate of 96%!
Table 1.01F indicates that the lower success rates occur in the fall semester. Historically, this is due to
the following reasons: 1) student not being prepared for the time and commitment required of the
intensive and rigorous curriculum, 2) student decides that dental assisting is not a good career fit for
them and/or 3) student does not pass one or more of the classes. A grade of C (75%) or better is
required in ALL Dental Assisting Program courses for successful course progression, students who do
not pass all of the classes must withdraw from the program, or transfer to part-time status.
On average the success rate for the fall semester is 82% and the spring semester success rate is 98%. As
explained previously, the students that are not retained during the fall semester are usually struggling
academically and/or financially. By the second semester, as shown in the overall average success rate of
98%, students have made a personal and financial investment and are commited to completing the ten
month program.
It should be noted that the 2004-05 fall success rate averaged 77%, while the 2008-09 fall success rate
averaged 94%, showing an increase of 17%. It is our hope that a number of improvements made in the
Dental Assisting program during the past three years have contributed to this significant increase in the
fall success rate. These improvements are listed below.
Revision and Update of the Dental Assisting Program Information and Application packet - The recent
revision of the program application includes accurate detailed program costs, broken down by semester,
to give potential students realistic expectations of the total cost of the program (including books, tuition,
lab kits and supplies, registration, parking, etc.) This gives students an opportunity to prepare before
school begins and budget for the costs, or seek financial aid or other assistance if necessary. The
updated program application now includes a list of frequently asked questions about the program,
College of the Redwoods - Instructional Program Review
including the duties of a RDA, job prospects, average starting salary, and a list of dental assisting related
websites, giving students a better idea of what a Dental Assisting career involves.
Adherence to Strict Guidelines for Program Eligibility for Full-Time and Part-Time Students - Dental
Assisting Program eligibility requires successful completion of an English class which is equal to or
greater than English 350 or an assessment test showing eligibility to enroll in English 150, and
successful completion of a math class which is equal to or greater than Math 372 or an assessment test
showing eligibility to enroll in Math 376. Prior to the new program coordinator's arrival the math
program eligibility guidelines were not strictly followed and part-time students were accepted into the
program without meeting the math or English eligibility guidelines and allowed to take the required
English and math courses concurrently with the part-time Dental Assisting Program. By accepting only
full-time and part-time students meeting program eligibility guidelines, all of our students are better
prepared academically to meet the rigorous demands of the curriculum.
It is appropriate and important to include here that the College of the Redwoods Dental Assisting
Program also has a high rate of success in the California State Dental Board exams. According to the
California State Dental Board’s website, our program has a current pass rate of 93% on the practical
examination required for the RDA Licensure and no failures have been recorded since August of 2006!
The average pass rate for all schools in California is 82.1%. In addition, the Program Performance
Report issued from the Dental Assisting National Board indicates that a 100% pass rate has been
maintained since 2005.
College of the Redwoods - Instructional Program Review
Table 1.01G. Course Success Demographics
Health Occupations -- Dental Assisting Success by Demographics
CR Overall
Program Overall
Ethnicity Group
African-American
American Indian/Alaskan Native
Asian
Hispanic
Pacific Islander
White
Unknown
Age Group
17 or less
18 to 21
22 to 25
26 to 30
31 to 40
41 to 50
51 and over
Gender Group
Female
Male
2005 - 2006 2006 - 2007 2007 - 2008
67%
68%
68%
87%
91%
85%
0%
90%
0%
100%
0%
86%
77%
0%
0%
100%
100%
0%
90%
0%
43%
90%
69%
83%
100%
92%
100%
0%
100%
85%
86%
88%
0%
90%
0%
67%
97%
95%
86%
0%
100%
0%
74%
89%
97%
100%
100%
0%
85%
0%
92%
0%
89%
0%
Comment on data comparisons among the ethnic, age and gender breakdowns.
Table l.01G shows the Dental Assisting Program overall success rate at an average of 87.6. The Dental
Assisting program success rate is 20% higher than the CR average.
One of the contributing factors to our high success rate may be financial commitment; the total cost of
the Dental Assisting Program is approximately $2,400.00. This is a considerable amount of money for a
community college student to invest and a student who has made this commitment is less likely to drop
from the program.
Another factor that may have contributed to the overall high success rate of the Dental Assisting
Program is initiating and maintaining strict guidelines regarding program eligibility for both full-time
and part-time students. It is mandatory that all part-time and full-time applicants to the program provide
transcripts or assessment test results verifying eligibility to enroll in English 150 and Math 376. These
essential skills lay the foundation of success for students of all age groups, gender, and ethnicities.
Another contribution to the high overall success rate may be the comprehensive full-time curriculum and
curriculum progression of the program. Dental Assisting Program students are motivated to succeed in
program courses because failure in one of the courses would result in the student failing the program, or
transfering to part-time status.
Small class sizes, enabling teachers to give students more individual attention also leads to student
success. In order to maintain accreditation, the Dental Assisting Program class sizes must comply with
the Commission on Dental Accreditation's guidelines as stated below:
College of the Redwoods - Instructional Program Review
"During laboratory and preclinical instruction in dental materials and chairside assisting
procedures, the faculty/student ratio should not exceed one instructor to ten-fifteen students.
The faculty/student ratio during radiography and clinical practice sessions should not exceed
one instructor to six students."
The data in table 1.01G shows that during the three-year timeframe all Dental Assisting Program
students were female. Although males are welcomed and encouraged to apply to the program, this trend
is nationwide and according to the American Dental Assistants Association 2006 Demographics Survey
fewer than 1% of dental assistants are male.
The Dental Assisting Program data reflects the national statistics regarding ethnicity and gender. The
Journal of the American Dental Association reported that "the ethnic background of students has
remained relatively constant during the past 10 years, with a predominance of white applicants and
enrollees. The lack of diversity among students, has been identified as a significant concern for the
profession and the public." It is our hope that by increasing and expanding our enrollment efforts
locally and statewide we will be able to attract a more diverse student population.
The above table reflects the age 18-21 group had the lowest success rate, this is most likely due to the
younger students being undecided or shifting their career goals. As the student gains more life
experience they are more likely to succeed in the program as show in the age 22-51 higher success rates.
College of the Redwoods - Instructional Program Review
Table 1.01H. Course Retention Rate
Percentage of students enrolled at census receiving a grade other than W (Withdraw)
DA-153
DA-154
DA-155
DA-156
DA-163
DA-164
DA-165
DA-166
DA-167
Total
2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled
96%
26
72%
25
95%
22
88%
26
100%
27
87%
23
82%
22
100%
20
94%
18
100%
24
87%
23
82%
22
100%
20
94%
18
100%
24
87%
23
82%
22
95%
20
89%
19
100%
24
100%
18
100%
14
100%
15
100%
19
100%
24
100%
18
100%
16
100%
16
100%
15
100%
23
100%
18
100%
16
100%
16
100%
15
100%
23
100%
18
100%
15
94%
16
100%
20
100%
21
100%
18
100%
16
100%
16
100%
15
100%
23
95%
185
89%
168
98%
161
96%
165
100%
213
Review the program retention rates in the table above (1.01H) and use the text box below to answer
the following questions. Be thorough and be sure to touch on any significant change in the data.
1) Identify changes in retention rates. To what do you attribute these changes?
2) Review retention rates by course. How do course retention rates compare to the program rate
overall?
3) Provide a plan (if necessary) within Section 5.01 for adjusting to changes in success and retention.
SLO and PLO assessment results might help you determine needs.
Table 1.01H shows the lower retention rates occur in the fall semester. This is typically due to a few
reasons including students not being prepared for the intensive and rigorous curriculum of the program
or deciding that they are not suited for a career as a dental assistant.
DA-153, Dental Science has the lowest retention rate in the above table. This lower retention rate may
be due to a combination of reasons. Dental Science has the highest enrollment of all the fall courses as
it is the only Dental Assisting course composed of both part-time and full-time students, and Dental
Science curriculum which includes anatomy, dental terminology, histology, embryology is intensive. As
mentioned previously, in the past, part-time students were not required to meet the program eligibility
guidelines regarding English and math requirements and were allowed, if they did not meet the
requirements, to take the required English and math courses concurrently with Dental Science. The
program policy was changed so all students, part-time and full-time, must meet the eligibility
requirements. With the implementation of the new eligibility requirements it is our hope that student
retention rate increases.
DA-156, Dental Assisting Fundamentals, also has a lower retention rate than that of other full-time
Dental Assisting Program courses. Dental Assisting Fundamentals includes student participation in the
College of the Redwoods Dental Health Center. Occasionally a student may struggle with actual patient
interaction and care or skills performance required for successful completion of the course.
College of the Redwoods - Instructional Program Review
Table 1.01I Overall Success Rate in Courses in Major by Students’ English and Math Level
DA-153
DA-154
DA-155
DA-156
DA-163
DA-164
DA-165
DA-166
DA-167
Total
PASSED 1A
ENGL-1A
ENGL-150
ENGL-350
READ-360
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
95%
19
75%
24
77%
26
38%
8
50%
2
81%
21
95%
21
85%
20
81%
21
100%
2
100%
1
84%
19
95%
21
85%
20
86%
21
100%
2
100%
1
84%
19
90%
21
85%
20
81%
21
100%
2
100%
1
80%
20
100%
9
100%
14
83%
12
100%
2
91%
11
100%
10
100%
14
100%
10
100%
2
91%
11
100%
10
100%
14
100%
10
100%
2
91%
11
71%
7
100%
10
100%
6
88%
8
100%
10
100%
14
100%
10
100%
2
91%
11
95%
128
90%
150
86%
137
77%
22
80%
5
85%
131
DA-153
DA-154
DA-155
DA-156
DA-163
DA-164
DA-165
DA-166
DA-167
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%
16
94%
16
69%
16
72%
25
43%
7
80%
20
89%
18
93%
15
82%
11
85%
20
100%
2
83%
18
89%
18
93%
15
82%
11
85%
20
100%
2
89%
18
89%
18
93%
15
82%
11
80%
20
100%
2
79%
19
100%
5
90%
10
100%
8
91%
11
100%
2
92%
12
100%
7
100%
9
100%
7
100%
9
100%
2
92%
13
100%
7
100%
9
100%
7
100%
9
100%
2
92%
13
100%
3
100%
3
83%
6
86%
7
100%
2
90%
10
100%
7
100%
9
100%
7
100%
9
100%
2
92%
13
92%
99
95%
101
86%
84
85%
130
83%
23
87%
136
1. What pattern can be identified in the program success rates based on the students’ skill level in
English and Math? Has the success rate changed since the last review?
The table above reflects that a student who has completed the higher levels of English and math courses
show a higher success rate in the Dental Assisting Program courses. Program eligibility for Dental
Assisting Program students requires successful completion of assessment test results verifying English
350, basic academic reading and writing skills, and Math 372, Arithmetic for the College Student.
English and math skills are essential for successful completion of the program and are required to fulfill
the daily routines and responsibilities necessary for success in the career of dental assisting. Dental
assistants on the job will read office manuals and literature from insurance companies, business letters,
resumes, and patient charts. Because charts are legal documents, accuracy in content and spelling are
crucial. And most critical is effective communication skills with the patient, the dentist and co-workers.
Math skills are also important as the Dental Assisting Program and the Dental Assisting career will
require students to use basic arithmetic, including fractions, decimals, and percents, to schedule patients,
figure costs of services, carry out billings tasks, and complete insurance forms. The students with the
higher level skills in these courses will ultimately have more success in the program and after they
graduate in the job market.
2. How has the program responded to these patterns or changes, and how will the program respond in
the future?
The Dental Assisting Program has recently strenghtened our eligibility requirements in English and
math. In the past the math requirement was waived and part-time students who did not meet the
requirements were able to take the required English and/or math courses concurrently with the part-time
program. By strictly enforcing the English and math requirements students are better prepared for our
College of the Redwoods - Instructional Program Review
courses and more likely to succeed. The Dental Assisting Program will continue our standards for
program eligibility.
College of the Redwoods - Instructional Program Review
1.02. Degrees and Certificates Awarded
(If the review is a program of study leading to a degree or certificate)
Title
DA.AS.Dental Assisting
Award
Associate of Science
CIP Code TOPS Code
51.0601
124010
DA.CA.Dental Assisting
Certificate of Achievement
Certificate of Completion
Dental Assisting
Dental Assisting Completions By Year
20032004 20042005 20052006 20062007 20072008
AS
2
8
10
2
1
Certificate of Achievement
10
18
16
15
13
Total
11
18
19
15
13
51.0601
124010
51.0601
124010
20
20032004
15
20042005
10
20052006
5
20062007
0
20072008
AS
Certificate of Achievement
Given the enrollment, success and retention data, comment on the number of completions listed in the
data above.
The Dental Assisting Program is a nine month Certificate of Achievement program with an option to
earn an Associate of Science Degree.
Although the Dental Assisting Program success and retention data numbers are relatively high, the
above table indicates a moderately decreasing number of students receiving a certificate of achievement
since the 2005/06 school year.
It is our goal that through recent improvements made in the Dental Assisting Program and recruitment
efforts (outlined previously), we will see an increase the number of Certificates of Achievment
completed. If last year's numbers are any indication, our efforts may be making a positive difference.
According to figures we requested from Enrollment Services the 2008-09 school year completion
figures are: AS degree - 9 and Certificate of Achievement-14, and the current 2009-2010 school year
we reached our maximum capacity of 24 full time students with a waiting list of 6 students, and 8 parttime students.
Efforts made to recruit students to the Dental Assisting Program include:
1. Increased attendance at job fairs and career fairs
2. Creating and maintaing a current, updated Dental Assisting Program brochure with up-to-date
program information regarding the career, our program curriculum, certificate/degree information, the
employment outlook, program eligibility and cost. A special thanks goes to our talented staff at Printing
Services, they did an excellent job of creating an attractive and professional brochure that we are proud
to distribute.
3. Updating the Dental Assisting Program website to include up to date information, including
frequently asked questions, career opportunities, curriculum, program costs and requirements, career and
dental assisting links, financial aid links, and an up to date application. The webmaster has
acknowledged that he is working on the Dental Assisting Program website and some of the components
are available but due to his heavy workload he has not yet had the time to complete the project. The
Dental Assisting Program faculty and staff feel that with today's technology and given geographic
College of the Redwoods - Instructional Program Review
location, a high-quality, visually appealing, current, user-friendly, website would attract a much larger
number of students. Currently the College of the Redwoods Dental Assisting Program is the only ADA
accredited, RDA approved program from Lane Community College in Eugene, Oregon in the north to
Santa Rosa Junior College in the south. An updated website would help us take advantage of our unique
geographic location by attracting not only students at a rural level but on a state and national level as
well.
1.03. Benchmarking Completions
For Career Tech Ed Areas only: How does program’s completion data compare with the state target for
your program?
Career Technical CR
State
Area
Expectation
# of Degrees
# of Certificates
1. Comment on differences between CR completion rates and those expected by the State for Career
Tech Ed Areas.
The Dental Assisting Program currently accepts 24 full-time students. This number is determined by
an outside accrediting organization, the Commission on Accreditation of the American Dental
Association (CODA) and is supported by the California Dental Board. The size of the facility and ratio
of faculty to students in both the clinical and laboratory settings establishes the ratio. The ratio has been
determined for pedagogical purposes and safety precautions. The number of students enrolled in the
program must be proportionate to the resources available such as the number of dental units,
radiographic units, and specialized instruments. In determining the number of dental assisting students
enrolled in a program careful consideration is given to ensure that the number of students does not
exceed the program resources including financial support, scheduling options, facilities and faculty.
2. Describe any information you may have on employment of program graduates within this field.
Most of our graduates find employment before or within months of graduation. The program
coordinator is frequently used as a resource for dentists, private offices, or clinics looking for dental
assistants, as well as recent graduates looking for employment. Although there is no official current
data, past experience reflect that in regards to the future of program graduates:
-the majority become employed locally as a dental assistant and/or front office assistant
-approximately 5% move out of the area to become employed as a dental assistant
-approximately 2% continue their education to become a dental hygieniest
-approximately 1% continue their education to become a dentist
-approximately 2% choose another career path or education plan
For those graduates choosing employment as a dental assistant employment opportunities are excellent.
According to the U.S. Department of Labor Bureau of Labor Statistics, employment is expected to
College of the Redwoods - Instructional Program Review
increase much faster than average for dental assistants. Employment is expected to grow 29 percent
from 2006 to 2016, which is much faster than the average for all occupations. In fact, dental assistants
are expected to be among one of the fastest growing occupations over the 2006-16 projection period.
Population growth, greater retention of natural teeth by middle-aged and older people, and an increased
focus on preventative dental care for younger generations will fuel demand for dental services. Older
dentists, who have been less likely to employ assistants or have employed fewer, are leaving the
occupation and will be replaced by recent graduates, who are more likely to use one or more assistants.
In addition, as dentists’ workloads increase and dental assisting duties expand, they are expected to hire
more assistants to perform routine tasks, so that they may devote their own time to more complex
procedures.
3. If applicable, complete the table below with the number of program students who have transferred to
a 4-year institution after being enrolled in this program. Also provide the number of those students who
ultimately graduated from the transfer institution.
Transferred
Graduated from
Transfer
Institution
Students who
completed
Students no longer
enrolled w/o
completion
4. Describe any information you may have on transfer of students enrolled in this program
Currently, no official data is available on the number of Dental Assisting Program graduates transferring
to a four year institution. A Dental Assisting career does not require a four year degree and the Bureau
of Labor statistic predicts that Dental Assisting will be one of the fastest growing occupations for which
a degree is not required. However, career advancement opportunities and earning potential are increased
with further education, continuing education courses, and/or additional licensures.
Dental Assisting Program graduates may choose to further their education by completing prerequisite
courses at the community college level and transferring to a Dental Hygiene Program typically offered
through the California Community College System. One of our former graduates is in the process of
completing the necessary prerequisites to enroll in a School of Dental Medicine. However, as
mentioned above, official data is not available on graduates who pursue this pathway.
College of the Redwoods - Instructional Program Review
College of the Redwoods - Instructional Program Review
Section 2
Learning Outcomes & Curriculum
This section relates to the following goal(s) of the college
Strategic Master Plan:
Goal 1:
Enable student attainment of educational goals
2.01. Program and Student Learning Outcomes
1. List program learning outcomes for each degree or certificate within this program area. Group
these by the specific degree or certificate, using the following table to align program student
learning outcomes with courses in which each program learning outcome is addressed.
Program Learning Outcome
Identify supplies, materials,
medicaments, equipment, instruments,
and tray set-ups common to general
and specialty practices.
Demonstrate the clinical skills
applied to four-handed dentistry
and the additional responsibilities
designated to the Registered Dental
Assistant in general and specialty
practices according to the California
Dental practice Act.
Demonstrate the common duties
designated to the administrative
assistant at an entry level position.
Course (s) Addressing PLO
DA154, DA155, DA156, DA164,
DA165, DA167
Demonstrate the application of
learned theory to patient care and
practice.
Demonstrate the proper methods of
organization in the sequence of
treatment.
DA153, DA154, DA155, DA156,
DA163, DA164, DA165, DA166,
DA167
DA153, DA154, DA155, DA156,
DA163, DA164, DA165, DA166,
DA167
DA154, DA155, DA156, DA164,
DA165, DA167
DA166
Identify anatomical structures of the DA153, DA163
oral cavity, head, and neck.
Demonstrate proficiency in
exposing, processing, and mounting
dental radiographs.
DA155, DA165
College of the Redwoods - Instructional Program Review
Practice professional and ethical
behavior as applied to the
workplace environment.
Manage asepsis, infection control,
and hazard control protocol to
promote a safe work environment .
DA153, DA154, DA155, DA156,
DA163, DA164, DA165, DA166,
DA167
DA154, DA155, DA156, DA165,
DA167
Demonstration of proper
manipulation of dental materials to
support chairside and laboratory
procedures.
DA154, DA164, DA167
Effectively communicate in oral and
written form with patients, peers
and members of the dental team.
DA156, DA166, DA167
2. Describe how program learning outcomes are being assessed, and how those assessments are
being documented and used to meet the program objectives. Attach annual update tables as an
Appendix to document your progress in this area.
The Dental Assisting Program learning outcomes are assessed throughout the school year to evaluate the
progam's effectiveness in meeting it's goals and fostering student success. Learning outcomes are
assessed through the following methods:
a.) Practical exams
b.) Written exams
c.) Quizzes
d.) Skills knowledge/assessment tests
e.) Clinical evaluation forms (formative and summative)
f.) Clinical experience (Internship) evaluation form
g). Lab skill competency sheets
h.) Radiograph evaluation forms
j.) Critical thinking exercises
k.) Advisory Committee feedback
l.) Humboldt Del-Norte Dental Society feedback
m.) Employer surveys
n.) Employment statistics
o.) Graduate exit surveys
Tests are evaluated by faculty and feedback is given to students. Program learning outcomes are also
assessed through the results of the State of California RDA written and practical examination results and
the National Dental Assisting National Board examination results.
In addition, to meet with CODA accreditation standards Dental Assisting Program faculty and staff must
demonstrate the program's effectiveness with methods of assessment and data collection, including
measures of students achivement. Specifically CODA outlines the following assessment methods for
assessment of program goals:
College of the Redwoods - Instructional Program Review
1. Consideration of course completion
2. Job placement rates
3. Success of graduates on state licensing and/or certification examinations
4. Other measures of learning used to demonstrate effectiveness, such as tests and national board scores,
as appropriate
5. Surveys of alumni, students, employers and clinical sites
Clinical skills assessments are achieved through the Clinical Evaluation form. The student first
conducts a self-evaluation, faculty then evaluates the student performance based on their proficiency of
tasks completed, dental materials manipulation, infection control competence, professionalism, attitude,
competence at chairside, charting skills, appropriate material manipulation, and radiograph competence.
Dentists, hygienist, and patient input is included. Instructors provide feedback verbally as well as
written remarks and comments on the evaluation form.
The Student Internship program is assessed through the Clinical Experience Evaluation form. The
evaluation is completed by the private or clinic office manager or the dentist. The feedback is shared
and reviewed with the student.
Lab skills are assessed through Lab Skill Competency sheets. The sheets are evaluated by faculty and
feedback is given to students at the end of each lab period. If a passing grade is not met the student must
redo the skill at the next lab to achieve a passing grade in order to progress to the next skill.
Radiograph Evaluation forms are completed initially by student self-evaluation, and then faculty
evaluation and feedback.
Instrument tray set-up tests are taken by students throughout the program. Tests are evaluated by faculty
and feedback is given to students.
3. Describe how program-specific course learning outcomes (Student learning outcomes for
courses) are being assessed, and how these assessments are being documented and used to meet
program objectives. Attach annual update tables as an Appendix to document your progress in
this area.
Course learning outcomes are being assessed through the methods listed below. Faculty evaluate the
student work and verbal and written feedback is given to the student.
DA153-Dental Science - group projects, individual projects, critical thinking exercises, written exams
and final exam.
DA154-Dental Materials and Procedures - critical thinking exercises, research activities, group projects,
article investigation, written exams, Lab Skill Competency sheets, RDA Skills Worksheets, skills tests,
instrument tray set up tests, and final exam.
College of the Redwoods - Instructional Program Review
DA155-Dental Radiography - open book quiz activities, written exams, skills tests, Radiographic
Evaluation form, and final exam.
DA156-Dental Assisting Fundamentals (Chairside) - critical thinking exercises, spelling tests, written
exams, Lab Skills Competency sheets, RDA Skills Worksheet, skills tests, instrument tests, and final
exam.
DA163-Dental Disease and Oral Health Issues - group projects, individual project, critical thinking
exercises, written exams, and final exam.
DA164-Dental Specialties and Expanded Duties - group projects, research acitivities, individual project,
critical thinking exercises, written exams, Lab Skills Competency Sheets, RDA Skills Worksheets, RDA
Skills tests, Mock RDA exam, final exam, instrument tray set-up tests, and final exam.
DA165-Advanced Dental Radiography - open book quiz activities, product research project, accordion
book pocket guide project, case studies, written exams, skills tests, and final exam.
DA166-Dental Front Office Skills - critical thinking exercises, quizzes, software activities, appointment
confirmations, business letters, cover letter and resume, mock interview, and final written exam.
DA 167-Dental Clinical Experience - workbook exercises, weekly journals, quizzes, Clinical Setting
Evaluations, Internship Evaluation, and final written exam.
4. Describe how your learning outcome assessment results (both for PLOs and SLOs) are being
discussed within your program and within the wider district and community. This may include
methods to ensure there is input and feedback from Students, Faculty, Associate Faculty,
Administrators, and/or Advisory Groups.
The Dental Assisting Program is full-time and all courses are integrated, students must pass all courses
in order to continue in the program. Therefore, it is imperative that student progress and learning
outcome results are shared and discussed within the program. The program coordinator has regular
discussions with all Dental Assisting associate faculty regarding student progress, including learning
outcome assessment results.
Students are informed at the beginning of the school year via verbal communication and through the
Dental Assisting Program Student Handbook of the program coordinator and associate faculty office
hours. The program coordinator has regularly scheduled office hours and is also available by
appointment. Associate faculty are available by appointment. All instructors can be reached by phone
or e-mail. Communication is encouraged throughout the school year, and if a student is encountering
any concerns about the program courses, content or academic and/or clinical performance they are
always welcome to make an appointment with the instructor and/or program coordinator.
The Dental Health Center dentists, internship dentists, the Dental Assisting Advisory Group, past
graduates, and various members of the Humboldt Del-Norte Dental Society provide feedback about the
current students and recent graduates. This feedback is then used to modify course content and program
curriculum where necessary. Additionally, the results from the Registered Dental Assistant and
Certified Dental Assistant exams is used to evaluate and modify the Dental Assisting Program, as is the
College of the Redwoods - Instructional Program Review
external evaluation and feedback from the self-study process required by the Commission on Dental
Accreditation.
5. Describe how you have tied the results of learning outcomes assessments (both for PLOs and
SLOs) to requests for resources, including budgets, equipment, facilities, and staffing.
The majority of the assessments for PLOs and SLOs require the students to manipulate dental materials,
apply dental supplies, and operate dental equipment in both the laboratory and clinical setting. These
materials, supplies, and equipment which are required by the Commision on Dental Accreditation and
the Dental Board are set educational standards for dental assisting. These requirements are costly, and
that is why the majority of funds supporting our program's PLOs and SLOs comes from the revenue
generated by the Dental Health Center clinic.
In addition, the Career and Technical Grants Manager has required that in order to apply and recieve
funding through the CTEA grant process at College of the Redwoods our request must be directly tied to
our QIP specified in our Program Review document.
Currently our staffing needs that have been identified in this document are not directly tied to PLOs and
SLOs. However, the duties required in the summer months and throughout the academic school year
hinder further development of the current SLOs.
2.02 Course Sequencing, Curriculum, Pre-requisites, Co-requisites, and Advisories on
Recommended Preparation
1. Outline the curriculum as it is being implemented for a full-time student completing each degree or
certificate in this program. The outline should include course number, course, title, units, lecture
hours, and lab hours for each semester for the complete curriculum. Indicate if any of the courses
requires a pre- or co-requisite
College of the Redwoods - Instructional Program Review
Semester
Fall
Course Number
Course Title
DA153
Dental Science
2
Lecture
Hours
2
Lab
Hours
0
Units
Pre or Coreq.
Math372, Engl350
(DA154, DA155, DA156)
Fall
DA154
Dental Materials and
Procedures
3
2
1
Math372, Engl350
DA153, DA155, DA156
Fall
DA155
Dental Radiography
2
1
1
Math372, Engl350
DA153, DA154, DA156
Fall
DA 156
Dental Assisting
Fundamentals
(Chairside)
4
2
2
Math372, Engl350
DA153, DA154, DA155
Spring
DA 163
Dental Disease and Oral
Health Issues
3
3
0
Math372, Engl350
DA 153
(DA 154, DA 155, DA 156,
DA164, DA165, DA166
DA167)
Spring
DA 164
Dental Specialties and
Expanded Duties
3
2
1
Math372, Engl350
DA 153, DA 154, DA155,
DA 156, DA163, DA165,
DA166, DA167
Spring
DA 165
Advanced Dental
Radiography
2
1
1
Math372 ,Engl350
DA153, DA 154, DA 155,
DA 156, DA 163, DA 164,
DA 166, DA 167
Spring
DA 166
Dental Front Office
Skills
1
1
0
Math372, Engl350
DA153
(DA 154, DA 155, DA 156)
DA 163, DA 164, DA 165,
DA 167)
Spring
DA 167
Dental Clinical
Experience
6
1
5
Math 372, Engl 350
DA 153, DA 154, DA 155,
DA 156, DA 163, DA 164,
DA 165, DA 166
2.
Comment on availability of courses listed in the program curriculum outline. Are specific required courses only
available during specific semesters, days, or times. How does this influence a student’s ability to complete the program
of study?
The Dental Assisting program is an accredited nine month full-time or two year part time progression of
courses beginning in the fall semester. Accreditation standards stipulate program faculty/student ratio.
Given our current staffing our lab course sizes are limited to 12 students each, and have the staffing
capacity to accept a total of 24 full-time students.
In addition to the required Dental Assisting courses students are also required to take SPCH7 or SPCH1
and Nutrition to sucessfully complete the program. Some of our students have had scheduling problems
if speech or nutrition are not offered at a time that fits in with the dental assisting courses. Some of our
students have had to wait until the summer semester to complete the speech and nutrition requirements.
College of the Redwoods - Instructional Program Review
To alleviate this problem we encourage students who are accepted into the program to take speech
and/or nutrition during the summer session prior to the start of the Dental Assisting Program. However,
this is only effective if the student applies before the summer session begins.
Typically nutrition is offered online, and those classes are popular with our students, but the online
nutrition classes tend to fill quickly. Obviously, the nature of speech courses does not lend itself to
online classes. Our students would benefit from the availablility of more online nutrition courses and
evening speech courses.
3a. Refer to the curriculum outline in question #1. Would adding a prerequisite or advisory to any course within the program
increase the success rate within the course?
Currently our English 350 and Math 372 prerequisites meet the needs of our students to successfully
complete the Dental Assisting program.
3b. Are there drawbacks to current prerequisites or advisories to any of the courses.
There are no drawbacks to current prerequisites or advisories to any of the courses.
4a. As part of your self-study, review and summarize the development of curriculum in the program, including any changes
in required prerequisites or corequisites.
The Dental Assisting Program curriculum is designed to prepare students to successfully become
licensed as a Registered Dental Assistant. Program curriculum has been devloped to provide a broad
educational experience in the theory and practice of Dental Assisting, as well as a background in
biological sciences.
The curriculum conforms to the standards required by the Commission on Dental Accreditation and the
Dental Board of California. Accreditation standards require program curriculum be designed to reflect
the interrelationship of its general education, biomedical sciences, dental sciences, cinical sciences and
clinical practice. The content must be integrated and of sufficient depth, scope, sequence of instruction,
quality and emphasis to ensure achievement of the curriculum’s defined competencies. Self-study and
reviews are mandated.
4b.Use the grid below to report recent additions, deletions, or revisions of courses.
Semester
Fall
Spring
Fall
Spring
Fall
Spring
Fall
Spring
Course
DA153
DA163
DA154
DA164
DA155
DA165
DA156
DA166
Year Course Outline
Last Updated
2008
2008
2008
2008
2008
2008
2008
2008
Year Next
Update Expected
2013
2013
2013
2013
2013
2013
2013
2013
College of the Redwoods - Instructional Program Review
Spring
DA 167
2007
2012
College of the Redwoods - Instructional Program Review
Section 3
Program Management
This section relates to the following goal(s) of the college
Strategic Master Plan:
Goal 2:
Goal 3:
Develop and manage human, physical and financial resources to effectively support the
learning environment
Build a culture of assessment
3.01. Efficiency (FTES, WSCH, FTEF, FTES per FTEF)
Instructions: Analyze the FTES, WSCH (Weekly Student Contact Hours), FTEF, and WSCH per FTEF
(Full-Time Equivalent Faculty) data provided by Institutional Research and answer the following
questions.
Table 3.01A. FTES, FTEF, and Efficiency
(Fall and Spring semesters only) (FTES: Full-Time Equivalent Students, WSCH: Weekly Student
Contact Hours, FTEF: Full-Time Equivalent Faculty)
FTES
WSCH
FTEF
FTES per FTEF
2005 - 2006
2006 - 2007
2007 - 2008 2008 - 2009
260.51
256.79
197.96
291.33
10800
11160
9306
9072
5.53
5.7
5.1
5.07
47.11
45.05
38.82
57.46
Describe dynamics and developments related to the trends listed in Table 3.01A above.
The FTES per FTEF rate increased in the 2008-2009 academic year due to the only full-time faculty
member teaching DA166, Dental Office Skills during the Winter Session. This was done to reduce the
academic overload of students in the spring semester allowing for greater student success. For the 20092010 academic year DA 166, Dental Office Skills began January 4th, 2010. This was due to the
elimination of the Winter Session. However, this course was offered as an early start course so that
scheduling conflicts could be eliminated for the spring semester and the student workload could be
decreased for those students with family and work obligations outside of College of the Redwoods.
Also, the increase in the FTES per FTEF number indicates increasing enrollment.
3.02. Program Advisory Committees
1. Describe how program advisory committee activities have helped to improve the program.
To meet the standards set forth by the Commission on Dental Accreditation the Dental Assisting
Program has formed an advisory committee consisting of local dentists, a registered dental hygienist,
registered dental assistants, and College of the Redwoods instructors. The purpose of the advisory
College of the Redwoods - Instructional Program Review
committee is to provide a mutual exchange of information for improving the program and meeting
employment needs of the community.
In addition, the Collge of the Redwoods Dental Assisting Program also works closely with the
Humboldt Del Norte Dental Society by attending meetings and consulting with local area dentists.
Participation in the Dental Society also provides an opportunity to recruit dentists to work at the College
of Redwoods Dental Health Center clinic, as well as allowing student to intern in their private practices
or clinics.
The Dental Assisitng Program Coordinator is an active member of the Bay Area Educators Group
(BAEG) as well as California Association of Dental Assisting Teachers (CADAT), and attends quarterly
meetings as well as annual conferences.
The participation in these committees have helped to improve the program in the following ways:
1. Providing the necessary knowledge and feedback for updating of the program curriculum
2. Providing legislative updates regarding California Dental Practice Act and educational requirements
3. Advising and offering recommendations in the modernization of the Dental Assisting facility and
equipment purchases related to the Measure Q bond
4. Notifying of opportunities for student and graduate job placement
5. Identifying to the College of the Redwoods the needs of the dental community (i.e., professional
development, continuing education classes)
2. Attach an appendix to this report that includes the membership, agendas, and minutes of
program advisory committee meetings.
College of the Redwoods - Instructional Program Review
Section 4
Faculty
This section relates to the following goal(s) of the college
Strategic Master Plan:
Goal 1:
Goal 2:
Enable student attainment of educational goals
Develop and manage human, physical and financial resources to effectively support the
learning environment
4.01. FTEF, Associate FTEF, and FT/PT Ratio
Instructions: Analyze the data on FTEF, adjunct FTEF, and the full-time/part-time ratio provided by
Institutional Research and answer the following questions.
Table 4.01A. FTEF and Full-Time/Part-Time Ratio
(Fall and Spring semesters only)
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
FTEF
% of Total FTEF
% of Total FTEF
% of Total FTEF
% of Total
Associate Faculty
1.27
66%
1.2
63%
1.07
57%
1.17
57%
Regular Staff/Non-Overld
0.8
34%
0.93
38%
0.83
43%
0.87
43%
Total
2.07
100%
2.13
100%
1.9
100%
2.03
100%
1. What do the program data indicate? Identify any important trends and explain if necessary.
Currently, over half of the FTEF's generated by the Dental Assisting Program are from associate faculty.
During the 2007-08 and 2008-08 academic years FTEF's generated by the associate faculty were
decreased due to the full-time faculty member teaching DA166-Dental Front Office Skills, which was
scheduled during the winter session. With the elimination of the winter session the FTEF's generated by
the associate faculty will return to 63%. In the 2005-06 academic year more FTEF's were generated by
associate faculty due to the full-time faculty requirement of attending the new faculty mentoring
program.
2. Does the FT/PT ratio affect the program? Are new faculty needed?
Currently the full-time/part-time ratio does not hinder the program. A new full-time faculty position is
not needed, however additional staffing is needed for administrative duties and equipment maintenance
associated with the laboratory activities in the Dental Health Center.
College of the Redwoods - Instructional Program Review
4.02. Teaching/Service Time
Instructions: Fill in the data below and answer the questions that follow.
Table 4.02A. Teaching/Service Time
FT Instructor Name
Hillary Reed
Currently Retired
on leave
in last 2
(yes/no)
years
No
N/A
FT hired
in last 3
years
N/A
Load
Reduction*
6 TLU's
per
academic
year
*e.g. reassignment, etc.
1. Given the data, how have these activities impacted the program?
According to the Commission on Dental Accreditation the program director/coordinator must be a
dental assistant with occupational experience in the application of four-handed dentistry principles
having a full-time commitment to the institution and an appointment which provides time for program
orientation, evaluation, and revision.
Additionally, the program director/coordinator must have the authority, responsibility and priveleges
necessary to fulfill program goals.
The program director/coordinator's responsibilities include participation in:
1. Budget preparation
2. Fiscal administration
3. Curriculum development and coordination
4. Selection and recommendation of individuals for faculty appointments
6. Supervision and evaluation of faculty
7. Determining faculty teaching assignments
8. Determining admission criteria and procedures
9. Planning and operating program facilities
10. Selection of extramural facilities and coordination of instruction in the facilities
According to the Commission on Dental Accreditation, the program director/ coordinator's teaching
contact hours and course responsibilities are less than that of a full-time instructor who does not have
administrative responsibilities. The program director/ coordinator's teaching contact hours and course
responsibilities allow sufficient time to fulfill assigned administratvie responsibilities.
College of the Redwoods - Instructional Program Review
2. Will these and any other activities affect the program in the future?
Currently there is no job description for the full-time faculty position of the Dental Assisting Program
Coordinator as required by the Commission on Dental Accreditation.
As a result, all the administrative responsibilities and duties involved with meeting accreditation
requirements, organizing the Dental Assisting Program, as well as operating the Dental Health Center
have been placed on the one full-time faculty member. This is an overwhelming workload that does not
allow for the program's development in the areas of curriculum and recruitment.
In addition to administrative responsibilities for the Dental Assisting program, the program coordinator
is also responsible for the following duties during her release time:
a) Supervises the administrative assistant in the areas of patient scheduling, billing, payment collection,
records maintenance, patient contacts, referrals, transfers, and dismissals, responds to patient and staff
inquiries, requests, and complaints.
b) Recruits and supervises the work of the part-time temporary employees of the Dental Health Center
including dentists and dental hygienist. Oversees timecards and work schedule matters for the dentists,
hygienist, and the administrative assistant.
c) Schedules the students with the clinic dentists and hygienist to perform allowable duties.
d) Orders supplies and equipment, controlling the expense of inventory so that the budget is not
exceeded and that patient care is not compromised by using expired goods.
e) Researches products and equipment utilized in patient care, validating that it is appropriate for
specified procedures taking place in the Dental Health Center and an appropriate variance for
accreditation purposes.
f) Maintains equipment, repairs equipment, and/or contacts repair personnel both internally and
externally to perform repairs on equipment and or/facility.
g) Stocks and organizes for all clinical and lab settings, making sure all supplies are present and all
equipment is in good repair.
h) Oversees and verifies that the dental clinic is properly closed and secured in the evening after both
clinical and lab sessions. Makes sure all equipment is kept in good condition and accounted for, as well
as all materials and supplies are returned to the designated areas. Verifies that all privacy sensitive
materials and information for both students and patients is secured and locked upon departure.
i) Oversees the cleanliness of the Dental Health Center, keeping the waiting room, bathrooms, clinical
floors, sinks, and trash to a level appropriate for healthy patient care.
j) Coordinates with the maintenance department and with outside agencies to periodically pick up
hazardous chemicals (fixer, developer, lead, and mercury) and biohazard waste.
k) Monitors sterilizers and maintains sterilization records with appropriate outside agency.
l) Oversees maintenance of the MSDS binder.
College of the Redwoods - Instructional Program Review
m) Develops and implements infection control protocol, emergency protocol, and standard operating
protocol/guidelines/policies, ensuring compliance with HIPAA, ADA, OSHA, OSAP, and CDC.
n) Maintains the first aid kit and oxygen tank, complying with State and Federal statutes for responsible
dental care.
o) Coordinates and oversees first aid and reporting procedures on Sharp's injuries and bloodborne
pathogen exposures in the lab, clinical, and internship settings. Coordinates with the Payroll and
Benefits Manager ensuring proper reporting. Continues follow-up with students, patients, and internship
sites as required after the initial incident.
p) Oversees the coordination of contracts and delivery arrangements with loaboratory services
providing, crowns, bridges, partial dentures and full dentures to patients in the Dental Health Center
q) Coordinates and oversees the Student Internship Program, preparing contracts, and placing students
in private dental offices and/or clinics. Makes regular site visitations and keeps in communication with
office or clinic.
4.03. Projected Personnel Needs
1.
Describe how faculty and staff availability impacts this program. Include in the impact statement,
how Program Learning Outcome assessments are linked to the program needs.
The College of the Redwoods Dental Assisting Program faculty consists of one full-time faculty
member/program coordinator and four part-time associate faculty. All faculty members meet the
qualification standards required by the Redwood Community College District.
In addition, the Commission on Dental Accreditation and the California State Dental Board requires that
Dental Assisting faculty have background in and current knowledge of dental assisting, the specific
subjects they are teaching and educational theory and methodology e.g., curriculum development,
educational psychology, test construction, measurement and evaluation. to be employed in the didactic,
laboratory, and clinical settings. Of the four associate faculty, three have been hired since the 2007-08
school year, understandably they have minimal experience in teaching methodology, classroom
management, and assessment. Futher development is needed for the full-time and part-time faculty due
to their limited experience in teaching strategies.
Furthermore, the full-time faculty member is currently working through the summer without
compensation. The duties include overseeing the application and registration process of the students
applying to the Dental Assisting Program, submitting required documentation for College of the
Redwoods graduates to quality for the Dental Assisting National Board and California State Dental
Board exams, and administrative duties of the Dental Health Center. Additionally, this summer the fulltime faculty member had to submit documentation to the California State Dental Board to keep approval
for our students to qualify for the RDA examination. The full-time faculty member also coordinates
orientation, offers a study/practice session in August prior to the RDA examination, and assists in
employment placement in our local community.
College of the Redwoods - Instructional Program Review
Additional staffing is needed during the summer months. Curently the AOAIII for the program is a ten
month employee working four days a week for a total of 1312 hours per year. If funding were available
to increase the AOAIII hours by 164, (approximately $4,803.00 including salary and benefits), the
AOA could be employed part-time in the summer months to oversee the application process and
registration process, ensuring that all applications are complete and meet the minimum requirements for
enrollment, field incoming calls from potential students to the program, perform related duties regarding
updating and typing forms and handbooks, and field calls from private dentists office regarding referrals
and transferring of patient records. The AOA's performance of these office duties would allow the fulltime faculty time to focus on the development of the program curriculum, programs, and other realted
duties during the summer months.
Note: New or replacement positions may be requested using the process described in the annual
update template (sections 6 and 7).
4.04. FT Faculty Development Activities
1. How have Faculty Professional Development Activities affected the program? Provide examples of
how these activities have improved program and course learning outcomes.
In spite of the lack of local opportunities to develop teaching strategies, the program coordinatorr has
advanced her skills in pedagogy practicies pertaining to dental assisting by placing memberships,
attending conferences, and participating in workshops sponsored by the California Association of Dental
Assisting Teachers and the Bay Area Educator Group. Conferences and workshops have allowed the
full-time faculty to be updated in teaching methodology techniques and allowable duties for RDAs
beginning July 1, 2009. This has allowed the Dental Assisting Program to stay compliant with the new
California Dental Board policies that took effect on July 1, 2009. The knowledge and information
gleaned from these workshops and conferences is invaluable and allows the program coordinator to keep
current with the changes in the dental assisting field, this information is also shared with associate
faculty and in turn contributes to our students success.
Due to a limited budget all memership fees, conference registration costs and traveling costs incured
have been paid personally by the program coordinator. Part-time instructors find it difficult to incur the
expense in addition to finding the time to travel thoughout the State of California due to other
employment obligations and family responsibilities outside of the college. However, the full-time
faculty member shares what she has learned with her colleages for the betterment of the program and
further development of course learning outcomes for the success of the students.
Recently, all Dental Assisting Program faculty were encouraged by the program coordinator to pursue a
Designated Subjects Career and Technical Education Teaching Credential through California State
University San Bernadino (distance learning) or Mendocino Office of Education. The full-time faculty
member/program coordinator would qualify for a full-time credential, and the part-time faculty would
qualify for a part-time credential. One associate faculty, whom has been employed by the college for
twenty-five years, already has obtained her Vocational Teaching Credential and only needs to update her
credential to a Designated Subject Career Technical education Credential by completing two courses.
Obtaining credentials would require module courses to be completed in the subject areas of teaching
methods, classroom management, evaluation techniques, compuer skills for distance education, effective
learning environments, problem solving, leadership, adult interaction, cooperative learning, and
College of the Redwoods - Instructional Program Review
resolution processes appropriate for adult student oriented issues. This would benefit the Dental
Assisting Program students by facilitating the transition of students to the college and providing an
environment to achieve students learning outcomes, reduce student attrition rates, as well as improve
retention.
College of the Redwoods - Instructional Program Review
Section 5
Plans
This section relates to the following goal(s) of the college
Strategic Master Plan:
Goal 1:
Goal 2:
Goal 3:
Goal 4:
Goal 5:
Enable student attainment of educational goals
Develop and manage human, physical and financial resources to effectively support the
learning environment
Build a culture of assessment
Contribute to the economic, cultural and social well-being of the North coast community
Ensure student access
5.01. Planning Assessment
Summary, Goals, and Recommendations
1. Summary
Describe the Program Strengths (Consider how these strengths can be marketed to the community and
provide suggestions to PR department)
Identified Dental Assisting Program strengths are:
1. The program's facilities have been newly remodel and all equipment has been modernized
2. The program is accredited by the Commission on Dental Accreditation through the American Dental
Association
3. The program is approved by the California Dental Board
4. The graduates maintain a high pass rates on the Registered Dental Assistant and Certified Dental
Assistant exams
5. The graduates qualify to work throughout the United States as a dental assistant and qualify for all
licensure exams
6. The faculty have continual commitment to community involvement by participation and development
of our Community Outreach Program
7. The program has a diverse student population
8. The program has small class sizes that lead to high student success
9. The program has comprehensive curriculum promoting a cohesive learning community, encouraging
student success
10. The program is only nine months in length, leading to a high potential for employment upon
graduation and a living wage
College of the Redwoods - Instructional Program Review
11. The faculty are qualified and current, four of the five instructors are presently employed locally as
dental auxiliaries including two licensed Registered Dental Assistant Extended Functions, and one
Registered Dental Hygienist
12. The program provides practical experiences by internships in private practices and clinics, as well as
the College of the Redwoods Dental Health Center clinic
13. The program's faculty and staff have a positive working relationships with the local dental
community
14. The program has low faculty turnaround
Describe the Program Weaknesses
Identified Dental Assisting Program weaknesses are:
1. The full-time faculty/program coordinator does not have adequate TLU's necessary to further develop
programs or courses (i.e., continuing education courses, and improve assessment process)
2. The associate faculty do not have adequate funds or opportunities to further develop their skills as
educators
3. The program is currently limited in recruiting efforts within the district as well as outside our district
due to inadequate funding and opportunities
4. The program's website is not competetive with other community college Dental Assisting Program
websites
5. The program is currently lacking male students and African-American students
6. The program has not consistently graduated 20+ students over the last five years
2. Vision and Goals
a. Based upon data from California 2025 and/or data from Institutional Research, briefly describe how
you would like your discipline to evolve in the next five years. In what ways does your current state
differ from your desired state?
The Dental Assisting Program has established the following goals for the next five years:
1. Continue to meet accreditation standards required by the Commission on Dental Accreditation and
the Dental Board of California.
2. Add CAD CAM Technology as required by the Dental Board of California to the current curriculum
to increase graduates hire ability and skill level.
College of the Redwoods - Instructional Program Review
3. Add the Ultrasonic scaling for the Orthodontic setting to the current curriculum to increase graduates
hire ability and skill level.
4. Investigate the feasbility of offering a Registered Orthodontic Assistant curriculum as an additional
program.
5. Offer continuing education classes to increase program revenue and meet community needs.
6. Continue offering affordable dental services to the local community at the College of the
Redwoods Dental Health Center clinic, while operating a self-supporting budget for the program.
7. Provide oral hygiene instruction and care to local seniors and disabled living in assisted living
facilities and care homes, as part of the Community Outreach Program.
8. Improve student success and retention by further developing instructional approach and methodology
techniques to better assess learning.
9. Expand current outreach and recruitment efforts beyond local area, advertising throughout Northern
California and Southern Oregon.
Currently these goals are in the primary stages of development, however time and resource constraints
as well as various interpretations of the Educational Master Plan has led to the postponment of many of
the Dental Assisting Program goals.
b. What specific goals and objectives would you like to achieve to move you toward your vision?
1. Have all necessary part-time faculty certified in ultra-sonic scaling for the orthodontic setting
2. Apply to the Dental Board of California for the permit to provide the curriculum for Ultrasonic
scaling in the Orthodontic setting in DA 164, Dental Specialties and Expanded Duties.
3. Purchase simulated CAD CAM technology or find an alternative to be able to add curriculum and
appropriate competenices to DA 154, Dental Materials and Procedures as required by the Dental Board
of California.
4. Have all part-time and full-time faculty obtain a Career Technical Teaching Credential with the
intention of improving student success and retention.
5. Create a working relationship with local assisted living and care home facilities so that the
Community Outreach Program in DA 163, Dental Disease and Oral Health Issues can expand.
6. Create and conduct a survey of local area orthodontists to gather data regarding their needs with the
legislation change that occurred July 1, 2009.
7. Continue working with the webmaster as well as the Communication and Marketing Manager/Public
Information Officer to make the Dental Assisting program website available to the public and to
distribute the Dental Assisting Program brochure throughout the entire district and beyond.
College of the Redwoods - Instructional Program Review
8. Revise the current Clinical Handbook for further clarification, avoiding student confusion and to
further assist with PLO and SLO assessment.
c. What support from the college or district is needed to help you achieve your goals and objectives?
Currently more time and resources are needed to achieve our current goals and objectives.
d. What documentation/evidence will demonstrate that you are making progress toward achieving your
goals, objectives, and vision?
The following will be evidence to the district that the Dental Assisting program is upholding its initial
vision and accomplishing its set goals for the next five year period:
1. Retain current accreditation standings "approval without reporting requirements" by the Commission
on Dental Accreditation at the finish of the 2011 Comprehensive Self Study and Site Visit Review.
2. Obtain State Board approval and offer the Ultrasonic scaling in the Orthodontic setting in the DA 164,
Dental Specialties and Expanded Duties course in Spring of 2012.
3. Obtain State Board approval and generate revenue for the Dental Assisting Program through the
offering of various continuing education courses.
4. Succeed in having all faculty obtain or working towards a Career Technical Teaching Credential.
5. View an updated, modern webpage for the Dental Assisting Program. Accrue annual printing costs
associated with distributing our modern and up-to-date brochure throughout the district and beyond.
3. Recommendations
List recommendations for program improvement generated by this report in the box below. List these
by number and use these numbers in the Quality Improvement Plan described below. (copy and paste
one QIP grid for each recommendation)
1. Retain current accreditation standings by the Commission on Dental Accreditation at the finish of the
2011 Comprehensive Self Study and Site Visit Review.
2. Obtain State Board approval and offer the Ultrasonic scaling in the Orthodontic setting in the DA 164,
Dental Specialties and Expanded Duties course in Spring of 2012.
3. Obtain State Board approval and generate revenue for the Dental Assisting Program through the
offering of various continuing education courses.
4. Succeed in having all faculty obtain or working towards a Career Technical Teaching Credential.
College of the Redwoods - Instructional Program Review
5. View an updated, modern webpage for the Dental Assisting Program. Accrue annual printing costs
associated with distributing our modern and up-to-date brochure throughout the district and beyond.
6. Have a revised Clinical Handbook that includes up-to date information and clarification for the
clinical experiences provided in the program.
4. Completing the Quality Improvement Plan (QIP)
The Quality Improvement Plan (QIP) is intended to assist the program in thinking and planning for a
minimum of the next three years. The purpose of the QIP is to provide a format for translating both the
comprehensive review recommendations into actions for improving or maintaining the quality of the
program; it is also a mechanism for administrators to determine input to the planning process. Because
this document will be used to inform planning processes, it is very important that all the requested
information be provided.
QIP Chart Format
Recommendation #
Recommendation
Planned Implementation Date
Estimated Completion Date
Action/Tasks
Measure of Success/Desired Outcome
Estimated Costs
Who is responsible?
Consequence if not funded
See Attachment
5.02. Resources
Resource requests may be included in the annual review only
1. Describe how resource availability impacts this program. Include in the impact statement, how
Program Learning Outcome assessments are linked to the resource needs. Resources may include
alteration or additions to existing facilities, as well as technology including computer equipment and
software, or any other equipment to support your discipline or program of study.
The Dental Assisting Program facility, including the Dental Health Center clinic, was recently
remodeled and refurbished with funds from Measure Q. The modernization of our facility and
equipment has made a tremendous impact on our program. During the facility renovation PLOs
were developed to reflect the modernization of the facility's equipment as well as the modernization
of the Dental Assisting Program's curriculum. Furthermore, SLOs were revised at the course level
and continue to be developed as new equipment is purchased and new duties are approved by the
Dental Board of California and the CODA accreditation body.
Recently new laws passed in 2008, that took effect on July 1, 2009 and January 1, 2010 requiring the
Dental Assisting program to teach new RDA duties and skills. In order to teach these new duties the
program purchased automated blood pressure devices, face-bows, articulators, intra-oral mirror sets
College of the Redwoods - Instructional Program Review
and a laser caries detector through discretionary funds, CTEA funding, and the Dental Health Center
budget. A digital camera was also donated so that students could expose intra-oral and extra-oral
photographs for patient records. Additionally, the Dental Board of California also required that the
dental assisting students have access to pulse oximeters, EKG machines, a capnograph, and a
respiration device. Currently we are able to utilize equipment in the Health Occupations Skills Lab
to fulfill this new requirement. However, the following equipment and supplies still need to be
purchased to comply with the Dental Board's new regulations:
CAD CAM Machine Simulated Device -$27,000
Additional impression materials compatible with CAD CAM Machine Simulated device - $500
These materials and equipment are extremely costly. Currently alternatives are being sought by all
Community College programs throughout California for less expensive alternatives. The Dental
Assisting Program Coordinator is presently working with Kevin Jamison, a local sales representative
for Patterson Dental to coordinate a yearly demonstation and hands-on workshop for the students to
fulfill the SLO requirements by the Dental Board of California for this particular equipment and
technique.
Note: Requests for resources should be described through the processes described in the annual
update template (sections 8 and 9).
5.03. Student Services Resources
Student Services Resources include Admission & Records, Financial Aid, Career Services, DSPS,
EOPS, CalWORKS, Residence, Upward Bound and Student Conduct.
1. Describe how Student Services Resources availability impacts this program.
Many of our students receive financial aid, as the total cost of the Dental Assisting program is
approximately $2400.00, including registration, parking, textbooks, and program supplies. Without
financial aid assistance many of our students would be unable to complete the Dental Assisting
Program successfully in nine months.
The Dental Assisting Program has an ongoing working relationship with DSPS, EOPS, and
CalWorks, these programs assist many of our students in achieving academic success as well as
career success. Students are routinely referred to DSPS and EOPS by the Dental Assisting Program
Coordinator and students are referred to the Dental Assisting Program through counselors and
advisors that work within the departments of CalWorks, EOPS, and DSPS.
Additionally many of our students utilize the services provided by the Child Development Center,
Residence Halls, and Student Health Center. These services are essential in our students' success.
5.04. Budget
College of the Redwoods - Instructional Program Review
Budget Resources
Consider the following budget categories:
 Supply and Printing,
 Equipment Replacement, Repair and Maintenance
 Professional Development
 Work-Study
 Additional Items
1. Is the funding for these areas adequate? If not, describe the impact of unaddressed needs on your
discipline or program. If the program receives restricted funding, describe how this impacts the
program.
This school year the Dental Assisting Program was allocated $2,850.00 in discretionary funds.
These funds were used to purchase training models and equipment required for instruction by the
Commission on Dental Accreditation and the Dental Board of California. Discretionary funds,
however, are not adequate to cover the costs of the Dental Assisting Program. For this reason the
Dental Health Center budget, consisting of revenue collected for dental services performed in the
clinic, provides the funds for the operating costs of the Dental Health Center clinic and other Dental
Assisting Program costs including instructional supplies, office supplies, tools and equipment,
warehouse supplies, equipment repair, laundry, and postage/delivery. The clinic was started in 1978
to generate income for the Dental Assisting Program and provide the required clinical experience for
the students as required by CODA accreditation.
In addition, the program coordinator annually applies for CTEA funding (Perkins IV). These funds
are used to improve competency-based applied learning within the curriculum of the program.
Purchases of equipment, instruments, and supplies have been made in previous years to improve the
knowledge and skills of the graduates and meet the accreditation requirements established by the
Commission on Dental Accreditation and the Dental Board of California.
To reduce supply costs dental assisting students are responsible for purchasing a dental supply kit for
their own personal use. This costs the students approximately $1,000. The purchase of the dental
supply lab kit keeps program costs considerably down since students are using their own personal
protective equipment, materials, instruments, film, and model (typodont) to practice some of the
more common duties taught in laboratory and clinical courses. The students are also required to
purchase their own uniform, procedure gown, and name badge.
Without the funds generated from the Dental Health Center the Dental Assisting Program would
have great difficulty in purchasing the supplies, materials, and equipment to teach to the skill
competency level that the Commission on Dental Accreditation and the Dental Board of California
requires. Without appropriate supplies, materials, and equipment the program’s accreditation
standings and academic integrity would be jeopardized. The students’ education would be greatly
compromised, and the loss of accreditation and board approval would have a devastating impact on
our graduates earning capacity and hire ability.
Furthermore the lack of funding availability for professional development and large equipment item
replacement and/or maintenance creates difficulties for the Dental Assisting Program. Associate
faculty members have little opportunities to advance their skills as educators and become more
dynamic in the classroom. This directly affects student success and retention. Furthermore,
equipment that is broken or lost due to normal wear and tear cannot be maintained or repaired due to
College of the Redwoods - Instructional Program Review
hefty repair costs. As a result expensive equipment becomes non-operable and students are not
trained adequately, again affecting student success, graduates hire ability, and the workforce.
However, this general lack of funding in the areas of faculty development and large equipment item
replacement and/or maintenance is a problem throughout the institution.
College of the Redwoods - Instructional Program Review
Section 6
Program Review Process Assessment
This section relates to the following goal(s) of the college
Strategic Master Plan:
Goal 3: Build a culture of assessment
6.01. Assessment of Self Study
1. What changes will make the self-study process more helpful to you?
Interpretation of some data was difficult. Some of the questions were not significant to the planning
process due to the difficulty in understanding their relevance, resulting in uncertainty when having to
speculate on their meaning. An orientation would have provided an explanation and established predetermined benchmarks. In addition, the formatting of the Program Review form was not user
friendly.
6.02. Optional Program Summary
1. This is an opportunity for you to comment on the overall value and health of the Program.
The Dental Assisting Program at College of the Redwoods provides an opportunity for graduates to
enter the workforce in just nine months. Dental Assisting offers good earning opportunities,
excellent working conditions and personal satisfaction by providing a valuable health service to our
community and beyond. The Dental Assisting Program provides opportunities for students of
diverse backgrounds as well as a multitude of life circumstances to enter the workforce with the
flexibility to raise a family, and/or advance in their career. Employment opportunities are excellent
locally, state-wide, and nationally. According to the U.S. Department of Labor, employment in the
dental assisting profession is expected to grow 29 percent from 2006 to 2016, among the fastest
growing occupations in the United States.
Graduates of the Dental Assisting Program have a high pass rate for the Registered Dental Assistant
and Certified Dental Assistant exams. The program is accredited by the Commission on Dental
Accreditation through the American Dental Association and approved by the California Dental
Board. Because we are a CODA accredited program, graduates of the College of the Redwoods
Dental Assisting Program can move to any state in the nation, US territory or military base and
qualify for national and state licensure prior to employment. This is a great advantage to our
program because of our unique geographic location. Given our close proximity to the Oregon border
and having a US Coast Guard station here is a recruitment advantage that we need to pursue.
Over the past three years the Dental Assisting Program has undergone a major transformation and
continues to improve. Curriculum, facilities, program information, and scheduling have all been
updated and modified for better student success. A cohesive learning community has been created
by faculty to improve and advance graduates skills and abilities. Furthermore, the faculty have a
strong commitment to the betterment of the program, the profession, and the community. Positive
College of the Redwoods - Instructional Program Review
working relationships with the local dental community has allowed for greater opportunities for
students in the way of community outreach, extramural intership sites, and job placement.
The Dental Assisting Program at College of the Redwoods is alive and strong. Our primary goal for
the future is to continue to meet accreditation standards required by the Commission on Dental
Accreditation and the Dental Board of California while adding new skills and certificates to the
existing program, offering continuing education opportunities to the community, and providing
affordable dental care to the underserved.