Annual Program Review Update 5.1 b Forestry and Natural Resources

5.1 b

Annual Program Review Update

Forestry and Natural Resources

Program/Discipline : FOR/NR/AQUA

Annual Program Review Template, Approved Spring 2009

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5.1 b

Annual Program Review Update

*Be sure to include information from all three campuses.

Program/Discipline: Forestry and Natural Resources and Aquaculture

Submitted by (names):

Tim Baker

Contact Information (phone and email): tim-baker@redwoods.edu -4348

Dean / V. P.: Anderson

Validation Date:

1. Program/Discipline Changes

Has there been any change in the status of your program or area since your last Annual Update? (Have you shifted departments?

Have new degrees or certificates been created by your program? Have activities in other programs impacted your area or program?

For example, a new nursing program could cause greater demand for life-science courses.)

Note: curricular changes should be addressed under 12 (Curriculum).

No (go to next question)

Yes (describe the changes below):


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5.1 b

2. Program/Discipline Trends

Review and analyze the Enrollment data (Table 2.01) provided by Institutional Research and answer the following questions:

Table 2.01 Enrollments

Number of students enrolled at census date

For the purposes of these charts here, course sections have been broken down by class start time. The definitions for each start time are as follows:



Early Morning



Prime Time



Late Afternoon



Evening



Weekend



TBA

Before 10:00AM

From 10:00AM to 2:30PM

From 2:30PM to 5:30PM*/6:00PM

5:30PM*/6:00PM and later

Saturday or Sunday classes

No scheduled start time

* Evening is defined differently for semesters prior to Fall 2009

Each classification was weighted according to the following schedule:



Weekend



Evening



Late Afternoon



Early Morning



Prime Time

If a section had start times that fell into more than one category, it would be placed in the higher weighted category. For example, if a section met on a Saturday and started at 10:30AM, it would be considered a Weekend section.


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5.1 b

2005 - 2006 2006 - 2007 2007 - 2008 2008 - 2009

Aquaculture Technology Fill Rate

Enrollment

Sections

FTES

WSCH

Forestry

Natural Resources

Fill Rate

Enrollment

Sections

FTES

WSCH

Fill Rate

Enrollment

Sections

FTES

WSCH

31% 31% 26%

11 11 13

1 1 1

2.26

2.26 2.67

108 108 108

26%

13

1

2.67

108

43% 67% 32% 53%

20 60 8 16

2 3 1 1

5.03 11.25 0.55 2.61

54% 33% 75% 71% 64% 57% 47% 54% 73% 74%

104 13 65 30 108 63 26 89 16 74

7 2 3 2 7 4 2 6 1 4

19.43 3.48 12.65 3.06 19.19 12.83

3.4 16.22 2.81 14.58

100% 74%

1 91

1 6

0.1

17.5

252 270 36 72

33% 38% 46% 40%

630 252

40% 54%

270 90

39% 52%

612

46%

360 126

34% 36%

486

35%

90 360 54

61% 36% 52% 100%

504

54%

10

1

30

3

1.93

8.01

90 324

22

2

2

1

4.69 0.07

162 18

64

7

13

1

14.7 2.81

594 90 324 162 576 324 252 576

29

3

28

2

70

6

8.82 4.71 16.34

25

3

26

3

51

6

6.57 5.41 11.98

45

3

9

1

26

2

1

1

81

7

10.09 0.77

5.8

0.21 16.86

324 36 180 108 648 a.

Describe how changes in the discipline or area are impacting the data shown in the table above.

The lack of long-term trend data precludes any meaningful analysis of the data above because we don't know what the normal year-toyear variation should look like in our demographic.

We had to cancel several sections in recent years because of a lack of adequate staffing (e.g. Wildland Fire) which may explain some of the variation seen above and several other courses are on an alternate year schedule to ensure adequate enrollment. In addition, several of the FOR/NR courses will tend to have low fill rates because of the specialized nature of the course. However, these courses are essential for completing program learning outcomes in these degree programs.

I've attempted to build a larger pool of students for these technical courses by offering an additional section of the introductory course in the program (1 section each semester). While these introductory sections often fill, we do not have any good data on the overall


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5.1 b potential for students within the College. Aquaculture is currently not being offered at the Eureka campus and has not been offered at the Del Norte campus in recent years because of the closure of the Del Norte CCC center which was the main consumer of these courses. b. Describe how changes outside the discipline or area are impacting the data shown in the table above.

The trends in this area seem to roughly follow College-wide trends in enrollment with recent increases in numbers. Additionally, the hiring of an NR recruitment specialist at Humboldt State University and decreased course offerings at HSU have likely affected enrollment in this program because of the relatively close ties we have developed over the years. We also continue to deal with what seems to be a general attitude in the Counseling center which tends to advise students who are planning on transfering away from the

FOR/NR courses despite a good articulation for many of these courses between CR and HSU.


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2.02 Course Success Rates

Percentage of students enrolled at census receiving a grade of A, B, C, or Credit

2004 - 2005 2005 - 2006 2006 - 2007 2007 - 2008 2008 - 2009

A-C or Credit A-C or Credit A-C or Credit A-C or Credit A-C or Credit

AQUA-42A

Total

FOR-1

FOR-10

FOR-10L

FOR-40

FOR-5

FOR-51

FOR-60

FOR-77

Total

NR-185

NR-40

NR-52

NR-54

NR-58

NR-65

NR-66

NR-67

NR-80

NR-87

NR-99A

Total

55%

65%

58%

59%

59%

100%

80%

64%

89%

67%

77%

78%

73%

100%

100%

74%

88%

100%

73%

60%

79%

72%

100%

56%

58%

33%

45%

75%

55%

55%

92%

92%

68%

100%

83%

67%

60%

84%

72%

59%

46%

88%

74%

70%

69%

62%

83%

35%

60%

62%

60%

57%

50%

67%

62%

100%

89%

67%

69%

100%

100%

48%

65%

100%

50%

53%

48%

50%

90%

67%

61%


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5.1 b

5.1 b a.


Note: these data are not up-to-date because I began working on this form before IR updated the tables. The latest forms show an approximately 2% greater success rate across the board. Because of the locked structure of this form I was unable to update the tables independently.

It's difficult to generalize about the success rates in the tables above because there are different dynamics in the different courses.

Some with the most volatile trends are impacted in years with lower than normal enrollment. Others, like FOR 51 (Dendrology), are very demanding courses with a fairly high attrition rate and lower success rates. Overall the success rates are typical for rigorous science-based courses at CR (which ranges from 57% for Chem/Physc to 75% for Biology). The data are also not indicative of the true success rate because the data do not include students who do not complete the course but who do not formally Withdraw. For example NR 52 in Fall 2008 had a 77% success rate if you only evaluate students who took the Final Exam but a 50% rate if you included students who stopped attending. b. Describe how changes outside the discipline or area are impacting the data shown in the table above.

A lack of tutorial support for students in this area impacts success rates. While there are tutors available for more typical science and math courses, the College does not support specialized tutors (i.e. for dendrology or surveying, etc..).


Table 2.03 Course Retention Rate

Percentage of students enrolled at census receiving a grade other than W (Withdraw)


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2004 - 2005 2005 - 2006 2006 - 2007 2007 - 2008 2008 - 2009

Retained Retained Retained Retained Retained

AQUA-42A

Total

FOR-1

FOR-10

FOR-10L

FOR-40

FOR-5

FOR-51

FOR-60

FOR-77

Total

NR-185

NR-40

NR-52

NR-54

NR-58

NR-65

NR-66

NR-67

NR-80

NR-87

NR-99A

Total

86%

94%

88%

82%

87%

100%

80%

91%

89%

79%

100%

100%

87%

100%

100%

100%

100%

100%

100%

83%

84%

91%

100%

81%

83%

83%

77%

88%

91%

83%

100%

100%

87%

100%

100%

100%

80%

92%

90%

59%

69%

94%

85%

100%

81%

86%

100%

65%

87%

100%

86%

71%

100%

100%

71%

100%

100%

83% a.


93%

100%

100%

85%

91%

100%

100%

80%

78%

90%

95%

78%

87%

There are no significant trends in the data above and the data are somewhat misleading in that they include students who stopped attending the course but did not formally withdraw. In some courses we have been successful in contacting students who stop attending and suggesting they withdraw but not in all cases.

b. Describe how changes outside the discipline or area are impacting the data shown in the table above.


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5.1 b

5.1 b

I am not aware of any outside changes that impact the data above. There are numerous exogenous factors affecting retention, including personal emergencies, job requirements, the economy, etc.. but none of these factors can be directly related to trends.



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Table 2.04 English and Mathematics Basic Skills Data for Course Success (F2005-F2008)

PASSED 1A ENGL-1A ENGL-150 ENGL-350 READ-360 UNKNOWN

Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled

47% 50% FOR-1

FOR-10

FOR-10L

FOR-40

FOR-5

FOR-51

FOR-60

FOR-77

Total

NR-40

NR-52

NR-54

NR-58

NR-65

NR-66

NR-67

NR-80

NR-87

Total

100%

100%

100%

92%

67%

71%

86%

82%

62%

56%

83%

87%

100%

100%

50%

100%

74%

19

1

3

13

9

6

15

2

50

1

2

2

13

33

7

7

83

81%

100%

86%

92%

54%

90%

92%

79%

76%

67%

78%

53%

50%

100%

100%

71%

17

12

9

19

5

70

2

6

24

10

12

101

31

4

7

13

100%

50%

11%

44%

50%

39%

50%

0%

50%

22%

67%

44%

39%

3

9

41

10

4

6

9

19

9

6

77

30

1

12 0%

25%

100%

67%

50%

0%

100%

100%

67%

6

20

1

1

1

3

8

1

4

1

0%

0%

1

1

54%

100%

100%

100%

67%

60%

71%

83%

63%

100%

40%

50%

67%

57%

100%

33%

83%

40%

55%

6

104

1

20

6

6

49

3

6

6

28

1

2

1

12

47

7

5

102

5.1 b


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5.1 b

TRANSFER-LVL MATH-120 MATH-380 MATH-375 MATH-371 UNKNOWN

Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled

FOR-1

FOR-10

FOR-10L

FOR-40

FOR-5

FOR-51

FOR-60

FOR-77

Total

NR-40

NR-52

NR-54

NR-58

NR-65

NR-66

NR-67

NR-80

NR-87

Total

95%

100%

86%

100%

72%

88%

92%

87%

77%

69%

92%

83%

50%

100%

75%

80%

20

4

7

11

25

8

12

87

22

13

12

24

4

80

2

3

69%

100%

100%

86%

50%

57%

80%

69%

44%

50%

75%

45%

50%

75%

71%

54%

7

52

2

4

18

6

4

11

14

7

5

52

13

2

4

7

69%

64%

44%

75%

78%

64%

67%

40%

33%

38%

100%

100%

60%

50%

35

6

5

6

13

5

38

1

2

11

18

4

9

77

52%

75%

21%

100%

63%

50%

100%

0%

50%

50%

50%

21

8

19

4

8

60

1

1

2

2

6

100%

100%

25%

0%

38%

0%

0%

1

1

4

2

8

1

1

50%

100%

100%

54%

60%

67%

50%

58%

100%

29%

33%

67%

55%

100%

40%

83%

33%

53%

26

44

4

5

6

1

14

6

6

2

1

13

47

9

4

102

3

89

Given the data, what patterns can be identified in the success rate in individual courses based on the students' skill level? Identify any important changes since the last review.

The data suggest that better prepared students achieve higher rates of success than those who are not yet college-level in their math and english skills.

How has the discipline/program responded to these patterns and how will the discipline/program respond in the next three years?

The program continues to place emphasis on advising students to complete Math and English requirements early in their academic career to increase their chances of success later on. We also strongly urge students to seek testing and tutoring help when appropriate.


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5.1 b

Most courses in the program have ENGL 150 as recommended preparation and the quantitative courses have MATH 120 as recommended prep or prerequisite.

3. Labor Market Review (for occupational programs)

Occupational programs must review their labor market data.

Provide a narrative that addresses the following issues a.

Documentation of lab market demand b.

Non-duplication of other training programs in the region. c.

Effectiveness as measured by the employment and completion success of its students.

Data were presented and analyzed in the Comprehensive Program review completed in 3/2009 and are not repeated here.

Forestry and Natural Resources is in a gray area with regards to occupational programs. While a number of our students do complete the degree or certificate and enter the workforce, the majority seem to transfer to Humboldt State (or elsewhere) without completing the CR degree. This occurs for a number of reasons, including articulation issues and the lack of professional accreditation by the program.

Additionally, the labor market data tends to be incomplete at best in this field because of the diversity of potential job titles and confusion with other related areas (e.g. lumping loggers and millworkers with foresters). The current economic decline has seriously impacted the entire timber industry though the federal stimulus has increased work on the National Forests. Current data also does not examine the expected large turnover in federal, state and private employment in forestry and natural resources because of looming retirements.

There are no other local programs providing degrees or certificates at this level in the region. Humboldt State University does provide

4-yr and post-gradutate work in this discipline but the closest Community College programs are in Redding (Shasta) and Fresno

(Reedley).


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5.1 b

We currently lack the institutional capacity to track students who leave the program either to transfer or to enter the labor market.

4. Budget Resources

List your area’s budget for the following categories in the table below. R

estricted funds have a sponsor/grantor/donor (federal, state, local government, etc). The funds are restricted by the sponsor/grantor/donor. Everything else is unrestricted.

Category

Supply and printing budget

Equipment replacement and repair budget

Unrestricted Funds

800

0

Restricted Funds

Professional Development

Work-study funding

0

0

Additional Budget Items

Is the funding for these areas adequate? Yes No

If not, describe the impact of unaddressed needs on your discipline or program.

Current unrestricted budget resources are not adequate to run the FNR program in a sustainable manner. Like many technology- and science-based programs we require substantial amounts of equipment that wears out or breaks. The lack of a Lab Technician exacerbates this because it becomes difficult to keep up with some basic maintenance issues. However, this equipment is necessary for hands-on learning activities which are the strength of the College of the Redwoods FNR program.

For the past several years we've been able to replace and update equipment through substantial VTEA (CTEA) grants as well as grants from the Redwood Region Logging Conference and the Alumni Fund. However, no CTEA funds are available this year and the economic downturn has limited funds from the RRLC and other sources.

Additionally, it is essential that we have $2000/year available for the site license fee for GIS software that currently is not covered in the unrestricted funds. Previously I was able to pay this fee out of grants but they are unavailable this year. This is a greatly reduced rate through the California Community College Foundation that would otherwise cost $25,000/year.


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5.1 b

Lastly, the budget does not cover (and has not for the past few years) the expenses related to the extensive field trips that are an integral part of the FNR program. Just as an example, the lead faculty travels approximately 1000 miles/year in their personal vehicle to conduct field trips and this is not covered by the College as an expense. Ideally, the program needs access to 2 vans (or 1 bus) to transport students to various field locations throughout the region. While we've discussed trying to acquire outside sponsorship for the vans/bus, the College has not been able to provide the maintenance support or funding necessary to run the vehicles.


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5.1 b

5.

Learning Resource Center Resources

Is the level of resources provided by the Library (Learning Resource Center) adequate?

Yes No If No, Complete the following:

Library Needs Not Covered by Current Library Holdings 1 Needed by the Unit over and above what is currently provided.

These needs will be communicated to the Library

List Library Needs for Academic Year

2009-2010

Please list/summarize the needs of your unit on your campus below. Please be as specific and as brief as possible. Place items on list in order (rank) or importance.

1.

Journal of Forestry

Reason: This is the standard professional journal of Forestry

2. Western Journal of Applied Forestry

Reason:

A professional regional publication of current applied research.

3. Frontiers of Ecology

Reason:

Professional publication in the field of Ecology

4.

Reason:

5.

Reason:

6.

Reason:

1

If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.


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5.1 b

6. Faculty

Table 6.01 – Faculty Load Distribution by semester

Regular Staff/Non-Overld

Total

2005 - 2006 2006 - 2007 2007 - 2008 2008 - 2009 2009 - 2010

FTEF % of Total FTEF % of Total FTEF % of Total FTEF % of Total FTEF % of Total

Forestry Associate Faculty 0.43

Regular Staff/Non-Overld 1.07

Total

Natural Resources Associate Faculty

1.5

0.23

1.4

1.63

16%

84%

100%

10%

0.37

1.07

1.43

0.23

90% 0.87

100% 1.1

16%

84%

100%

20%

80%

100%

0.33

1.07

1.4

0.37

0.93

1.3

23%

77%

100%

20%

80%

100%

1.33

1.33

0.32

0.93

1.25

100%

100% 0.53

19% 0.25

81%

100%

0.53

0.4

0.65

100%

100%

43%

57%

100% a. Describe the status of any approved, but unfilled full-time positions.

While the Program has attempted to get a second full-time faculty in FOR/NR to meet external accreditation requirements, we have been unable to convince the College of its importance to the value of the degree here at CR. Hence we continue to lack Society of

American Foresters accreditation and our degrees do not count towards gaining a license as a Registered Professional Forester in

California

 b. If you are requesting a Full-Time Faculty position, fill out the current faculty position request form and attach it to this document. c.

If your Associate Faculty needs are not being met, describe your efforts to recruit Associate faculty and/or describe barriers or limitations that prevent retaining or recruiting Associate Faculty

We currently have an open advertisement for an Associate to teach FOR 77 Introduction to Wildland Fire.


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5.1 b

7. Staff Resources

Complete the Classified Staff Employment Grid below (please list full- and part-time staff). This does not include faculty, managers, or administration positions. If a staff position is shared with other areas/disciplines, estimate the fraction of their workload dedicated to your area. (To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)

Staff Employed in the Program

Assignment (e.g., Math,

English)

Full-time (classified) staff (give number)

Part-time staff (give number)

Gains over Prior Year Losses over Prior Year

(give reason: retirement, reassignment, health, etc.)

N/A

Do you need more full-time of part-time classified staff? Yes No

If yes, fill out the current staff request form ( to be provided by Administrative Services )


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5.1 b

8. Facilities, and Classroom Technology

Are teaching facilities adequate for achieving the educational outcomes of this discipline/program? Yes No

If No was checked, complete a Facility Form for each instructional space that does not meet the needs of this discipline/program.

Additional facilities forms are available at the end of this document for each separate facility being addressed.

Facilities, and Classroom Technology Form

Program/Disciplines: FOR/NR Submitted by: Tim Baker

Year: 2009

List classroom or instructional space name/number: Campus forests

Check if any of the following are not adequate:

Ventilation / room temp

ADA access

Number of seats / work stations Technology (computers, projectors, internet)

Other (briefly describe): We are currently restricted from accessing some of the already limited forests on campus because of the Firing Range. Additionally, if the proposed expansion of the Frisbee Golf course intrudes into the forest areas, additional impacts will occur.

Describe the specific action and cost to make this space adequate for your instructional needs: Enclose the firing range (ca

$150,000) and restrict future development of the Frisbee Golf course.

List the average number of discipline/program sections scheduled in this room each semester, and the total number of students enrolled in these sections.

Sections: 8 Students: 200

Describe how these changes will improve student learning outcomes: Access to adequate school forests allow for practical demonstrations and experiential learning opportunities which are essential to achieve student learning outcomes in this discipline.


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5.1 b

9.

Equipment

Is the available equipment (other than classroom specific equipment described in the facilities section) adequate to achieve the educational outcomes of your program/discipline? Yes No

If No was checked, complete an equipment form.

If No was checked, complete the following grid for each piece of equipment being requested for this area/discipline:

(To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)

Equipment Price, include tax and shipping

Number of students using equipment each semester

Describe how the equipment allows achievement of program/discipline educational outcomes

Silva Ranger compasses(15)

Increment borers(5)

$707.27

$2052.68

40-50

25-40

Required for practical demonstrations and applications in lab settings. These are one of the most basic pieces of field equipment.

Required to acquire age and growth rate data from living trees.

Essential skill for the profession

Sharpening kits(5)

Crossdating cores publication

Munsell Soil

Color Charts

$177.87

$225.07

$2019.50

25

25-40

25-50

Required to maintain borers

Manual to understand coring techniques and applications.

Essential for determining soil series and will be shared with AG


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5.1 b soils classes

Equipment Repair

Does the equipment used for your discipline/program function adequately, and does your current budget adequately provide adequate funds for equipment repair and maintenance? This does not include classroom specific equipment repair described in the facilities section . Yes No

If No, provide the following information to justify a budget allotment request:


Equipment requiring repair

Repair Cost /

Annual maintenance cost

Number of students using equipment each semester

Describe how the equipment allows achievement of program/discipline educational outcomes

Nikon Total

Stations

ESRI site license

$500

$2000

25

25

Required to demonstrate and conduct surveys.

Required software license to run courses (reduced rate through

CCC Foundation)


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5.1 b

10. Learning Outcomes Assessment Update

Program and Course Learning Outcomes

Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of this document to summarize the results for each SLO and/or PLO analyzed.

Course SLO Measured: FOR 51 - SLO #2 (from Course Outline) - Identify various woody plants and correctly assign scientific names and classification

Or PLO Measured

:

Describe assessment tool/ assignments faculty/staff used to measure the SLO or

PLO.

Summarize the overall results of your department, including performance data if applicable.

(apologies for the bold but the Locked Format will not allow me to turn it off).

The tool used to assess this SLO is the field final quiz, a comprehensive ID quiz that requires students to properly identify and name approximately 50 specimens. Students are deemed to have succeeded if they attain a minimum score of 70% on the quiz.

Assessment for Fall 2008: 77% of students taking quiz achieved minimum score of 70%. This is a highly technical course which requires developing specific skill sets on the part of students. Currently students are limited to lab time for contact with content expert to aid them in developing these skill sets. The only viable path to improved success is additional contact with content expertise either through a discipline specific tutor or additional access to tutorial software.

The department lacks the resources to address the key need for improving this course outcome - a discpline specific tutor.

How will your department address the needs and issues that were revealed by your assessment?

List the TOP 3 TO 6 actions/changes

faculty judge will most improve student learning

1) Access to discipline specific tutor.

2) Access to software for improving recognition and naming protocols. Currently we have a few copies of a

Woody Plant ID CD that students can use in only 1 location - the CADD/GIS lab. This lab is heavily impacted and only available at limited times. If students could access the software on LRC computers they would be able to gain additional practice in identifying and naming woody plants.


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5.1 b

Provide a timeline for implementation of your top priorities.

Implement by Fall 2010. However, without additional College support we will be unable to implement these priorities.

Course SLO Measured:

Or PLO Measured

:


PLO.







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5.1 b

Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s

Office). This is required to provide accreditation documentation of the District’s assessment activities.

Assessment of Student Learning Outcomes is ongoing with the current focus on assessing 1 outcome in 1 course per semester. This plan will allow us to develop and incorporate meaningful reviews that should actually lead to improving student success.

11. Curriculum Update

Identify curricular revisions and innovations undertaken a.

in the last year.

Currently all courses within the FNR area are up-to-date though 2 are coming due in Decemeber. Last year we updated FOR 5, FOR

60 and NR 87. Drafted new programs for NR and FOR though these cannot be submitted until the Warning status is removed from the

College.

b.

planned for the coming year.

FOR 10 and FOR 10L are due for their 5-year updates in December and we plan to complete the updates by then. Additionally, we plan on developing a new program in Natural Resources to replace the NR option lost because a prior Administration did not file the correct documents with the Chancellor's Office.

c. Complete the grid below. The course outline status report can be located at: http://www.redwoods.edu/District/IR/Reports/Curriculum/Curriculum_Course_Outlines.htm


Course

FOR 1

FOR 10

Year Course Outline Last Updated

2007

2004

Year Next Update Expected

2012

2009


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FOR 10L

FOR 40

FOR 5

FOR 51

FOR 60

FOR 77

NR 40

NR 52

NR 54

NR 58

NR 65

NR 66

NR 67

NR 68

NR 80

NR 87

NR 99A

AQUA 15

AQUA 40

AQUA 42

2008

2007

2008

2007

2007

2007

2001

2007

2004

2008

2009

2007

2009

2007

2008

2009

2008

1997

2008

2007

2009

2013

2014

2012

2014

2012

2013

2013

2012

2013

2012

2012

2012

Inactive

2012

2014

2013

Inactive

2013

2012

If the proposed course outlines updates from last year’s annual update (or comprehensive review) were not completed, please explain why.

All planned course updates were completed. The only course outlines currently out of date are not being offered and are under consideration for either revision or inactivation.


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5.1 b

5.1 b

12. Action Plans

List any action plans submitted since your last annual update. Describe the status of the plans. If they were approved, describe how they have improved your area.

The last update was completed just 6 months ago. Currently we do not have any action plans pending because there are inadequate

College resources or support to fulfill the plans.

13. Goals and Plans. Address either item a. or b. in the section below a.

If you have undergone a comprehensive review, attach your Quality Improvement Plan (QIP) and address progress made on the plan and list any new plans that have been developed (using a new QIP form).

QIP Attached

The following QIP are from the Comprehensive Review completed in March 2009. More detailed plans as well as metrics and benchmarks are available in the FNR Strategic Plan which is an appendix in the Comprehensive Review and accessible to the PRC.

The plan is not appended here because the locked format of the document prevented it.

Quality Improvement Plan

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 report 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.

Quality Improvement Form

Program: FOR/NR

Year: 2009

Submitted by: T. Baker


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5.1 b

Category Descriptions

Recommendation Number and Title 1. Additional Full-time Faculty

Planned Implementation Date 2010

Estimated Completion Date ongoing

Action/Tasks Expand course offerings and program recruitment efforts.

Measure of Success/Desired Outcome Anew full-time faculty member and accreditation by the SAF

Estimated Cost(s) $100,000

Who is responsible? Academic Senate/College President

Consequence if not funded Continued lack of accreditation by SAF

External Accreditation Recommendations (if applicable) Required to meet accreditation standards


Program: FOR/NR

Year: 2009



Recommendation Number and Title 2. Work with Institutional Research Department to document the numbers of students enrolled in each degree and certificate program.

Planned Implementation Date Fall 2009

Estimated Completion Date Ongoing

Action/Tasks Develop a means of recording the number of students pursuing each forestry and natural degree and certificate

Measure of Success/Desired Outcome

Estimated Cost(s) None

Record of student enrollments in the programs

Who is responsible? Institutional Research

Consequence if not funded We will continue to lack good data on who and where students are within the program. Without this data it is difficult to address program success and retention issues.

External Accreditation Recommendations (if applicable) NA


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Program: FOR/NR

Year: 2009



Recommendation Number and Title 3. Develop additional degrees, options and certificates.


Estimated Completion Date 2011

Action/Tasks Fill out required forms (511), submit to Curriculum Committee, Far North Regional Consortium and Chancellor’s

Office.

Measure of Success/Desired Outcome Approved degree option and certificate.

Estimated Cost(s) $5000 (release time or contract out)

Who is responsible? T. Baker

Consequence if not funded Lack of flexible options and continued few degrees/certificates granted and reduced recruitment potential.

External Accreditation Recommendations (if applicable)


Program: FOR/NR

Year: 2009



Recommendation Number and Title 4.Subject-matter tutor


Estimated Completion Date ongoing


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5.1 b

Action/Tasks

Measure of Success/Desired Outcome

Estimated Cost(s) $5,000

Use of specialized tutor and increased success rates in FNR courses.

Who is responsible? Academic Support Center

Consequence if not funded Continued lower than desired success rates in technical classes

External Accreditation Recommendations (if applicable)


Program: FOR/NR

Year: 2009



Recommendation Number and Title 5. Enclose shooting range


Estimated Completion Date 2010

Action/Tasks Design and send out bids to enclose shooting range.

Measure of Success/Desired Outcome campus forests.

Completion of construction and increased access/quality of educational experience in

Estimated Cost(s) $150,000 (originally included in Measure Q Bond but never funded at the College).

Who is responsible? College President

Consequence if not funded Continued lack of safe access and productive learning environment

External Accreditation Recommendations (if applicable) Access to a learning forest is required to meet accreditation standards b.

If you do not have a QIP, refer to the goals and plans from your previous annual update.

For each goal and/or plan, comment on the current status of reaching that goal and/or completing the plan.


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5.1 b

List any new goals and plans your area has for the coming year, and indicate how they are aligned with the goals/objectives in

CR’s Strategic Plan. (CR’s strategic plan is located on the web at http://inside.redwoods.edu/StrategicPlanning/strategicplan.asp).

Apart from activities outlined in the QIP and the program Strategic Plan, we are pursuing MOU's with the North Coast Regional Land

Trust and the Humboldt Redwoods Company for access to private lands for more and varied experiential learning activities in field labs. These will not replace access to College forests and face significant hurdles in the logistics of transporting students to field sites.

This increased access should improve recruitment, retention and success of our students.


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5.1 b

Additional Forms

Facilities and Classroom Technology Form

List classroom or instructional space name/number:

AT 127


Ventilation / room temp ADA access Number of seats / work stations Technology (computers, projectors, internet)

Other (briefly describe): The classroom furniture is in need of replacement to adequately fulfill the various needs of courses taught in the room. This includes replacing the tables with sturdier versions and replacing the chairs which are rapidly degrading.

Describe the specific action and cost to make this space adequate for your instructional needs:

$10,000


Sections:

7

Students:

200

Describe how these changes will improve student learning outcomes:

Improve the general learning atmosphere and probability for success.


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5.1 b


List classroom or instructional space name/number: Field Trips


Ventilation / room temp ADA access Number of seats / work stations Technology (computers, projectors, internet)

Other (briefly describe): The College lacks a coordinated and funded program for accessing field sites by various courses including most of the courses in Forestry and Natural Resources. This often precludes important learning experiences and makes meeting current learning outcomes difficult and prevents us from developing new and relevant learning outcomes. Relying on students to transport themselves to field sites limits the locations possible because of the need to adequate parking and liability concerns on private roads. While the College deems transportation of sports teams an essential function of the College, it does not seem to consider field trips as important given funding priorities over the last 10 years.


Dedicated vans or bus transportation for various program courses.


Sections:

4

Students:

100

Describe how these changes will improve student learning outcomes: Provide access to varied field sites for increased exposure to field-based learning.


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Ventilation / room temp ADA access Number of seats / work stations

Other (briefly describe):

Technology (computers, projectors, internet)



Sections: Students:


5.1 b


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Ventilation / room temp ADA access Number of seats / work stations

Other (briefly describe):

Technology (computers, projectors, internet)



Sections: Students:


5.1 b


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PLO.






Or PLO Measured

:


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5.1 b




PLO.






Or PLO Measured

:


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5.1 b




PLO.






Or PLO Measured

:


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5.1 b




PLO.






Or PLO Measured

:


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5.1 b

Annual Program Review Update 5.1 b Forestry and Natural Resources

Annual Program Review Update

estricted funds have a sponsor/grantor/donor (federal, state, local government, etc). The funds are restricted by the sponsor/grantor/donor. Everything else is unrestricted.

Facilities, and Classroom Technology Form

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Annual Program Review Update 5.1 b Forestry and Natural Resources

Annual Program Review Update

estricted funds have a sponsor/grantor/donor (federal, state, local government, etc). The funds are restricted by the sponsor/grantor/donor. Everything else is unrestricted.

Facilities, and Classroom Technology Form

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