2009-10
INTEGRATED PLANNING
PLANS AND GOALS COMMITTEE
TABLE OF CONTENTS
INSTRUCTIONAL PROGRAM REVIEW ................................................................................... 4
Addiction Studies ........................................................................................................................ 5
Administration of Justice ............................................................................................................ 7
Agriculture ................................................................................................................................ 10
Anthropology and Sociology .................................................................................................... 15
Art ............................................................................................................................................. 18
ASN Nursing ............................................................................................................................. 21
Automotive Technology ........................................................................................................... 22
Biology and Environmental Sciences ....................................................................................... 26
Business Technology ................................................................................................................ 30
Business and Economics ........................................................................................................... 35
Chemistry and Physical Sciences.............................................................................................. 41
Computer Information Systems ................................................................................................ 43
Construction Technolog ............................................................................................................ 46
Dental Assisting ........................................................................................................................ 54
Diesel and Heavy Equipment.................................................................................................... 55
Digital Media ............................................................................................................................ 60
Drafting Technology ................................................................................................................. 64
Early Childhood Education ....................................................................................................... 69
Earth Science/Astronomy ......................................................................................................... 74
English ...................................................................................................................................... 78
Forestry/Natural Resources ....................................................................................................... 83
Health Education/Physical Education/Dance ........................................................................... 88
History/Cinema ......................................................................................................................... 90
Hospitality Restaurant and Culinary Arts ................................................................................. 92
Languages ................................................................................................................................. 94
Library Studies .......................................................................................................................... 97
Library-General......................................................................................................................... 99
LVN-Nursing .......................................................................................................................... 100
Mathematics ............................................................................................................................ 101
Medical Assisting.................................................................................................................... 105
MI/IT/CET .............................................................................................................................. 106
Music/Drama........................................................................................................................... 113
Philosophy............................................................................................................................... 116
Physics/Engineering ................................................................................................................ 117
Political Science ...................................................................................................................... 119
Psychology .............................................................................................................................. 123
Real Estate .............................................................................................................................. 125
Speech/Journalism .................................................................................................................. 127
Welding Technology............................................................................................................... 129
STUDENT SERVICES PROGRAM REVIEW ......................................................................... 135
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2009-10 Program Review
Admissions and Records ......................................................................................................... 136
Advising .................................................................................................................................. 140
Assessment .............................................................................................................................. 144
Athletics .................................................................................................................................. 146
CalSOAP ................................................................................................................................. 148
Campus Life ............................................................................................................................ 150
Child Development Center ..................................................................................................... 155
Counseling and Career Center ................................................................................................ 158
Disabled Students Programs and Services .............................................................................. 161
Distance Education ................................................................................................................. 164
Equal Opportunity Programs and Services ............................................................................. 166
Financial Aid ........................................................................................................................... 168
Residential Life ....................................................................................................................... 171
Tutoring- ................................................................................................................................. 172
Upward Bound ........................................................................................................................ 173
Plans and Goals Committee
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2009-10 Program Review
INSTRUCTIONAL PROGRAM REVIEW
Plans and Goals Committee
4
2009-10 Program Review
Addiction Studies
Addiction Studies- October 18, 2009 (NO REVISIONS)
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):
Associate faculty for Addiction Studies agreed to re-write the curriculum for the course(s) they
were scheduled to teach. There were two additional community professionals who agreed to
write curriculum not covered during the 2008-09 academic year. This
process was guided by a member of the curriculum committee meeting every two weeks. The
curriculum re-writes provided standardizations that are consistent with standards of the
California Association for Alcohol/Drug Educators (CAADE) and TAP 21.
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.
According to the CA-EDD Labor Market Info web site, Substance Abuse and Behavioral
Disorder Counselors have the potential of earning an annual mean income of $36,558 in
Humboldt County. Between 2004 and 2014 it is estimated that the number of positions in this
field will increase by approximately 20. Including replacement for vacancies this is an annual
average of 5 openings per year. College of the Redwoods is the only local training facility for
substance abuse counselors. There is no data available for Del Norte County and the site referred
back to the data for Humboldt County.
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
b. If you do not have a QIP, refer to the goals and plans from your previous annual update.
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2009-10 Program Review
Addiction Studies
For each goal and/or plan, comment on the current status of reaching that goal and/or
completing the plan.
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).
Provide adequate reassigned time for a full time faculty member to more fully develop the
program beyond normal
coordinating role of scheduling courses and engaging in faculty selection and evaluation.
Plans and Goals Committee
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2009-10 Program Review
Administration of Justice
Administration of Justice-Updated September 24, 2009
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual
Update? (Have you shifted departments? Have new degrees or certificates been created by
your program? Have activities in other programs impacted your area or program? For
example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
ADMINISTRATION OF JUSTICE:
There have been no changes in the Administration of Justice program.
POST COURSES:
Only the Basic Law Enforcement Academy (among the Public Safety Dispatch Academy,
Corrections Core Course, and Advanced Officer Training) has undergone modification. The
Basic Law Enforcement academy Certificate has been adjusted due to the new modular
presentation of "AJ 80" which will be explained in further detail below (Item #11 of this report).
FIRE TECHNOLOGY:
The Fire Technology program is starting up again after a long period of inactivity. The program
was stopped in the early 1980's when the college administration at that time shifted away from
vocational technology programs. There have been sporadic course offerings limited to advanced
training since then, but the program itself remained fairly dormant until 2008 when a decision
was made by the current administration to reinstitute the Fire Technology program. We have
entered into an instructional services agreement with the US Forest Service to provide instruction
for 19 classes that will start in late Fall 2009 (after the fire season). Additionally, plans are being
developed for an AS degree program, a Fire Officer series of classes, and a full Fire-1 Academy
that will start by Fall 2010.
3. Labor Market Review (for occupational programs)
Occupational programs must review their labor market data.
Provide a narrative that addresses the following issues
d. Documentation of lab market demand
e. Non-duplication of other training programs in the region.
f. Effectiveness as measured by the employment and completion success of its students.
The demand for peace officers has dropped off in the past 18 months primarily due to the state
budget crisis and the trickle-down impact on local and county governments. College of the
Redwoods is the regional training center for programs approved by the California Commission
on Peace Officers Standards and Training. The closest training centers to us are in Santa Rosa
and Chico. Graduates from the Basic Academy meet the requirements to be hired anywhere in
the state as peace officers, but few are getting hired lately because of the budget problems. In
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Administration of Justice
2004-2007 about 70% of the academy graduates were being hired either during or shortly after
the academy ended. With the class that graduated in June 2009 only 40% have been hired (9 of
22 graduates) and six of those had already been hired before the academy began. When the
pendulum swings back there will be many qualified applicants for the positions.
In the Corrections field, there is an ongoing demand for Correctional Officers. The Humboldt
County Sheriff's Office reported they hire an average of 14 new correctional officers per year.
About 10% of those are students who have already completed the Corrections CORE course
before they were hired. Because of the distance, lower turnover, and relatively short time of the
course (5 weeks) we get few pre-employment students coming from Del Norte or Mendocino
counties.
For Fire Technology, there are a limited number of paid firefighter positions locally. The Eureka
Fire Department and Humboldt Fire District #1 are the only agencies will full-time paid staff.
The Arcata Fire Department has a mostly volunteer-based department. The rest of the local fire
departments in the county are volunteer departments. Del Norte County has only one career
local government fire chief . The rest bof the department is volunteer. Humboldt Fire District
#1 and the Arcata Fire Department are both anticipating at least two openings in the next 5 years
due to retirements. For Eureka & Humboldt Fire District #1, there will be at least 10 vacancies
each over the next five years. The biggest source of employment will be with CalFire. The
Governor has told the Cal Fire employees that furlough days and pay decreases will not effect
their retirement calculations. Five years ago, Cal Fire estimated a 50% retirement. Cal Fire did
not reach the 50% mark over the last five years due to the change in the economy. Since the
change with required state furlough days and the decrease in pay, there is a strong possibility of a
mass exodus.
For most local fire agencies and CalFire, the state's continuing budget problems seem to be the
source of employment uncertainty. If the economy rebounds, there will be plenty of jobs. If not,
jobs may be scarce in the fire as well as the law enforcement areas.
13. Goals and Plans. Address either item a. or b. in the section below
a. If you have undergone a comprehensive review, attach your Quality Improvement Plan
(QIP) and address progress made on the plan and list any new plans that have been developed
(using a new QIP form).
QIP Attached
N/A
b. If you do not have a QIP, refer to the goals and plans from your previous annual update.
For each goal and/or plan, comment on the current status of reaching that goal and/or
completing the plan.
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2009-10 Program Review
Administration of Justice
There were no new goals/plans addressed in last years's Program Review. The two goals
mentioned here are actually from the 2007/2008 review. The first goal was to attract additional
associate faculty. We have worked on this and for the Fall 2009 semester we have two new
associate faculty teaching classes. We still need driving instructors for the Basic Academy and
Advanced Officer training and will continue to work with the Law Enforcement Chiefs of
Humboldt (LECAH) and the Law Enforcement Training Manager's Association (LETMA) to
meet these instructor needs.
List any new goals and plans your area has for the coming year, and indicate how they are
aligned with the goals/objectives in CR’s Strategic Plan. (CR’s strategic plan is located on
the web at http://inside.redwoods.edu/StrategicPlanning/strategicplan.asp).
1. Increase the retention and success rates for the Administration of Justice courses (AJ1-11).
2. Increase the retention and success rates for any courses offered through the Virtual Campus.
3. Have the Fire Technology degree courses and the Firefighter I Academy operational by Fall
2010.
Plans and Goals Committee
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2009-10 Program Review
Agriculture
Agriculture-Updated October 7, 2009
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual
Update? (Have you shifted departments? Have new degrees or certificates been created by
your program? Have activities in other programs impacted your area or program? For
example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
A new A.A. degree option was created in 2009 to provide a transfer pathway for Agriculture
students. This is in addition to the 5 degrees and cerficates already in place in AG. Several new
courses (or old inactivated courses) were developed to meet the tranfer needs of this new
pathway. The program also received a CALTrans/California Coastal Commission mitigation
grant of $2,000,000 designated specifically for the Shively Farm. While this grant provides
exceptional opportunities, the funds are severely restricted in how they can be used, particularly
the $500,000 designated for equipment and facilities. The additional funds establish an
endowment for a Farm Manager/Faculty member, a position currently held by Franz Rulofson. It
has allowed for some expansion of Franz's teaching role within the AG program.
Additionally, we conducted an outside review of AG (and FOR/NR) several years ago by the
Statewide AG Advisory Committee (see March '09 Comprehensive Review) that made several
recommendations that the College has yet to provide adequate resources to address. However, a
major point of that review was to hire a full-time AG position to replace Bert Walker following
his retirement and the College has begun a search to fill that position (first search unsuccessful,
second under way).
Finally, a Comprehensive Program Review Document was completed in March of 2009, please
refer to that document for additional information that is not repeated in this document.
3. Labor Market Review (for occupational programs)
Occupational programs must review their labor market data.
Provide a narrative that addresses the following issues
g. Documentation of lab market demand
h. Non-duplication of other training programs in the region.
i. Effectiveness as measured by the employment and completion success of its students.
a. AG is in a gray area with regards to both Occupational programs and transfer programs
because of the wide variety of student goals. While a number of students do pursue degrees and
certificates for occupational needs, many others are either seeking transfer or personal
enrichment. Please see the Comprehensive Review from March 2009 for job market data. It is
not included here because of format limitations.
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Agriculture
b. There are no other AG programs within the service area of CR.
c. We lack any tracking data to determine overall completion rates or employment.
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
Please note that the QIP was completed in March of 2009, hence little time has passed to
accomplish any of the goals listed. Below is the QIP from that document.
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.
Complete a Quality Improvement Form for each of the numbered recommendations cited in the
Recommendations section above. You will need to complete a separate form for each
recommendation.
Quality Improvement Form
Program: Agriculture
Year: Spring 2009
Submitted by: David Bazard and Tim Baker
Category
Descriptions
Recommendation Number and Title #1 Complete the updating of all Ag course outlines. This
includes development of student learning outcomes (SLOs) for each course.
Planned Implementation Date Ongoing
Estimated Completion Date 12/09
Action/Tasks Update course outlines
Measure of Success/Desired Outcome
Course Outlines Accepted and submitted by the
Curriculum Committee and approved by the Senate and Board of Trustees
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Agriculture
Estimated Cost(s)
No cost, unless Associate Faculty are hired to write course outlines (which
as been done for four outlines this semester.
Who is responsible? Dean of Academic Affairs and Full-Time Ag Faculty
Consequence if not funded No funding; but courses may not be allowed to be taught
External Accreditation Recommendations (if applicable) Required for District Accreditation
Category
Descriptions
Recommendation Number and Title #2 - Develop a systematic means of assessing SLOs for
each course and train faculty to administer and record SLO assessment.
Planned Implementation Date Ongoing as course outlines are updated with measureable SLOs
Estimated Completion Date 5/10
Action/Tasks A specific plan for how SLOs will be measured (and which ones) for each course
by the various instructors.
Measure of Success/Desired Outcome
Documented SLO assessment and documentation of
use of results
Estimated Cost(s)
No cost
Who is responsible? Agriculture Faculty, Academic Affairs Dean
Consequence if not funded Loss of College Accreditation. Lack of documentation to assure
students and community of instructional quality
External Accreditation Recommendations (if applicable) NA
Category
Descriptions
Recommendation Number and Title #3 - Define specific Program Learning Outcomes for each
Degree and Certificate Offered.
Planned Implementation Date Beginning Fall 2009
Estimated Completion Date Fall 2009
Action/Tasks Develop specific Program Learning Outcomes for each degree and certificate
offered
Measure of Success/Desired Outcome
Record of specific PLOs for each program
Estimated Cost(s)
None
Who is responsible? Full-Time Agriculture Faculty
Consequence if not funded NA
External Accreditation Recommendations (if applicable) Required for School-wide
Accreditation
Category
Descriptions
Recommendation Number and Title #4 - Complete the implementation of an Agriculture Area
of Emphasis within the Liberal Arts AA degree.
Planned Implementation Date Fall 2009
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2009-10 Program Review
Agriculture
Estimated Completion Date Spring 2009
Action/Tasks Follow through on submitting Substantial Change Form to the AA degree
Measure of Success/Desired Outcome
Institution of an Agriculture Area of Emphasis
within the AA Liberal Arts degree
Estimated Cost(s)
None
Who is responsible? Division Chair / Dean, Academic Affairs
Consequence if not funded Difficult to attract students who intend on transferring to a 4-year
institution to major in an agriculture field
External Accreditation Recommendations (if applicable) NA
Category
Descriptions
Recommendation Number and Title #5 - Work with the Institutional Research Department and
the Ag Advisory Committee to develop graduate and employment surveys.
Planned Implementation Date Fall 2009
Estimated Completion Date Ongoing
Action/Tasks Develop student and Employer surveys
Measure of Success/Desired Outcome
Record of surveys
Estimated Cost(s)
Unknown – perhaps a cost for mailing
Who is responsible? Full-Time Agriculture Professor
Consequence if not funded None
External Accreditation Recommendations (if applicable) NA
Category
Descriptions
Recommendation Number and Title #6 - 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 agriculture
degree and certificate
Measure of Success/Desired Outcome
Record of student enrollments in the programs
Estimated Cost(s)
None
Who is responsible? District, VP of Academic Affairs, Dean of Academic Affairs, Dean of
Career and Technical Ed. Admissions and Records Manager
Consequence if not funded None
External Accreditation Recommendations (if applicable) NA
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2009-10 Program Review
Agriculture
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.
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).
Plans and Goals Committee
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2009-10 Program Review
Anthropology and Sociology
Anthropology and Sociology-Updated October 7, 2009
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual
Update? (Have you shifted departments? Have new degrees or certificates been created by
your program? Have activities in other programs impacted your area or program? For
example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
This fall of 2009, the Eureka Campus hired a new full-time sociologist, Dana Maher. Dana is a
community sociologist who comes to us with specialties and interests in sexualities and gender
studies, research methods, and the sociology of culture. Despite this recent hire, the discipline is
still in need of another full-time faculty member to help teach and manage the 23 sections that
the Eureka campus has staffed this fall semester (Eureka Campus, EDTN, Arcata,
McKinleyville, Virtual, and South Fork High School). Additionally this fall, the Del Norte
Campus hired a full-time Psychology/ Sociology position, Philip Mancus. Philip is an
environmental sociologist. On the Eureka Campus, Shaw served as division chair from 20072009, during which time associate faculty taught the majority of the anthropology classes. She
has now returned to her duties, teaching 5/13 Anthropology sections covered by Eureka-based
faculty.
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.
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
Plans and Goals Committee
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2009-10 Program Review
Anthropology and Sociology
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.
ANTH
1) Carry out coursewide assessment in ANTH 3 - completed
2) Continue to increase enrollments - achieved
NAS
1) Advocate for SOC/ NAS faculty member - in process; if/ when a form becomes available to
request a new position, Shaw and Maher will complete the form.
SOC
1) Hire FT sociologist - achieved
2) Advocate for a second sociologist for an understaffed department - in process; if/ when a form
becomes available to request a new position, Shaw and Maher will complete the form.
List any new goals and plans your area has for the coming year, and indicate how they are
aligned with the goals/objectives in CR’s Strategic Plan. (CR’s strategic plan is located on
the web at http://inside.redwoods.edu/StrategicPlanning/strategicplan.asp).
1) Advocate for a full-time ADCT faculty member to revitalize the ADCT program, also capable
of developing the Human Services certificate. Revising ADCT and developing a Human
Services certificate will help students get jobs in their field; the latter would also prepare students
to transfer to HSU and potentially pursue the newly developed Master's program in the field,
thereby achieving Goal 1 - Enable Student Achievement of Educational Goals.
2) Advocate for a second SOC faculty member with NAS expertise. Without a full-time faculty
in NAS, it is not possible to offer the full range of NAS classes or develop new offerings. The
large SOC program also needs another full-time faculty member to manage its varied offerings
and mentor new associate faculty. These faculty are needed to maintain and improve the quality
of offerings, update curriculum, and conduct assessment. An inability to offer classes and ensure
that students receive consistent and high-quality information hampers Goal 1 - Enable Student
Achievement of Educational Goals.
3) Continue coursewide assessment in ANTH 3 and begin assessment in ANTH 1 to meet Goal 3
- Build a culture of assessment.
4) NAS does have SLOs; they've not been assessed yet. An email was sent fall 2009 to faculty in
NAS to determine if anyone will volunteer to design assessments appropriate for the discipline;
Shaw offered to coordinate any assessment efforts that take place but is not personally qualified
to design assessment for a discipline for which she has not been trained. Goal 3- Build a culture
of assessment.
5) SOC does have SLOs; they've not been assessed yet. During the 2009-2010 school year, the
new FT Soc faculty member will review course curriculum for all Soc classes to learn about
what our SLOs are in this discipline. Learning about SLO assessment and priority development
of a plan for SLO assessment is on this department's docket for the 2010-2011 academic year. As
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Anthropology and Sociology
assessment training and support is made available, Soc will be able to begin assessment within
this discipline in order to meet Goal 3- Build a culture of assessment.
6) SOC to allocate time in the 2010-11 school year to explore history of, acquire training and
begin planning revitalization of the Sexual Health Literacy Project on the Eureka campus to meet
Goal 4 - Contribute to the economic, cultural and social well-being of the Northcoast community
.
Plans and Goals Committee
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2009-10 Program Review
Art
Art-Updated October 9, 2009
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual
Update? (Have you shifted departments? Have new degrees or certificates been created by
your program? Have activities in other programs impacted your area or program? For
example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
Eureka Campus: No substantive changes have occurred since our last Program Review.
Mendocino Campus: No substantive changes have occurred since our last Program Review.
Del Norte Campus: No substantive changes have occurred since our last Program Review.
Instructional Sites/Alternate Locations:
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.
N/A
13. Goals and Plans. Address either item a. or b. in the section below
a. If you have undergone a comprehensive review, attach your Quality Improvement Plan
(QIP) and address progress made on the plan and list any new plans that have been developed
(using a new QIP form).
QIP Attached
N/A
b. If you do not have a QIP, refer to the goals and plans from your previous annual update.
For each goal and/or plan, comment on the current status of reaching that goal and/or
completing the plan.
Eureka Campus: These were our goals from our last annual update:
Plans and Goals Committee
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2009-10 Program Review
Art
1. Obtain a full time art professor to teach General Education, Technology, New Media, and fine
art-based Welding courses. (Not yet accomplished.)
2. Expand our offerings in lecture-based Distance Education courses. (Accomplished.)
3. Continue to integrate technology into all of our instructional delivery modes. (Partly
accomplished and partly in progress.)
4. Obtain the needed facilities upgrades, equipment, and initiatives detailed in this document to
improve our instructional environment. (Partly accomplished.)
5. Work with IT to create an Art Department server and website. (Not yet accomplished.)
6. Establish a dedicated Visiting Artists’ Program to serve our students and establish ties with the
local community. (Accomplished.)
7. Continue our plan to assess the Student Learning Outcomes for the many courses that we
offer. (Partly accomplished.)
Mendocino Campus: The most important goal is to hire a full-time faculty to replace Bob
Rhoades. Perhaps this person could be the driving force for us moving into digital media/visual
arts. The second goal is to continue to integrate technology into all of our instructional delivery
modes. The third is to obtain the needed facilities upgrades, equipment, and initiatives detailed in
this document to improve our instructional environment. The fourth is to continue our plan to
assess the Student Learning Outcomes for the many courses that we offer.
Del Norte Campus: We would like to re-institute the ceramics offerings and continue to support
the fledgling digital media classes. We believe our drawing and painting classes will also
continue to be heavily enrolled and serve a diverse audience from community members to degree
seeking students.
Instructional Sites/Alternate Locations:
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).
Eureka Campus:
1. Obtain a full time art professor to teach General Education, Technology, New Media, and fine
art-based Welding courses.
2. Obtain the needed facilities upgrades, equipment, and initiatives detailed in this document to
improve our instructional environment.
3. Continue to integrate technology into all of our instructional delivery modes.
4. Continue our plan to assess the Student Learning Outcomes for the many courses that we
offer.
5. We are currently creating a “road map” to help guide students through the art courses they
need for an Associates degree in Fine and Performing Arts. This guide will take the form of a
brochure highlighting the recommended coursework. We will also work with CR’s advisors and
counselors to ensure that art students know the best path to a degree.
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2009-10 Program Review
Art
Mendocino Campus: The most important goal is to hire a full-time faculty to replace Bob
Rhoades. Perhaps this person could be the driving force for us moving into digital media/visual
arts.
Del Norte Campus: 1. We would like to budget specific dollars to insure that all art equipment is
in usable condition or that it is repaired. 2. Ensuring that our computer lab can provide students
with a successful art experience requires that our computer lab be overseen by a computer
technician. At present, that position is presently funded on a part-time basis. The needs in
digital media cannot be sufficiently addressed within that person's current part-time workload. 3.
As software upgrades are frequent, we will need to be prepared to purchase upgrades/emerging
software programs in order for the digital media classes to offer current content to students.
Instructional Sites/Alternate Locations:
Plans and Goals Committee
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2009-10 Program Review
ASN-Nursing
ASN Nursing-Updated (NO SUBMISSION)
Plans and Goals Committee
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2009-10 Program Review
Automotive Technology
Automotive Technology-Updated October 19, 2009 (NO REVISION)
. 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):
The AT Program went through an On-Site Recertification by a NATEF Evaluation Team last
April which we passed and received our Recertification Plaque, which is proudly displayed in
the auto shop. We received some commendations and recommendations from NATEF, the most
contentious being updating of the instructional delivery system from the outdated overhead
projector system because it was also a recommendation on are initial certification 5 years prior.
However, we were able to upgrade this Fall to a projector and are currently developing
PowerPoint’s and other multimedia presentations. We hired a second full-time faculty, Mr. Paul
Hidy, after a 5 year search, which doubled our course offerings and FTES. Unfortunately, we did
not receive a substantial budget increase to accommodate the extra resources required to support
the increase. Additionally, AT instructional support staffing which was initially approved by the
Cabinet for 38 hours a week in anticipation of the increased course offerings, got cut prior to
start of Fall due a state budget cut. This left us with 19 hours a week for the ISS which is less
than we had last year at 24 hours Fall and 19 Spring and only covers 2.5 of the 5 classes and
leaves no time for repairing and maintaining the vehicle fleet, assisting in prepping (bugging)
vehicles for class, maintaining shop equipment and supply inventories. We have been approved
to hire a second 19 hour a week position but it has been difficult in the past to find someone with
the necessary skills willing to work for those wages. After several weeks of advertising we
currently have 2 applicants which is frustrating knowing we already have a qualified person
willing to work the additional hours if the budget allowed.
3. Labor Market Review (for occupational programs)
Occupational programs must review their labor market data.
Provide a narrative that addresses the following issues
a. Documentation of lab market demand
b. Non-duplication of other training programs in the region.
c. Effectiveness as measured by the employment and completion success of its students.
a. Meets a documented labor market demand,
EDD Estimated Auto Repair Tech's employed in 2006 CA 79,000 projected for 2016 90,200.
Resulting in a 14.2% projected growth in CA, with a 4.8% projected growth for the North Coast
Region.
EDD
Estimated Annual Job Openings
Plans and Goals Committee
22
Due to replacement
Due to growth
2009-10 Program Review
Automotive Technology
CA
18,500
North Coast Region
146
15,800
130
2700
16
b. Does not represent duplication of other training programs (in the region), and
The nearest comparable training programs, community college level, are Shasta and Mendocino
College. AT developed and revises articulation agreements with 3 local high school programs in
an effort to continuously develop the “2 + 2” model of matriculation relative to the Carl Perkins
Reauthorization or VTEA.
c. Is of demonstrated effectiveness as measured by the employment and
completion success of its students.
Please review the Follow Up Study Data collected annually in accordance with NATEF
Standards. I had to send it in separately as this form didn't allow incorporation so it will be
attached as addendum A. The data indicates the program to be highly effective at preparing and
placing students into automotive career paths. Follow Up Study data collected since 2001
indicates 89% of completers find work in this industry locally. Further analysis reveals the top
reason given for not gaining employment in this field is they did not apply or actively seek
employment. Anecdotally this sentiment is reflected in networking with local industry
representatives through advisory meetings and/or fielding requests for employment through my
office. The Follow-Up Study is in progress for 2005-2008 and will be completed this year and
included in next years review however, preliminary data reveals 100% response rate of
completer graduates and 100% placement rate in industry.
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
Recommendation # 1 Fill vacant faculty position
Recommendation: Advertise and fill open full-time faculty position.
Planned Implementation Date:
As soon as possible
Estimated Completion Date:
2008-09 or 2009-10 school year
Action/Tasks: Advertise position in CAT and NACAT newsletter, form selection committee,
review applications, select candidate
Measure of Success/Desired Outcome;
Double FTES and course offerings, shorten completion time for students, improve quality of
instruction by limiting scope and breadth of material assigned to individual instructor.
Estimated Cost(s)
$70-100K
Who is responsible? Human Resources will work cooperatively with program coordinator
Plans and Goals Committee
23
2009-10 Program Review
Automotive Technology
Consequence if not funded:
Continued decline in completion rates, non competitive with other training programs, prolonged
completion times for students, low FTES generation.
If this recommendation is not
funded, how will students, the program, the college, or the community be negatively impacted?
External Accreditation Recommendations:
The NATEF On-Site Evaluation Team stipulated this in the 2003 report.
This goal was achieved in 2009. We have a new faculty member Paul Hidy on staff.
Recommendation # 2 Upgrade equipment
Recommendation: Upgrade equipment used in training process.
Planned Implementation Date: Spring 2008.
Estimated Completion Date: Spring 2008
Action/Tasks: Analyze needs, complete assessment of local shop inventories, review NATEF
2008 revised standards.
Measure of Success/Desired Outcome:
Pass NATEF On-Site Evaluation scheduled for 2008. Continued certification of program.
Improved quality of program as evidenced by follow-up study and advisory committee input.
Estimated Cost(s):
$250-300K Funding was approved for this effort through Measure Q
Who is responsible: Program Coordinator will work collaboratively administration
Consequence if not funded:
Equipment will continue to degrade in quality of educational experience and reliability. Possible
class cancellations due to lack of proper equipment
External Accreditation Recommendations:
NATEF requirement to continually upgrade to meet industry standards.
This goal was accomplished through partial funding from instructional block grant and VTEA.
Though we did update facilities and equipment as originally proposed in Measure Q Bond
package, we were able to satisfy NATEF requirements and pass the Re-Certification On-Site
Evaluation.
Recommendation # 3 Upgrade classroom delivery method
Recommendation: Upgrade classroom delivery methods
Planned Implementation Date:
Summer 2008
Estimated Completion Date:
Fall 2008
Action/Tasks: Install projector and screen in AT 128
Measure of Success/Desired Outcome:
Improve interest and participation of students. Improved augmentation of learning process.
Estimated Cost(s):
$3500-5000 Measure Q approved remodel
Who is responsible: Program Coordinator will work collaboratively with Administration
Consequence if not funded: Antiquated delivery method continues. Lack of interest from
students, diminished quality of education
Plans and Goals Committee
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2009-10 Program Review
Automotive Technology
External Accreditation Recommendations:
Recommendation of NATEF On-Site Evaluation Team during 2003 Accreditation visit.
This goal is partially complete and on schedule for completion this school year, funding provided
through Division Office.
Recommendation # 4 Acquire sustainable Budget
Recommendation: Develop sustainable Budget and annual review process
Planned Implementation Date:
A soon as possible
Estimated Completion Date:
2008-09 School year
Action/Tasks: Provide administration with in depth analysis of operational cost of program,
negotiate reasonable budget
Measure of Success/Desired Outcome;
Improved flow of resources, reduced downtime of equipment, improved planning for mandated
professional development activities, continued support for Technical Information Library
Estimated Cost(s)
$6-8K Annually
Who is responsible: Program Coordinator will develop and provide cost analysis and projections
to administration for review
Consequence if not funded:
Continued gaps in TIL service, possible lack of support for mandated Professional development,
increased equipment downtime, possible loss of NATEF Accreditation
External Accreditation Recommendations:
The NATEF On-Site Evaluation Team stipulated this in the 2003 report.
This goal is in progress but, unexpected state budget cuts have impeded progress.
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.
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).
Plans and Goals Committee
25
2009-10 Program Review
Biology and Environmental Sciences
Biology and Environmental Sciences-Updated October 6, 2009
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual
Update? (Have you shifted departments? Have new degrees or certificates been created by
your program? Have activities in other programs impacted your area or program? For
example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
Biology:
Students are matriculating with clear awareness of new Associate's degrees in Liberal Arts:
Science and Liberal Arts: Science Exploration. We must continue to work to clarify for students
which degree is appropriate for life science majors and which is for students only generally
interested in sceince with no intent to transfer and major in science. Advertising the Science
Transfer Prep program and it's faculty advising component are critical in this regard, as is staying
in close contact with Counseling, and these combined efforts ensure that students who intend to
transfer are steered early on into appropriate math, chemistry, physics and biology courses.
Increased nationwide interest in nursing careers continues to increase demand for pre-nursing life
science courses. We have added sections of pre-nursing classes each semester, these sections are
filling, and it appears that we have not yet reached saturation in this regard.
The biggest status change in our program concerns the way in which general enrollment
increase, increased student demand for life science courses, and requests byt the Administration
to grow enrollment as much as possible all impact our budget and stockroom staff. We have
been successful in adding sections and filling them, not just in pre-nursing courses, but in all our
courses. Biology courses are lab intensive and this is justified in terms of student learning.
Scientific concepts are better grasped when applied, visualized and used as the basis for
manipulative excercises. This means that our supply budgets are high, and our stockroom staff
spend a great deal of their daily time base preparing for one lab and breaking down another.
These daily tasks are in addition to ongoing responsibilities that include significant chemical and
specimen inventory, equipment and specimen maintenance, and general equipment
troubleshooting. We have reached a breaking point: our resources have not increase; our FTES
and number of sections have increased, and we have run out of creative ways to operate more
effciently and more leanly. We cannot continue to add sections and students without a
concommitant increase in 1) operating budget and 2) stockrom classified staff and 3) federal
workstudy student allocation. This will be a recurring theme of this Annual Update.
Environmental Science:
The Environmental Science courses continue to be popular for nonmajors as well as students
preparing for careers in environmental- related fields.
3. Labor Market Review (for occupational programs)
Plans and Goals Committee
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2009-10 Program Review
Biology and Environmental Sciences
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.
N/A
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
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.
Biology:
From the 2008/2009 Annual Update:
Our goals for the coming year are:
1) to complete the assessment cycle and begin implementing the necessary adjustments to our
courses and/or course outlines to achieve our objectives;
2) to start, with science colleagues, defining program-level outcomes and assessment for the new
LA: Science and LA: Science Exploration degree pathways;
3) to start incorporating biotechnology labs into our curriculum, taking advantage of recently
acquired DNA-analysis equipment and reagents (thanks to a 2007/2008 Block Grant);
4) to take steps to increase FTES by adding a new full time faculty member, and new classroom
equipment and technologies.
With regards to these goals, progress is as follows:
1) We have completed the first round of assessment by focusing on one SLO in each course. In
some cases this have led to interesting discussions among colleagues regarding both defintion of
reasonable outcomes and assessment strategies, reaffirming the value of the SLO/ assessment
paradigm. (Linked to Strategic Plan Goal #3.)
2) Through collegial consultation and discussion we generated a set of PLOs for both the LA:
Science and the LA: Science Exploration degree pathways. We also began the process of
creating a Science Advisory Committee by drafting a letter of invitation to local faculty, K-12
educators, and scientific professionals. (Linked to Strategic Plan Goal #3.)
Plans and Goals Committee
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2009-10 Program Review
Biology and Environmental Sciences
3) We have been stymied on this front due to two unfortunate circumstances. First, the PCR
machine did not materialize due to a purchasing snafu related to turnover in our stockroom
manager position, and by the time we realized this the funds were "gone" because of fiscal year
closure. Second, Dr. Diqui LaPenta's sabbatical request to study biotechnology, stem cell
biology and regenerative medicine at HSU, and develop a GE lecture and online course in Stem
Cell Biology and Regenrative Medicine was denied. This professional development opportunity
for Dr. LaPenta was critical to attaining our goal to modernize our molecular and cell biology
curriculum. (Linked to Strategic Plan Goals # 1 and #2.)
4) We have been unsuccessful in our attempt to fill the position vacated by Mr. Reiner. We have
requested this position every year since he retired, have received widespread capus support for
its approval, and yet it has not been approved in part because of the overwheleming number of
vacant positions across our large district. (Linked to Strategic Plan Goals # 1 and #2.)
Environamental Science:
The 2008/ 2009 Annual Update put forth the main objective of updating and revising all
curriculum, and starting to develop more field offerings in Evironmental Science. We have
addressed the first of these and are still in progress on the second. (Linked to Strategic Plan Goal
# 1 and #3.)
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).
Biology:
Our goals this year are not surprisingly tied to our goals from last year. In particular:
1) We want to continue to assess our course student learning outcomes in a meaningful way.
This leads to valuable dialog among faculty, but also points out ways in which our curriculum
may need modification. As we update courses on schedule for revision we will be scrutinizing
our SLOs and the prerequisites for our courses. (Linked to Strategic Plan Goal # 3.)
2) Now that we have identified program-level student learning outcomes we need to have
discussions on how to start assessing these, and hope to report progress in this area in next year's
Program review. Also, we need to assemble the Science Advisory Committee to provide a wider
perspective on the quality and relevance of our program. (Linked to Strategic Plan Goal #3.)
3) Dr. LaPenta intends to apply again for her sabbatical leave at HSU. It is a high priority for our
department to do everything we can to assure her success, and our student's learning will be
impacted if she is not successful. Molecular and cell biology is one of the most rapidly
advancing disciplines in the life sciences, biotechnology continues to be an area with a
tremendous amount of job opportunity at technician and professional levels, and biotenchnology
and medical advances continue to permeate the political arena and yet the public is often
relatively ignorant of the science behind the issues. CR has a very real opportunity to help
educate citizens, train a technical workforce, and give potential medical researchers and
professionals the foundation they need to succeed after transfer to a four year institution.
Plans and Goals Committee
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2009-10 Program Review
Biology and Environmental Sciences
Meeting these lofty goals require a faculty with current training, and time to developm and
implement appropriate curriculum. (Linked to Stratgeic Plan Goals # 1 and #2.)
4) We will apply, once again, for a full time faculty position that replaces Mr. Reiner and will
serve as a primary instructor in the pre-nursing courses (sole repsonsibility for Biol 7 and 8, and
shared responsibility for Biol 2 and 6)and as a liason between the biology and nursing programs.
(Linked to Stratgeic Plan Goals # 1 and #2)
Environmental Science:
Our main goal this year for Environmental Science is to reinvigorate discussions that started and
abated 5 years ago…discussions regarding the benefits of creating Environmental Studies degree
and certificate programs. A trained workforce is always in high demand in both the private
sector and government agencies. Also, Environmental Studies is an increasingly popular major
that is fundamentally interdisciplinary, and as such, distinct from allied life science fields. We
already have some of the lower division required courses for the typical major (i.e., EnvSc 10
and 11) but would like to create a focus group to investigate whether moving in this direction
would be prudent for our discipline and for the college. (Linked to Stratgeic Plan Goals # 1)
Plans and Goals Committee
29
2009-10 Program Review
Business Technology
Business Technology-Updated October 23, 2009
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual Update? (Have you shifted departments?
Have new degrees or certificates been created by your program? Have activities in other programs impacted your area or program?
For example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
N/A
3. Labor Market Review (for occupational programs)
Occupational programs must review their labor market data.
Provide a narrative that addresses the following issues
a. Documentation of lab market demand
b. Non-duplication of other training programs in the region.
c. Effectiveness as measured by the employment and completion success of its students.
The Business Office Technology program prepares students for a wide variety of office and administrative support related fields. The
department offers two AS degrees: Office Professional and Computer Support Specialist, and certificates in Medical Office Business
Skills, Payroll, and Bookkeeping, to prepare students for jobs. Some of the job titles are: Office Clerk, Receptionist, Administrative
Assistant, Computer Support Specialist, and Secretary. A large variety of courses are offered, ranging from keyboarding and computer
applications to technical office procedures.
The North Coast Targets of Opportunity Report recommends that the North Coast focus on targets of opportunity as their top
economic and workforce development priorities. Specifically, this means: "Targeting occupations for recruitment, education, and
training that are critical to multiple targets of opportunity and are expected to grow in the future (e.g., accountants, customer service
representatives, computer support specialists, truck drivers)." In the report, six targets of opportunity were identified. Five of the six
Plans and Goals Committee
30
2009-10 Program Review
Business Technology
have far outpaced the regional growth rate for the economy as a whole, which is 1.5 percent. These fast growing targets of
opportunity are:
Management and Innovation Services (80 percent),
Diversified Health Care (34 percent)
Investment Support Services (22 percent)
Niche Manufacturing (19 percent)
Specialty Agriculture, Food, and Beverages (11percent)
(Source: Northcoast Targets of Opportunity Final Report" (October 22, 2007,
http://inside.redwoods.edu/Assessment/ProgRev/documents/Targets.pdf)
The report goes on to say “All of these targets of opportunity have not only a track record of growth, but prospects for future
expansion, especially if they can find the skilled talent they need. Employers involved in focus groups in each area identified specific
opportunities for future growth, which are described in this report. Together, these targets of opportunity are important to every county
in the region.
Employers in Management and Innovation Services identified the following entry-level workforce requirements: “there is a need for
better educated (BS/BA), PC-savvy, career
oriented individuals with good verbal and written communication skills who want
to stay in the region.” (North Coast Targets of Opportunity Report, page 44). The Business Technology department at College of the
Redwoods provides computer-application training and communication skills to transfer students who are seeking BS and BA degrees
in business and computer science.
Employers in Investment Support Services identified the need for “Lower-level staff such as tellers, clerks, and support staff (e.g.,
reception, data input).” Forty percent of the workforce is in mid-level jobs, such as customer service representatives, bill and account
collectors, and computer support specialists. (North Coast Targets of Opportunity Report, page 37.)
Employers in Niche Manufacturing identified workforce requirements for “mid-level practitioners such as office managers, customer
service, telephone sales people,… and “lower-level staff such as order clerks, office clerks, and receptionists.” (North Coast Targets of
Opportunity Report, page 37.)
According to the California Employment Development Department, Office Clerk, General is number seven on the list of occupations
with the most job openings in Del Norte, Humboldt, Lake, and Mendocino Counties, with 520 projected openings projected in 2006-
Plans and Goals Committee
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2009-10 Program Review
Business Technology
2016. The 2006-2016 list of fastest-growing occupations in Del Norte, Humboldt, Lake, and Mendocino Counties includes customer
service representatives as the seventh fastest-growing occupation, with a projected growth rate of 19.3 percent through 2016. The
growth rate for computer support specialists is 7.7 percent. (Source: California Employment Development Department (EDD),
http://www.labormarketinfo.edd.ca.gov/?pageid=146 )
Currently the College has no student follow-up processs or resources in place to collect information about employment rates of
graduates.
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
Rec#1) We plan to have the BT program updates and changes ready for the curriculum committee in spring of 2010 and to the North
Far North Regional Consortium by the end of spring 2010.
Rec #3) Plan to have advisory committees in place and meet in spring 2010. Del Norte comment: Inform us of the needs and skills
desired in this community. They would also serve as our “eyes and ears” in the community and give us feedback regarding the
Community’s satisfaction with our programs. Mendocino comment: An advisory committee was formed for the Medical Office
Business Skills certificate last spring, but it has not met yet. A replacement needs to be appointed.
Rec #4) Center for Entrepreneurial Studies has been postponed, redirected or discontinued. We have no information regarding who is
taking on this project.
Rec #5) Participated in CTEA last year and obtained equipment to enhance student attainment of outcomes. Currently participating
in the development of a NSF Virtual Enterprise grant application.
Rec #6) Collaborating with Grant Coordinator. Paul deMark sent out an email soliciting info for brochures last year. The Mendocino
Coast BT faculty sent him text for a brochure for the Medical Certificate. Costs would have come out of the Mendocino budget (max
$50) but no funds were available, so no brochures were created.
Rec #7) Attended articulation meetings, created articulations and attended North Coast School to Career Constortium meetings.
CRMC’s articulation agreement with Fort Bragg High School was renewed in March, 2009.
Rec#8) Will be making request of IR fall 2009 and develop and implement in spring 2010.
Rec #9) Will be making request of IR fall 2009 and develop and implement in spring 2010.
Plans and Goals Committee
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2009-10 Program Review
Business Technology
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.
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).
Rec
#
1
3
4
5
6
7
Description
Impl
Date
Est.
Comp.
Date
Restructure
current AS
Spring
2008
Collaborate
with Advisory
& Business
Collaborate
with
Entrepreneurial
Studies
Seek Funding
Market
Programs
Involvement
with High
Success Measures/
Desired Outcomes
Fall
2008
Action/
Tasks
Discussion with faculty,
research and submission of
changes to the Curriculum
Committee
Increased Program
Enrollment
Resp.
Person(s)
Business
Office
Technology
Faculty
Spring
2008
Ongoing
Schedule Meetings and
create agendas
Advisory and business
participation in meetings
Information
Sciences
Faculty
Spring
2008
Ongoing
Discussion and planning
with other department faculty
members
Spring
2008
Spring
2008
Fall
2007
Plans and Goals Committee
Ongoing
Work with VTEA Coordinator
Potential Funding for
Program
Ongoing
Ongoing
Work with Institutional
Research, Information
Sciences Department and
Public Information Officer
Meeting with High School
Instructors, determining
Development of
marketing materials and
distribution
Increased High School
Student enrollment
33
2009-10 Program Review
Est.
Cost
$???
NA
Unkno
wn
?
Business
Office
Technology
Faculty
Business
Office
Technology
and
Information
Sciences
Faculty
Business
Office
Consequence
if not Funded
External
Accred.
Rec.
NA
Meeting will
not be as
effective as
possible
NA
NA
NA
Development
and
distribution will
be limited
Not as many
opportunities
NA
NA
NA
Business Technology
Rec
#
Description
Schools
8
Create
Surveys
9
Obtain Data
from
Institutional
Research
Impl
Date
Est.
Comp.
Date
Spring
2008
Fall
2007
Plans and Goals Committee
Ongoing
Ongoing
Action/
Tasks
possible course articulations
as well as creating pathways
Work with Institutional
Research to develop
accurate, informative survey
instruments
Work with Institutional
Research to obtain and
interpret data to, inform
program direction and
development
34
Success Measures/
Desired Outcomes
Est.
Cost
High survey participation
and accurate data to
guide program
development
?
Resp.
Person(s)
Technology
Faculty
Business
Office
Technology
Faculty
NA
Business
Office
Technology
Faculty
Ability to make data
informed decisions
2009-10 Program Review
Consequence
if not Funded
External
Accred.
Rec.
?
NA
NA
NA
Business and Economics
Business and Economics-Updated October 21, 2009
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual
Update? (Have you shifted departments? Have new degrees or certificates been created by
your program? Have activities in other programs impacted your area or program? For
example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
1a: The Business and Economics programs are now being combined in a single program review.
1b: CR has added a Director of Business Education for the purpose of expanding non-credit
'contract education' in business and business technology subject matter. We do not know if this
will serve as an appetizer to increase the demand for core Bus/Econ classes or whether our
potential students will fill up on these appetizers, thus decreasing the demand for the main
courses.
3. Labor Market Review (for occupational programs)
Occupational programs must review their labor market data.
Provide a narrative that addresses the following issues
a. Documentation of lab market demand
b. Non-duplication of other training programs in the region.
c. Effectiveness as measured by the employment and completion success of its students.
The February 2007 Targets of Opportunity report identifies several high-demand and highgrowth areas that our programs currently serve. Examples of areas of opportunity include:
Management and Innovation Services, Bookkeeping / Accounting, Marketing, Customer Service
/ Sales, and Entrepreneurship. Our programs also peripherally support all areas of the Targets of
Opportunity report due to the ubiquitous nature of general business and management principles
in the operation of any for-profit or non-profit organization. The Targets of Opportunity sectors
represent 39% of private sector employment with an employment growth rate of 37% during the
period of 1990 - 2004. The total number of firms in the Opportunity sectors grew 23% versus
1.5% for the entire regional economy during the same period.
Our programs offer unique opportunities to the local labor market. A student can complete a
degree or certificate program at CR and re-enter the workforce in many of the high-demand areas
mentioned above. Our students can also transfer to four-year institutions and enter the highwage sectors of the economy that require a Bachelor's degree or greater. We are the only
program in the community that offers this diversity of educational options.
We currently don't have good data to support the employment and completion success of our
programs. In response to committee concerns over the lack of data in these areas, the Dean of
Plans and Goals Committee
35
2009-10 Program Review
Business and Economics
CTE is planning to use CTEA funding for a pilot labor market outcome study. This pilot
program will begin in either spring or fall of 2010.
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
Recommendation # 1 - Successful outcome reached - a new BUS/ECON faculty member was
hired in Fall 2009.
Recommendation # 2 - Successful outcome reached - we currently have the strongest team of
associate faculty in BUS, ACCT, and ECON in the last 5 years.
Recommendation # 3 - Succcessful outcome in progress - we currently have an outline for the
new AS degree and certificate structure completed. We are in the process of reviewing and
collaborating with department colleagues for Spring 2010 curriculum committee approval.
Recommendation # 4 - Successful outcome reached - the Center for Entrepreneurial Studies was
launched. We continue to work on new modalities and the integration of new technologies in the
Center.
Recommendation # 5 - Successful outcome reached - the leaders of the global Virtual Enterprise
network, Kingsborough College, visited CR in the spring of 2009. We will continue to
collaborate and build partnerships with Kingsborough and related groups.
Recommendation # 6 - Successful outcome reached - we installed a new "smart board" in fall of
2009 using VTEA funding. We are also in the process of creating a new grant proposal for
spring of 2010.
Recommendation # 7 - Successful outcome reached - we formed and launched our department
advisory committee. We are in the process of planning a new sub-advisory committee focusing
on BUS, ACCT, and ECON.
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.
N/A
List any new goals and plans your area has for the coming year, and indicate how they are
aligned with the goals/objectives in CR’s Strategic Plan. (CR’s strategic plan is located on
the web at http://inside.redwoods.edu/StrategicPlanning/strategicplan.asp).
1. Complete a new AS degree and certificate program in General Business and apply for
Curriculum Committee approval. The intent of the revised program is to increase "student
Plans and Goals Committee
36
2009-10 Program Review
Business and Economics
attainment of educational goals" (Goal # 1 of the Strategic Plan) by increasing the transferability
and articulation of our current offering.
2. Form a new advisory committee specifically focused on issues associated with the three
primary areas of the BUS/ECON discipline - BUS, ECON, and ACCT. The new advisory group
will increase "student attainment of educational goals" (Goal # 1 of the Strategic Plan) and
"improve partnerships with area employers" (Goal # 4.6 of the Strategic Plan).
3. Revise all curriculum documents needed to keep our discipline current and relevant to our
students (Table 11c above) to increase "student attainment and student success" (Goal # 1 of the
Strategic Plan).
4. Formalize our assessment process for the next round of program review in Fall of 2010.
Specifically, we plan to standardize our tests in a digital format on MyCR (or similar) in order to
capture and analyze the data in a more efficient manner. This goal "builds a culture of
assessment" (Goal # 3 of the Strategic Plan).
5. Plan for and finalize our CTEA grant proposal for Fall of 2010. Our CTEA grant will "ensure
student access" and "enable student attainment of educational goals" by allowing us to continue
adding more technology and distance education tools to our Center for Entrepreneurial Studies
classroom (Goals # 5 and # 1 respectively of the Strategic Plan).
6. Participate in professional development activities in the area of SLO assessment.
7. Create an assessment timetable and plan to meet the 2012 accreditation requirements.
Quality Improvement Plan
Program: BUS – General Business
Year: 2008-2009
Recommendation 1
Recommendation: Work with colleagues and administration to open a full-time
faculty position in BUS / ECON.
Planned Implementation Date: Immediate
Estimated Completion Date: Spring 2008 (with Fall 2008 as the target for hire).
Action/Tasks: The current policy for hiring new faculty would entail filing an intent
and need statement and presenting our argument to the Academic Senate for review.
This traditionally takes place in the fall prior to the hiring year. However, this
process may change for the next hiring cycle.
Measure of Success/Desired Outcome: Hiring a highly qualified candidate for the BUS
/ ECON position.
Estimated Cost(s): Approximately $85,000 - $100,000 for a full-time, tenure track
professor of Economics. However, the FTES that we can generate with this position
will more than pay for itself. (See Economics Annual Update).
The opportunity cost of not hiring a full-time professor may result in a net loss far in
excess of this initial investment due to:

Failing to meet the current growing demand for business / economics courses.
Plans and Goals Committee
37
2009-10 Program Review
Business and Economics

Failing to fully realize our potential future growth generated by the Center for
Entrepreneurial Studies.
Who is Responsible: Chris Gaines
Consequences if not funded: Our ability to fully serve the needs of our current
students will be drastically improved by the addition of another full-time faculty in
BUS / ECON. The new position would add much needed support in the BUS discipline
and allow us to offer a full load of ECON courses again. Without supporting this
program with at least one additional full-time position, we will not be supporting our
program’s purpose or the mission of the college. Our program will be at risk without
this investment – and recommendations 2-6 would have to be reevaluated due to the
risk of failing to deliver on our promise to the students in our program.
Recommendation 2
Recommendation: Aggressively recruit exceptional and qualified part-time faculty.
Planned Implementation Date: Immediate
Estimated Completion Date: Immediate and ongoing.
Action/Tasks: Collaborate with community partners to create a list of qualified and
interested people to teach BUS courses in the future.
Measure of Success/Desired Outcome: A list of interested and qualified part-time
faculty in excess of current course demand.
Estimated Cost(s): Break-even or better. This will be a profit center for CR.
Who is Responsible: Chris Gaines
Consequences if not funded: Inability to serve current and future demand for BUS
classes.
Recommendation 3
Recommendation: Revise current BUS Degree and Certificate programs with an
emphasis on transferability and articulation.
Planned Implementation Date: Immediate
Estimated Completion Date: Spring 2008.
Action/Tasks: Complete a rough draft degree and certificate program and collaborate
with counseling and HSU to finalize the new program.
Measure of Success/Desired Outcome: Curriculum Committee approval in Spring
2008.
Estimated Cost(s): No incremental cost.
Who is Responsible: Chris Gaines
Plans and Goals Committee
38
2009-10 Program Review
Business and Economics
Consequences if not funded: Prospective business transfer students will be harmed by
inadequate preparation and articulation.
Recommendation 4
Recommendation: Collaborate with local community, colleagues and IS advisory
group to launch the Center for Entrepreneurial Studies.
Planned Implementation Date: Immediate
Estimated Completion Date: Spring 2008 (soft launch) – Fall 2008 (full launch)
Action/Tasks: Complete rough draft marketing plan and brand identity statement in
Spring 2008. Create the Virtual Enterprise course outline and seek curriculum
committee approval.
Measure of Success/Desired Outcome: Launch of CES in Fall 2008.
Estimated Cost(s): No incremental cost.
Who is Responsible: Chris Gaines
Consequences if not funded: Educational, enrollment, and economic development
opportunities inherent in Center for Entrepreneurial Studies go untapped.
Recommendation 5
Recommendation: Collaborate with Virtual Enterprise partners (worldwide) to
increase the network.
Planned Implementation Date: Immediate
Estimated Completion Date: Spring 2008 and ongoing
Action/Tasks: Collaborate with partners - including visit to Brooklyn to observe a
model site and conference attendance in Spring 2008 and/or Fall 2008
Measure of Success/Desired Outcome: Increase in VE partners in 2008-2009 year.
Estimated Cost(s): Funded by either VTEA or Faculty Development funds. We
anticipate an annual expenditure of approximately $5000 to support travel and
associated expenses.
Who is Responsible: Chris Gaines and Chris Romero.
Consequences if not funded: Limitation on our goal to provide global business
experiences for our students.
Recommendation 6
Recommendation: Continue seeking funding from VTEA grants and similar sources.
Planned Implementation Date: Immediate
Plans and Goals Committee
39
2009-10 Program Review
Business and Economics
Estimated Completion Date: Spring 2008 and ongoing
Action/Tasks: Write VTEA grant proposal for 2008-2009 year – due in Spring 2008.
Measure of Success/Desired Outcome: VTEA funding approved for 2008-2009 year.
Estimated Cost(s): No incremental cost.
Who is Responsible: Chris Gaines
Consequences if not funded: Loss of VTEA funding.
Recommendation 7
Recommendation: Establish Advisory Committee to be shared with BT, CIS, and DM
departments.
Planned Implementation Date: Immediate
Estimated Completion Date: Spring 2008 and ongoing
Action/Tasks: Establish guidelines, identify potential committee members, obtain
administrative approval of committee members, and form agenda for meetings.
Measure of Success/Desired Outcome: New Advisory Committee launched in Spring
2008.
Estimated Cost(s): No incremental cost.
Who is Responsible: Chris Gaines, Chris Romero
Consequences if not funded: Not applicable.
Plans and Goals Committee
40
2009-10 Program Review
Chemistry and Physical Sciences
Chemistry and Physical Sciences-Updated September 29, 2009
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual
Update? (Have you shifted departments? Have new degrees or certificates been created by
your program? Have activities in other programs impacted your area or program? For
example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
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.
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
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.
1. All course outlines were upddated in Fall 2007. 2. We have developed the method of
assessment for the SLOs for each course. but have not implemented them. 3. We have had some
discussions with others on the GE course assessments. 4. We will begin to collect SLO data this
semester (fall, 2009). 5. Tony Sartori is on sabbatical this semester to develop an online GE
course in Physical Science. 6. Chem 8 was taught spring 2008 and will be offered again in
2009. We are following HSU in allowing students with Chem 2 as a previoius course to take
Plans and Goals Committee
41
2009-10 Program Review
Chemistry and Physical Sciences
Chem 8, so that they may satisfy their organic chemistry requirement with a higher unit course
instead of offering Chem 3 and having a very low enrollment or not offering it at all. 7. We
have had some discussions with the Life Science faculty about their wishes with reguard to
chemistry prerequisites for their courses. No changes have come from these discussions.
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).
We will continue to work on assessment of the SLOs and collecting and analyzing the data. This
is aligned with Objective 3.1 in the Strategic Plan as well as the college wide goal of Building a
Culture of Assessment. We will continue to work on the online GE course idea - this is inline
with the college wide goal of Ensuring Access and the Objectives 5.3, 5.5, 5.6.
Plans and Goals Committee
42
2009-10 Program Review
Computer Information Systems
Computer Information Systems-Updated October 21, 2009
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual
Update? (Have you shifted departments? Have new degrees or certificates been created by
your program? Have activities in other programs impacted your area or program? For
example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
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.
CIS-Networking prepares students to work in the information technology field as network
administrators, network analyst, computer support specialist, and network installers. According
to the California Employment Development Department, the network and data communication
analyst field is the fastest growing occupation in Humboldt County , with a projected growth rate
of 40% through 2014. The growth rate for network installers is the 6th fastest at 30%; and the
growth rate for computer support specialists occupation is 28.6% over the same period.
According to the "Northcoast Targets of Opportunity Final Report" (October 22, 2007,
www.humboldtwib.com) " . . we recommend that the North Coast focus on targets of
opportunity as their top economic and workforce development priorities. Specifically, this
means: . . .Targeting occupations for recruitment, education, and training that are critical to
multiple targets of opportunity and are expected to grow in the future (e.g., accountants,
customer service representatives, computer support specialists, truck drivers)." In addition, " . . .
employers in Management and Innovation
Services identified the following biggest workforce requirements:
• Higher-level professionals like network systems analysts and administrators, new
media producers
• Mid-level practitioners such as those with specialized skills in networking and
security; analysts; integrators; database administrators, and more generally
engineering and science graduates. Also, more ability in the “soft skills” of
management (e.g., human resources).
• At the entry-level, there is a need for better educated (BS/BA), PC-savvy, career
oriented individuals with good verbal and written communication skills who want
Plans and Goals Committee
43
2009-10 Program Review
Computer Information Systems
to stay in the region."
Technology is an integral component in each of the 6 targets of opportunity defined in the report.
Skilled workers are required to design, implement, and maintain the necessary technology; and
CR's CIS Networking department provides a portion of that training. As a result, the potential
demand and growth for CIS Networking graduates remains strong for the forseeable future.
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
Rec 1: Revisions to Networking AS and CA completed
Rec 2: Work on creating a certificate of completion in networking was halted due to the change
in certificate criteria at the state level and accreditation sanctions.
Rec 3: Course outline changes completed
Rec 4: CIS 22 and 32 inactivated, CIS 11 was actually redesigned and is currently an active
course slated to be offered in the spring of 2010.
Rec 5: Pursue CIS 1 GE Proposal. In progress, new completion date estimated as fall 2010 when
course outline is due for updating.
Rec 6: Funding source still being sought. Have successfully written two CTEA grants, 1 Action
plan (08-09), and 1 supplementary resource plan (approved on 5/12 then denied on 7/2).
Rec 7: Recruitment of associate faculty ongoing.
Rec 8: Participation in new academic building plan is non-existent at this point
Rec 9: Staff development ongoing.
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.
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).
None
Rec
Impl
Est.
Comp.
Plans and Goals Committee
Success
Measures/
Action/
44
Est.
Resp.
Person
Consequence if
2009-10 Program Review
Extern
al
Computer Information Systems
#
Description
Date
Revise the
Networking
AS and CA
Create
Networking
CC
Revise
course
outlines to
reflect
content
changes
Inactivate
CIS 11, 22,
32
Pursue
CIS 1 GE
proposal
Pursue uninterrupted
funding
stream to
update
hardware,
software,
and tools
9/07
Done
9/07
Tabled
9/07
Done
11/0
7
Done
11/0
7
2/11
11/0
7
On
going
7
Recruit
qualified
Associate
Faculty
9/07
Ongoing
8
Participate
in the
planning of
the new
academic
building to
lobby for
adequate
CIS lab
space.
Staff
Developmen
t
TBD
TBD
1/08
5/10
1
2
3
4
5
6
9
Date
Plans and Goals Committee
Tasks
Draft and
submit
doc to cc
Draft and
submit
doc to cc
Draft and
submit
doc to cc
Desired
Outcomes
Approved
updates
Cost
NA
(s)
Dan
Calderwood
Dan
Calderwood
Dan
Calderwood
Approved CC
NA
Approved
updates
NA
Draft and
submit
doc to cc
Draft and
submit
doc to cc
Submit
request
to
division
chair
Approved
Inactivations
NA
Approved GE
classification
NA
Approved
budget line
item
Work
with HR
to
advertise
in local
media
Participat
e on
planning
committe
es and
other
opportun
ities as
they
arise
Attend
professio
nal
conferen
ces
Qualified
applicant pool
40,000/yr
(this
figure
replaces
1/5 of the
lab pcs
each year
plus tools,
software
and
network
equipment
NA
Chris
Romero
Dan
Calderwood
Chris
Romero
Dan
Calderwood
Adequate lab
space
NA
All CIS
faculty
Summary of
findings
incorporated
into lesson
plans
$2500
All CIS
faculty
45
not Funded
NA
Accred
. Rec.
NA
NA
NA
NA
NA
NA
NA
NA
NA
Degradation of
program viability
over time.
Smaller hiring
pool for local
employers, loss of
FTES for the
college
NA
Reduced course
offerings, Smaller
hiring pool for
local employers,
loss of FTES for
the college
Reduced course
offerings and
program
degradation,
Smaller hiring
pool for local
employers, loss of
FTES for the
college
NA
Curriculum
reflects latest
local trends, but
not necessarily
state or national
trends
NA
2009-10 Program Review
NA
Construction Technology
Construction Technology-Updated October 23, 2009
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual
Update? (Have you shifted departments? Have new degrees or certificates been created by
your program? Have activities in other programs impacted your area or program? For
example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
3. Labor Market Review (for occupational programs)
Occupational programs must review their labor market data.
Provide a narrative that addresses the following issues
a. Documentation of lab market demand
b. Non-duplication of other training programs in the region.
c. Effectiveness as measured by the employment and completion success of its students.
A. See Attachment for labor Market Data
B. FWW, HPRT, Res. Const.
The programs offered at College of the Redwoods are not duplicated within the service area.
C. FWW, HPRT, Res. Const.
The majority of students enrolled in CT programs are degree or certificate seakers.
All students in FWW complete the certificate and are employed upon completion.
FWW:
A search for Cabinetmakers and Bench Carpenters on the California Labor Market Info web site
states that “Data for Mendocino County Not Available for Occupational Projections of
Employment.” A search for Cabinetmakers and Bench Carpenters on the California Labor
Market Info web site states that “Data for Mendocino County Not Available for Occupational
Projections of Employment.”
Opportunities for employment in cabinetmaking and furniture making are generally found in
small business or cottage industries in Northwestern California. Although few statistics exist for
this type of occupation, it represents a steadily increasing proportion of the workforce, especially
in this rural area. Statewide, according to Labor Market Info, it is estimated that the demand for
this occupation will increase 6% between 2004 and 2014.
Area: CA
Est.Yr.–Projected Yr.: 2004–2014
Plans and Goals Committee
46
2009-10 Program Review
Construction Technology
Employment Estimated: 17,800
Employment Projected: 18,900
Employment Number: 1,100
Employment Change: 6.2%
Annual Avg. Openings: 560
The Fine Woodworking Program is a magnet program. Of the 410 graduates with whom contact
has been maintained, 186 (45%) graduates are California residents, 171 (42%) live across the
United States, and 53 (13%) reside and work overseas. 44 (11%) of the California resident
graduates reside on the Mendocino Coast, four of whom lived here before attending the Fine
Woodworking program.
Students seeking employment as traditional cabinetmakers and crafts workers constitute the
majority of students in this program. Many students enrolled in Fine Woodworking at the
College of the Redwoods go on to become self-employed or work in a shop with 5 or fewer
employees.
b. This program is unique and does not duplicate any furniture-making training programs in the
region.
c. An informal survey of the graduating class of 2008 shows that of the 23 students, 56% are
working in the trade, 30% are continuing their woodworking education, leaving 13% unknown.
All students successfully completed the course.
HPRT: The field of restoration and rehabilitation is not catagorized in specific labor market data,
as the field is a cross section of specialty trades and traditional trades drawn from data provided.
Typically, the business of construction is comprised of specialists in one area, in which building
reuse and rehab labor is a comprised of all the trade specialties. Students working towards HPRT
certification and degree awards are varied in skills, including research and documentation
through building analysis and planning, all without State listed "specific" job titles. Most
successful students have the ability to enter the construction market, compete for meaningful
wages and maintain employment as they progress upward to higher paying positions with time
and experience, common in all trades.
CT: There is only acecdotal evidence available for employment rates of CT students.
Employment rate is near 100%.
Occupational Wages - Humboldt County
Source: EDD Labor Market
Data
2009 1st Qtr
Hourly Mean
Hourly Mean
25th percentile
Median 75th
percentile
North Coast Region
Cabinetmakers and Bench Carpenters $15.29
$12.11
$14.28
$16.43
Carpenters
$20.05
$15.45
$19.08
$23.97
Construction Laborers
$16.66
$11.48
$15.28
$21.66
Construction Trades Supervisors
$34.32
$25.38
$31.27
$43.60
Plans and Goals Committee
47
2009-10 Program Review
Construction Technology
Carpenter Helpers
$12.84
Painters, Construction and Maintenance $19.26
Woodworkers, All Other
$ 9.34
$10.80
$14.51
$ 8.57
$12.04
$17.56
$ 9.01
$14.32
$23.75
$ 9.46
Occupational Projections of Employment (also called "Outlook" or "Demand")
Employment
Employment Change
Annual Avg Openings
Cabinetmakers and Bench Carpenters
4
Carpenters
23
Construction Laborers
13
Construction Trades Supervisors
7
Carpenter Helpers
Estimated
120
Projected
110
Number
-10
Percent
-8.3
1,730
1,640
-90
-5.2
1,110
1,160
50
4.5
470
470
0
0
150
110
-40
-26.7
13. Goals and Plans. Address either item a. or b. in the section below
a. If you have undergone a comprehensive review, attach your Quality Improvement Plan
(QIP) and address progress made on the plan and list any new plans that have been developed
(using a new QIP form).
QIP Attached
Quality Improvement Plan (QIP)
Program: Construction Technology: HPRT
Year: 2007
HPRT: QIP Recommendation
#1
Recommendation Increase annual program instructional and maintenance funding to operate
program with quality and rigor that curriculum dictates.
Planned Implementation Date
Spring Semester ‘10
Estimated Completion Date:
Ongoing
Action/Tasks
• Work with senior staff to reinstate all or part of the past instructional supply and
construction lab maintenance funds
Measure of Success/Desired Outcome
• Succeed in acquiring funding for ongoing equipment repairs and improvements
Estimated Cost(s)
Plans and Goals Committee
• $6,000/yr
48
2009-10 Program Review
Construction Technology
Who is responsible? • College Senior Staff, Full-time CT Faculty
Consequence if not funded • Construction Technology Material Science courses,
Architectural Millworks, Cabinetmaking and Millwork, and the various woodworking
courses will fail to reach the curricular goals established by faculty for maximum student
success.
HPRT: QIP Recommendation
#2
Recommendation Approve expenditure of Measure Q Bond monies for construction lab
equipment and facility modernization before the 2011 projected time line; after Measure Q is
spent.
Planned Implementation Date
• Spring 2010
Estimated Completion Date: • Summer 2011
Action/Tasks
• Request this of Senior Staff
• Receive Board of Trustees Approval
• Complete planning • Complete the work
Measure of Success/Desired Outcome
• Construction Lab (AT 109) and exterior
fenced-in lot will be fully functional for all CT courses that are now taught in minimal space.
Estimated Cost(s)
• Cost analysis from our 2005 planning meetings have not been
shared by facilities planning department
Who is responsible? • College Senior Staff, Full-time CT Faculty
Consequence if not funded • Faculty curriculum goals and Student Learning Outcomes
will continue with less than quality outcomes, and enrollment opportunities to increase
enrollment will continue to be hampered.
Plans and Goals Committee
49
2009-10 Program Review
Construction Technology
HPRT: QIP Recommendation
#3
Recommendation
Develop and implement an improved student follow-up system.
Planned Implementation Date
students
• 12/09 Acquire contact information from current
Estimated Completion Date: • June 2009 will allow for trial system to work into a longterm system of survey and follow-up with help from institutional research
Action/Tasks
• Develop a database of students.
• Develop a follow-up instrument/survey
• Administer the survey • Collect and analyze the data
Measure of Success/Desired Outcome
• Feedback from past students/survey participants
• Sharing the feedback and information with students and N.A.I.T. accreditation personnel.
Estimated Cost(s)
• Split cost of staffing listed in #5
• Cost of mailings, survey development, etc.
Who is responsible?
• College Institutional Research staff, Full-time CT Faculty
• Institutional Research for data format, storage and recovery
Consequence if not funded
• Jeopardize other granting and funding opportunities by not having data to drive
requests.
• Jeopardize N.A.I.T. accreditation for CT, and future application to N.A.I.T. by HPRT
HPRT: QIP Recommendation
#4
Recommendation Apply for NAIT Accreditation for CT: HPRT AS Degree.
Planned Implementation Date
Fall 10
Estimated Completion Date:
Spring 11
Plans and Goals Committee
50
2009-10 Program Review
Construction Technology
Action/Tasks • Follow through and apply to NAIT following accepted CT Residential
Carpentry program format
Measure of Success/Desired Outcome
success and desired outcome
Estimated Cost(s)
• NAIT Accreditation approval will measure
• Yearly travel to N.A.I.T. Conference
Who is responsible? • Full-time CT Faculty
Consequence if not funded
potential enrollment
• Not NAIT accredited, reduction in program quality and
HPRT: QIP Recommendation
#5
Recommendation Instructional support staffing requirements justifies a full-time person in
the construction lab for maintenance, purchasing and to provide open lab times for student
learning.
Planned Implementation Date
• Fall 2009
Estimated Completion Date:
• This recommendation is ongoing, with all Construction
Technology programs needing this service to assist faculty to increase enrollment.
Action/Tasks • This recommendation is ongoing and currently in process to eliminate
continued supplanting of CTEA grants
Measure of Success/Desired Outcome
• A full-time person in place and
functioning.
• CT programs need this service to increase enrollment.
Plans and Goals Committee
51
2009-10 Program Review
Construction Technology
Estimated Cost(s)
•
• $24,000/yr.
Who is responsible?
College Senior Staf
Consequence if not funded • Student learning will continue to be compromised and
faculty will continue to spend teaching and professional development time on maintenance
and purchasing that can be easily accomplished at a lower pay rate.
HPRT: QIP Recommendation
#6
Recommendation
College to support purchase of Field School site to consist of historic home less that 1000
square feet that will restored by students and sold to first-time home buyers, with proceeds
going to purchase of subsequent property into perpetuity.
Planned Implementation Date
• Spring 2010
Estimated Completion Date:
• By Fall 2010
Action/Tasks • HPRT full-time faculty to work with Administration and local
community to locate and purchase property
Measure of Success/Desired Outcome
• Small historic home that becomes HPRT Field School to rehab, provide hands-on
building assessment and energy performance evaluations, along with project for residential
wiring students and new Sustainability Program students to practice by completing all the
analysis, restoration, remodelling, and system upgrades.
• Reach this goal to increase enrollment.
Estimated Cost(s)
and donation).
• $224,000 (exact cost will vary with creative financing, grants,
Who is responsible? • Full-time CT Faculty and Senior Administration with Board
approval
Consequence if not funded • Field School will carry on as usual (borrowing sites
within community), with less than quality results from faculty curriculum goals, individual
program goals, and enrollment opportunities to grow programs. Future curriculum will be
stuck in lab-only environment, short of hands-on field experiences that teach greatest student
success and provide most rigorus trades training.
Plans and Goals Committee
52
2009-10 Program Review
Construction Technology
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.
FWW:
QIP #1
Goal: Increase annual program instructional and maintenance funding.
Current Status: Deteriated doors have been replaced, some electrical improvements have been
made, but painting has been deferred.
No increase of annual program instructional and maintenance funding has occurred.
QIP #2
Goal: Approve expenditure of Measure Q bond monies to provide storage,
classroom/library/showroom, and kitchen to the Fine Woodworking building, as specified in the
Measure.
Current Status: We have been informed by Administration that Measure Q bond money has
evaporated.
QIP #3
Goal: Return of the full-time position at the Fine Woodworking program to 100%.
Status: The search for a person to fill the full-time positions should take place in August of 2010
List any new goals and plans your area has for the coming year, and indicate how they are
aligned with the goals/objectives in CR’s Strategic Plan. (CR’s strategic plan is located on
the web at http://inside.redwoods.edu/StrategicPlanning/strategicplan.asp).
HPRT: Continue building conservation, building maintenance and restoration, with a further
goal of expanding student internship opportunities within the trades.
CT program: Recent local grant awards totalling over to $3.5 Million will be used to develop
new Sustainable Building Technology courses, including certificates in Home Energy
Performance, Solar Photo Voltaic Installer and Solar Hot Water Installer, Accredited Green
Plumber, Building Analyst Professional, Certified Green Building Professional,
Plans and Goals Committee
53
2009-10 Program Review
Dental Assisting
Dental Assisting-Updated (NO SUBMISSION)
Plans and Goals Committee
54
2009-10 Program Review
Diesel and Heavy Equipment
Diesel and Heavy Equipment-Updated December 6, 2009
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual
Update? (Have you shifted departments? Have new degrees or certificates been created by
your program? Have activities in other programs impacted your area or program? For
example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
3. Labor Market Review (for occupational programs)
Occupational programs must review their labor market data.
Provide a narrative that addresses the following issues
j. Documentation of lab market demand
k. Non-duplication of other training programs in the region.
l. Effectiveness as measured by the employment and completion success of its students.
The active dairy industry in Humboldt County makes this county the 6th largest dairy producer
in the country according to the Prosperity Center State of the Industry Report (SIR), Dairy, 2007.
The dairy industry utilizes diesel heavy equipment year-round for on-farm production through
processing and export out of Humboldt County. Humboldt Bay commercial and recreational
activities generate a demand for diesel technicians. Humboldt County also produces significant
nursery stock and has a thriving specialty agricultural industry, both of which use diesel engines
throughout the production and marketing of their products. The North Coast Prosperity Website
lists specialty agriculture as one of the six targets of opportunity for the counties served by CR.
Humboldt County is the largest timber producing county in California (Prosperity Center SIR,
Forestry, 2007), and in harvesting, processing, and exporting wood products the forest industry
uses diesel heavy equipment at every stage. However, in the 2007 SIR for Forestry, the industry
noted that “mechanical/maintenance trades need strengthening.” The CR DHET program
directly affects the forestry industry’s mechanical/maintenance workforce. The fisheries
industry relies on diesel engines both on land and on water. This industry remains one of
Humboldt County's top six industries. The average wage for diesel mechanics in the North
Coast region is $21.95, and employment is projected to increase by 5.9% annually through 2016.
The DHET program works synergistically with CR’s Truck Driving Training program. Many
DHET students feel the need to be able to road-test the vehicles they are working on, and some
Truck Driving students want to learn to maintain and repair the trucks they drive. The CR
DHET program has also historically performed the maintenance and repairs needed by the Truck
Driving program’s vehicles. This provided real-world experience to DHET students. The
DHET program could be expanded to include new, clean burning diesel technology, “green”
Plans and Goals Committee
55
2009-10 Program Review
Diesel and Heavy Equipment
diesel, such as bio-diesel, diesel small engines, such as the generators used in local off-grid
residential installations, construction, and agricultural application. The Diesel Heavy Equipment
Technology (DHET) program at CR supports many local industries by providing skilled diesel
engine mechanics and technicians. Diesel technology is commonplace in the forestry,
agriculture, marine, construction, transportation, and power generation industries. Technicians
trained in the specific skill sets required to operate, maintain, and repair diesel engines are in
demand in these industries. The CR DHET program has the potential to produce graduates ready
for employment in the industry.
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 DHET program underwent a comprehensive review in the 2007-2008 academic year. Please
see the supplemental document DHET-QIP-2009.doc for the DHET Quality Improvement plan.
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.
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).
Obtain grant funding to upgrade laboratory and hire full-time faculty. This is aligned with Goal
2, "Develop and manage human, physical and financial resources to effectively support the
learning environment."
Any other goals cannot be envisioned until this critical goal is completed.
The content of this Quality Improvement Plan (QIP) was taken from the 2007 -2008 DHET
Comprehensive Program Review document. This author is only reproducing the items from the
QIP and providing the progress reports. Opinions voiced in these QIP items are opinions of
retired faculty from the DHET program and do not necessarily represent this author’s opinions.
No new plans have been developed since 2007-2008.
Plans and Goals Committee
56
2009-10 Program Review
Diesel and Heavy Equipment
Quality Improvement Plan
Program: DHET
Year: 2007- 2008
1.
Recommendation
Planned Implementation Date
Estimated Completion Date:
Action/Tasks
Measure of Success/Desired Outcome
Estimated Cost(s)
Fill retiring faculty position.
ASAP
Fall 2009
Advocate for the position in the faculty
position selection process as established
or re-established.
Position approved for hiring.
$45-75K annually
Who is responsible?
Consequence if not funded
BTECH Division Chair or Director
Possible loss of program
Progress Report
No full time faculty have been hired to replace retiring DHET faculty. Included in the 2009 2010 Annual DHET Program Review report is a request for full time faculty.
Plans and Goals Committee
57
2009-10 Program Review
Diesel and Heavy Equipment
Quality Improvement Plan
Program: DHET
Year: 2007 - 2008
2.
Recommendation
Planned Implementation Date
Estimated Completion Date:
Action/Tasks
Measure of Success/Desired Outcome
Estimated Cost(s)
Who is responsible?
Consequence if not funded
Clean, organize, and inventory shop to
better track and maintain current tools and
equipment.
ASAP
Prior to beginning of Fall 2008 Semester.
Assign or hire someone to do the job who
has knowledge of the equipment,
computer skills, and Microsoft Access
experience. Oversee the job.
Program personnel and managers will
know what equipment is available and
functional so they can better plan lab
activities and demonstrations. Students
will learn more from better structured
learning environment.
$12-13 hour X 160 hours = $2000
Administration
Existing equipment will continue to
deteriorate and disappear at an increased
rate. Students will receive inconsistent
and haphazard lab training experiences.
Progress Report
This recommendation has been partially completed by newly hired associate faculty.
Plans and Goals Committee
58
2009-10 Program Review
Diesel and Heavy Equipment
Quality Improvement Plan
Program: DHET
Year: 2007 - 2008
3.
Recommendation
Planned Implementation Date
Estimated Completion Date:
Action/Tasks
Measure of Success/Desired Outcome
Estimated Cost(s)
Who is responsible?
Consequence if not funded
Recruit, train and hire competent associate
faculty.
ASAP
Prior to Fall 2008 Semester.
Notified Human Resources weeks ago and
they have been advertising the position.
Requested current DHET faculty make
recommendations and/or contacts in the
field who may be qualified and interested.
DHET will have adequate and competent
associate faculty pool to continue
program. Students interested in careers in
this very much in demand field will be
able to get training locally.
Unknown, however, associate faculty are
very cost effective based on FTES
generated per revenue expended.
Administration
Classes will have to be cancelled and
program will be in jeopardy.
Progress Report
The DHET program has two associate faculty members working this year. There is a very small
pool of available DHET instructors in the community.
Plans and Goals Committee
59
2009-10 Program Review
Digital Media
Digital Media-Updated October 9, 2009 (NO REVISIONS)
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):
Two related programs with shadow curriculum have been approved for inactivation: RT (used to
be offered at DelNorte) and GC (used to be offered at Mendo).
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.
Digital Media prepares students to work in the information design and technologies as animators,
graphic designers, videographers, web developers, and a range of related media development
skills that are integrated in many local and regional businesses. According to the California
Employment Development Department, the projected 07-09 growth for Multimedia Artists and
Animators is 4.6% , with a projected growth rate of 32% through 2016. The growth rate for
Graphic Designers is 13% over the same 10-year period. These are the two identified
occupations that align with Digital Media courses.
DM students have a wide reach in employment throughout Humboldt county. Since the core
essence of DM is the design and delivery of media, nearly every local advertising agency,
television station, and web development business has a history of employing DM students
(CalTrans, HSU, Bay Directories, Morse Media, Precision InterMedia). Student tracking has
been informal through faculty-student contacts.
The Multimedia and Entertainment Initiative (MEI) in partnership with the Centers of Excellence
(COE) studied the workforce needs of emerging non-entertainment sectors within the larger
game industry for California Community Colleges. According to the 2008 Emerging Trends in
Game Development Environmental Scan:
• Employment is projected to increase by as much as 19 percent, or 1,800 jobs, in the state within
the next 12 months.
• The research shows a gap between the demand for game development occupations and the
available supply of qualified candidates.
Plans and Goals Committee
60
2009-10 Program Review
Digital Media
According to the industry scan, "these findings support the creation, adaptation and expansion of
game development curriculum." DM support for game development is minimal at this time but
will increase with online delivery as well as face-to-face delivery. Many DM and CIS courses
provide skill development relevant to occupations in the Game Development employment sector.
The DM umbrella is wide, covering a range of skills and occupations. Skills training duplication
in Humboldt County exists for graphic design and technical training with standard Adobe
applications. This duplication at area High Schools and Charter Schools, Community Ed, and
HSU often meets the needs of a different audience. The duplication can also be intrepreted as a
recognized need for skills training among a wide range of students. Duplication does not exist for
the specialized 2D animation courses (DM24A and DM24B) as these are unique courses in
Humboldt County. The areas of web media and website development are a very important niche
of education that DM currently leads in local education (DM20, DM22, DM73-76).
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
Rec #1 Annual review documentation addresses this.
Rec #2 Two new online courses are scheduled for Spring 2010.
Rec #3 CIS, BUS, BT, and DM continue to work collegially in providing the "Build the Base"
strategy developed in 06-07.
Rec #4 DM outreach to area high schools declined in the last 3 years, attempts at reestablishing
HS faculty connections will be facilitated by such events as the CTE showcase and the
Curriculum Alignment workshop which is being developed by Prudence Ratliff. DM faculty will
participate in both these events as well as the 8th graders college day on Oct. 16.
Rec #5 Course revisions and updates provide clear SLO requirements for each course. Faculty
teaching every DM course will be required to read these documents and deliver courses so SLOs
are met.
Rec #6-7 A new DM Advisory committee will be established this year. Committee agendas will
include identifying local industry needs and assessing how the current DM curriculum meets
these needs, or doesn't meet these needs. Follow up may include course updates or possible new
courses.
Rec #8 The DM program has been reduced from two to one full-time faculty. Adjustments to
this have been made by hiring or rehiring five Associate Faculty with expertise that can be
aligned with specific classes. We currently have the strongest DM Faculty team that has ever
existed in this program.
Rec #9 Completing annual review at a satisfactory level addresses this.
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.
Plans and Goals Committee
61
2009-10 Program Review
Digital Media
NA
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).
None planned except to adjust to changes in DM Faculty, Online delivery Learning Management
Systems (Sakai), Administrative agendas, State level mandates, evolving trends in local and
regional industry, and ever-changing technologies directly related to DM courses that put faculty
on a constant learning curve.
Impl.
Date
Est.
Comp.
Date
Courses
supported
by student
enrollment
Increase
online
courses
Cross-dep’t.
and
discipline
integration
8/07
5/08
8/07
5/08
8/07
4
Program
marketing
5
Rec
#
1
2
3
6-7
8
Consequence if
not
Funded
NA
NA
DM
faculty
NA
NA
NA
Clyde
Johnson/
Steve
Brown
NA
NA
NA
DM
faculty
NA
NA
NA
DM
faculty
NA
NA
NA
DM
faculty
NA
NA
NA
DM
faculty
NA
NA
Success Measures/
Desired Outcomes
Est.
Cost
Resp.
Person(s)
Study
enrollment
trends using
IR data
Draft and
submit to CC
Course
Enrollments
NA
DM
faculty
Approved CC
NA
Ongoing
Deliver
animation
courses in
defined
sequence
5/07
Ongoing
Outreach
participation
Student
skills
assessment
based on
industry
needs
Advisory
committee
11/07
Ongoing
11/07
Ongoing
Design and
implement
assessment
measures
based on
SLOs
Meet with
new INFSC
advisory
committee
Course
enrollments,
student skill
assessments after
completing courses
for employment
and/or readiness
for transfer
High school age
enrollment
increase
Student grades
indicate successful
outcomes
Teaching
opportunities for
qualified
8/07
Ongoing
Insight for program
development
provided by local
industry, HSU, high
school teachers,
and past students
Student
evaluations,
engaged faculty
Description
Plans and Goals Committee
Action/
Tasks
Align faculty
courses with
faculty
strengths
62
2009-10 Program Review
External
Accred.
Rec.
Digital Media
9
faculty
Collaborative decision
making
8/07
Ongoing
Perform
required
tasks in
program
review and
follow-up to
the self study
Program
continuation
through college
and community
support
NA
DM
faculty
NA
NA
See additional support information below:
2. Consideration of courses for online delivery should include those best-fit by nature of course content and
availability of necessary resources (software) needed by the student for successful completion.
Consideration for competing courses is also very important so branch campus enrollments have minimal
impact with decreased enrollments.
3. Increase inter-departmental and cross discipline collaboration through co-teaching, formally and
informally linked classes, and courses sequences to address specific training and vocational needs.
Collaboration needs to occur especially with scheduling so courses don’t compete with each other and
so students following a defined sequence have an opportunity to do just that.
4. Participation in college-sponsored outreach events and development of professional relationships with
local high school faculty to align and sequence Digital Media courses with their technology based
programs and learning pathways.
5. Study the media and entertainment industries in California, communicate with local employers and past
students who are employed locally to design and deliver courses aligned with workforce needs.
6. Partnering with our Community Advisory group will help us incorporate private sector support, since the
Digital Media program needs to be aware of demographic changes and employment needs.
8. Scheduling should provide faculty the opportunity to teach what they know best and what they love
teaching since this is undeniably related to the quality of the classroom experience to the student.
Digital media is huge, reaching into many areas of expertise and experience; one or two people can not
know it all. Associate faculty should also be aligned with what they know best, rather than just filling
slots because there are no alternatives. DM needs to have a pool of faculty resources so courses can be
matched with content experts who not only intimately know what they’re teaching, but also know how
to teach. This is especially important in vocational education.
Of primary importance to our QIP, DM faculty have recognized the need for degree and
certificate updates and recognized the impact from our unsupported course lists. The
comprehensive program review process will be followed with defined agreements to complete
these necessary updates. Individual compromise, professional integrity, collegial trust, and
commitment to follow through with defined responsibilities will be essential.
When areas of program strength and weakness are identified, analyzed, and prioritized, progress can be
made to improve curriculum.
Plans and Goals Committee
63
2009-10 Program Review
Drafting Technology
Drafting Technology-Updated October 22, 2009
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual
Update? (Have you shifted departments? Have new degrees or certificates been created by
your program? Have activities in other programs impacted your area or program? For
example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
For the academic year of 2009/20010, the former full time professor and program leader, Steve
Brown, accepted an assignment as acting Dean for Career and Technical Education programs.
Jerry Murray was hired as a one year temporary full time faculty member to maintain continuity
of the Drafting Technology program.
Professor Brown, the only full time Drafting Technology professor, was on sabbatical during the
spring semester of 2009.
3. Labor Market Review (for occupational programs)
Occupational programs must review their labor market data.
Provide a narrative that addresses the following issues
d. Documentation of lab market demand
e. Non-duplication of other training programs in the region.
f. Effectiveness as measured by the employment and completion success of its students.
There is a documented labor market demand for Drafting Technology program completers.
California Employment Development Department (EDD) statistics for Humboldt County
indicate considerable employment growth (approx 16%) in job classifications that could be filled
by AS and BS graduates of Computer Aided Design programs. Jobs in the drafting and design
fields pay well. For example, California EDD data show Architecture and Engineering
Occupations median salary is $32.12; Architectural and Civil Drafters median salary is $21.53;
and Mechanical Drafters median salary is $22.36.
(http://www.labormarketinfo.edd.ca.gov/cgi/career/)
The DT program does not duplicate other training programs in the North Coast region. The
program is part of a non-duplicative sequence of courses that begins in the region's high school
and ROP programs and continues to HSU's Industrial Technology program.
The DT program evaluates its effectiveness in a variety of ways, including Advisory committee
input, ATMAE accreditation, and follow-up surveys. The Drafting Technology Advisory
Plans and Goals Committee
64
2009-10 Program Review
Drafting Technology
Committee is comprised of local employers in the architectural, engineering, and design
industries. The committee meets annually to review student learning outcomes, evaluate program
curriculum, and update faculty on current industry trends and employment opportunities.
Advisory committee minutes are on file in the Business and Technology Division office.
The three Drafting Technology AS degrees are fully accredited by the Association of
Technology, Management and Applied Engineering (ATMAE). The programs received initial
accreditation with ATMAE in 2003 and, at the ATMAE Board of Accreditation hearings on
October 23, 2007, were granted a 6 year accreditation extension without a requirement for a
progress report. The accreditation is based on our response to the 62 ATMAE standards and an
onsite validation of the self study by a 3 member peer review team. While not unprecedented, it
is rare that the ATMAE Board has enough confidence in a program to accredit it without a report
along the way. It speaks well of our programs, but we must sustain our efforts and continue to
improve. We received 3 partial compliances among the 62 standards - all of them having to do
with closing the loop on assessment and broadly disclosing our program data. The renewed
college-wide efforts in this regard and our internal program review process will make the next
ATMAE accreditation cycle much easier to manage and the standards easier to validate. The
ATMAE self-study and visiting team report are available in the Business and Technology
Division Office.
A follow-up survey of DT graduates was conducted in 2007. The survey was conducted with
assistance from Title III staff but the data from the study were not very useful due to a very low
response rate. The DT program along with all programs would benefit from a formalized,
institution-led follow-up system of our graduates. Also, since students are not assigned to
programs, it is very difficult to obtain data regarding why a student leaves a particular program
prior to completion. Were they not satisfied with the program, did they obtain their employment
goal with obtaining a degree or certificate, or was it a non program related reason? Systems of
tracking and follow-up of students needs to be established before faculty can fully analyze
program effectiveness.
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
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.
Plans and Goals Committee
65
2009-10 Program Review
Drafting Technology
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).
see QIP
Recommendation #
Recommendation
Planned Implementation Date
Estimated Completion Date:
Action/Tasks
Measure of Success/Desired Outcome
Estimated Cost(s)
Who is responsible?
Consequence if not funded
External Accreditation Recommendations
(if applicable)
Status
Recommendation #
Recommendation
Planned Implementation Date
Estimated Completion Date:
Action/Tasks
Measure of Success/Desired Outcome
Estimated Cost(s)
Who is responsible?
Consequence if not funded
External Accreditation Recommendations
(if applicable)
Status
Plans and Goals Committee
1
Refine and administer graduate survey after
graduation in 09
June 09
Aug 09 – revised to Aug 2010
Refine existing survey instrument with assistance
from IR. Administer survey.
At least 50% return. Improvement of outcomes
assessment data.
NA
Steve Brown/IR office
Weak outcomes assessment
Outcomes assessment and “closing the loop on
assessment” with broad disclosure of data were the
only concerns expressed by the ATMAE visiting
team.
This was not completed due to the sabbatical of the
full time faculty member. The revised instrument
was not developed. However, as mentioned in part
3 of the 09/10 DT Program Review, there should be
a standardized institutional process for graduate
follow-up and tracking of students within their
“major”. We’ll try again this year.
2
Using the model provided in the Program Review
Guide to develop an Outcomes Assessment
process during the 08/09 academic year
Spring 2009
ongoing
Create a system consistent with the Program
Review Guide
Program improvement based on evidence
NA
Steve Brown/IR office
Weak outcomes assessment/weak program
Outcomes assessment and “closing the loop on
assessment” with broad disclosure of data were the
only concerns expressed by the ATMAE visiting
team.
Faculty have begun assessing SLOs in many
courses but are focusing primarily on the
introductory course. This element of the QIP is
ongoing and faculty are looking forward to the
opportunity for further training in outcomes
66
2009-10 Program Review
Drafting Technology
Recommendation #
Recommendation
Planned Implementation Date
Estimated Completion Date:
Action/Tasks
Measure of Success/Desired Outcome
Estimated Cost(s)
Who is responsible?
Consequence if not funded
External Accreditation Recommendations
Status
Recommendation #
Recommendation
Planned Implementation Date
Estimated Completion Date:
Action/Tasks
Measure of Success/Desired Outcome
Estimated Cost(s)
Who is responsible?
Consequence if not funded
External Accreditation Recommendations
Status
Recommendation #
Recommendation
Planned Implementation Date
Estimated Completion Date:
Action/Tasks
Plans and Goals Committee
assessment.
3
Investigate online CAD offerings
Spring 2009
ongoing
Explore ways for students to access CAD software
and develop online curriculum
Increased access to DT courses throughout district
Unknown
Steve Brown
Continued access issues to DT program courses
NA
Faculty have been working with software vendors to
identify options for student access to the expensive
and sophisticated CAD software used in the DT
program. Significant progress was made in this
regard and students now can download a “limited
use” version of the software at no cost. However,
the level of computer needed to run the software is
likely beyond the reach of many students so the
access issues persist. Faculty are working with the
new Dean for Distance Education to explore
alternatives including hybrid offerings.
4
Work with administration to secure an uninterrupted
funding stream to support annual software license
expense
Spring 2009
Fall 2009
Submit request through division chair
Approved and adequate line item budget for DT
$8200 annually
Steve Brown/Division Chair or Dean?
Continued access issues to DT program courses
ATMAE standards are concerned with ongoing
funding necessary sustain the program without
relying on one time funds.
Complete as of fall 2009
5
Maintain ATMAE accreditation. Pursue resolutions
to deficiencies noted in self-study and team
response. Develop a response to the visiting team
recommendations. Create a timeline to develop a
report if requested by the ATMAE Board of
Accreditation.
ongoing
Ongoing (current accreditation in force until 2013)
Work with college IR office to develop and
implement the follow-up system for graduates and
program leavers. Define the responsibility of faculty
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2009-10 Program Review
Drafting Technology
Measure of Success/Desired Outcome
Estimated Cost(s)
Who is responsible?
Consequence if not funded
External Accreditation Recommendations
Status
Plans and Goals Committee
and administration in the process. Use the data
from follow-up studies to make curricular and
programmatic changes as necessary.
Maintain ATMAE accreditation. Improved
assessment process
$1800 annually to attend ATMAE conference
Steve Brown
Weak assessment plan and potential loss of
ATMAE accreditation.
ATMAE standards are concerned with ongoing
funding necessary sustain the program without
relying on one time funds.
Funding for conference attendance was secured
through the CTEA grant for this academic year.
Faculty and CTE Dean to begin working on the
process for a follow-up study.
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2009-10 Program Review
Early Childhood Education
Early Childhood Education-Updated October 8, 2009 (COMPREHENSIVE)
Program
The Early Childhood Education Program at College of the Redwoods provides students the
course work necessary to complete an Associate of Science Degree, a Certificate of
Achievement, to meet the criteria to be a teacher or a director for a Title 22 Licensed Child Care
Facility, to earn a Child Development Permit allowing work in a Title 5 program from the
Assistant to the Program Director level, and to transfer to a CSU as a Child Development major.
(The Child Development Permits are issued by the California Commission on Teacher
Credentialing and are required to work in State-funded child care and development programs.
There are six levels of permits ranging from a 6-unit permit to one requiring a Bachelors Degree.
Students can complete five of the six permits at College of the Redwoods.)
Del Norte, Humboldt, coastal Mendocino, and western Trinity Counties all rely on College of the
Redwoods to provide educated and licensed or credentialed staff for their early childhood
education programs. Child Care and Development Programs contribute directly to the economic
development of these communities by employing staff and spending money in their
communities. These programs also contribute to the economic development by providing child
care services to allow parents to work.
The ECE Program prepares students to enter the child care and development field and also
provides courses to enhance the skills of those currently employed in the field.
The ECE Program works with Community Care Licensing, local First 5 Commissions, Local
Child Care Planning Councils, and professional organizations to leverage funding and to ensure
that the needs of children and families and those caring for those children receive the best
services possible.
In 2004 The Work Life Alliance (a collaborative between First 5 Humboldt, Humboldt Child
Care Planning Countil - Humboldt, and the Work Force Investment Board) entitled "The
Economic Impact of the Child Care Industry in Humbold County". This report discusses the
contributions of high quality child care and development programs to the economic well-being
of our communities and recognizes the role CR plays in ensuring access to a future child care
workforce.
.
The recommendations from this report are shown below.
"Now is the time for government, business, the child care industry, and the general public to
work together to ensure that:
workforce development and education strategies.
maximize the benefits of these programs to children and the county’s future economy.
Plans and Goals Committee
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2009-10 Program Review
Early Childhood Education
Community Organizations strategies:
-making: How will this affect Humboldt
County’s youngest citizens?
rural areas.
and other
nontraditional stakeholders to ensure that the educational requirements to meet the Child Care
Licensing
Standards and Teacher Credentialing Requirements are affordable and accessible to the present
and
prospective child care workforce in Humboldt County."
(For more information go to: http://www.buildingchildcare.org/uploads/pdfs/ca-countyeirs/humboldtexecsum.pdf)
Program Recommendations
5.01.3
1. Receive communication from Admissions and Records ot Institutional research clarifying
student goals at entry, progress towards their goals, and success in the job market after they leave
CR.
2. Develop two year (or more) course offering matrices for campuses so students can plan their
educational path.
3. Distribute the ECE brochure widely throughout the district. (Including the to-be-developed
Spanish language version.)
4. Formalize and compensate the role of the ECE area coordinator as liasison between the Eureka
Campus Child Development Center and ECE instruction. (The role of the CDC Director in this
process is made clear in the job decription.)
5. Develop a way to ensure that ECE students receive accurate and appropriate advising to
ensure they achieve meet the Ttile 22 and TItle 5 regulations in a timely manner.
6. Formalize atriculation agreements with CSUs (starting with HSU) participating with
California Community Colleges in the Curriculum Alignment Project and with high schools that
have early childhood programs within our district.
Recommendation #
Recommendation
QIP Chart
5.01.4
1
Receive communication from
Plans and Goals Committee
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2009-10 Program Review
Early Childhood Education
Planned Implementation Date
Estimated Completion Date
Action/Tasks
Measure of Success/Desired Outcomes
Estimated Costs
Who is responsible?
Consequence if not funded
Recommendation #
Recommendation
Planned Implementation Date
Estimated Completion Date
Action/Tasks
Measure of Success/Desired Outcomes
Estimated Costs
Who is responsible?
Consequence if not funded
Recommendation #
Recommendation
Plans and Goals Committee
Admissions and Records ot Institutional
research clarifying student goals at
entry, progress towards their goals, and
success in the job market after they leave
CR.
Unknown
Unknown
To be determined by AR and IR
a. ECE faculty will know student
goals at entrance
b. ECE faculty will know rate of
students success
c. ECE faculty will know student
success in job market.
d. ECE faculty will be able to survey
employers to determine if
students have the skills local
employers need.
Unknown
AR and IR
Potential loss of grant funds due to poor
information.
2
Develop two year (or more) course
offering matrices for campuses so
students can plan their educational path.
Fall 2010
Spring 2010
ECE Faculty in collaboration with Deans
for each campus will develop the
matrices.
There will be a course offering matrix
available for students and advisors.
Time, printing
Dean for each campus
Not a funding but a time issue. If not
done students may not complete the
program in the most efficient and timely
manner.
3
Distribute the ECE brochure widely
throughout the district with the course
offering matrices. (Including the to-bedeveloped Spanish language version.)
71
2009-10 Program Review
Early Childhood Education
Planned Implementation Date
Estimated Completion Date
Action/Tasks
Measure of Success/Desired Outcomes
Estimated Costs
Who is responsible?
Consequence if not funded
Recommendation #
Recommendation
Planned Implementation Date
Estimated Completion Date
Action/Tasks
Measure of Success/Desired Outcomes
Estimated Costs
Who is responsible?
Consequence if not funded
Recommendation #
Recommendation
Plans and Goals Committee
Fall 2010
Spring 2010
a. Ensure that currently developed
brochures are distributed widely
throughout the district.
b. Translate brochure into Spanish
ECE Brochures will be available at each
campus, high-school, job market, and
college fair in the district.
Unknown
ECE Area Coordinator, Printing
Services
Program information will be unavailable
to potential students resulting in lost
enrollments.
4
Formalize and compensate the role of
the ECE area coordinator as liaison
between the Eureka Campus Child
Development Center and ECE
instruction.
Fall 2010
Spring 2010
Meeting with VP-SS, VP-AA, ECE Area
Coordinator, CDC Director. Other steps
to be determined after that meeting.
ECE instruction and CDC practice will
be consistent and will ensure that
students receive the best lab experience
possible.
Unknown
VP-SS, VP-AA.
CR will not be meeting the
recommendation of the CCCCO
(included in the 2008-2009 Program
Review) for college lab schools and
students will not be getting the best
possible educational experience.
5
Develop a way to ensure that ECE
students receive accurate and
appropriate advising to ensure they
achieve meet the Ttile 22 and TItle 5
regulations in a timely manner.
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2009-10 Program Review
Early Childhood Education
Planned Implementation Date
Estimated Completion Date
Action/Tasks
Measure of Success/Desired Outcomes
Estimated Costs
Who is responsible?
Consequence if not funded
Recommendation #
Recommendation
Planned Implementation Date
Estimated Completion Date
Action/Tasks
Measure of Success/Desired Outcomes
Estimated Costs
Who is responsible?
Consequence if not funded
Plans and Goals Committee
Unknown
Unknown
Meeting with VP-SS, VP-AA and ECE
area coordinator. Other steps to be
determined after this meeting.
Advisors and students will have a go-to
person to help them determine how
students can reach their career goals in
the ECE field.
Unknown.
VP Student Services, VP Academic
Affairs, ECE Area Coordinator.
Students will continue to misadvised and
take longer to complete their educational
goals at CR.
6
Formalize atriculation agreements with
CSUs (starting with HSU) participating
with California Community Colleges in
the Curriculum Alignment Project and
with high schools that have early
childhood programs within our district.
Spring 2010
Fall 2009
Meet with HSU articulation office and
Child Development Department Chair.
Students will transfer to HSU’s Child
Development Major as Junior’s in good
standing in the major.
None
ECE Area Coordinator, CR Articulation
Officer
Student may have to repeat course work
after they transfer to HSU.
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2009-10 Program Review
Earth Science/Astronomy
Earth Science/Astronomy-Updated October 4, 2009
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual
Update? (Have you shifted departments? Have new degrees or certificates been created by
your program? Have activities in other programs impacted your area or program? For
example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
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.
Does not Apply
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
No QIP - for Disciplines Review
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.
UPDATE ON GENERAL GOALS AND PLANS FOR 08/09 - (From Earth-Astro Annual
Update, Fall 08)
Goals for all disciplines: Increase FTES and meet FTES targets established at the Division and
District level. This includes retaining and including part-time faculty, increasing section
enrollments, and making use of available and alternative scheduling blocks and locations, and
Plans and Goals Committee
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2009-10 Program Review
Earth Science/Astronomy
distance learning. This is linked to Strategic Plan Goal #2 (Develop and manage human,
physical and financial resources to effectively support the learning environment).
ACCOMPLISHED - FTES has increased in Oceanography, Geology, and Geography. The fall
08 sabbatical of Jon Pedicino impacted Astro FTES, but increases were gained in Spring 09.
UPDATE OF GOALS AND PLANS FOR 08/09 (From Earth-Astro Annual Update, Fall 08)
Astronomy
1. Implement student learning outcomes assessment. Linked to Strategic Plan Goal #3 (build a
culture of assessment). ACCOMPLISHED AND ONGOING - assessment results reported in this
annual update
2. Make greater use of the online student-connected Blackboard (now MyCR) program. Use
more of the myriad of informational and assessment tools to facilitate greater student to student
and faculty to student interaction. Linked to Strategic Plan
Goal # 5 (Ensure student access) and Goal #3 (Build a culture of assessment). ONGOING
Geography
1. Implement student learning outcomes assessment. Linked to Strategic Plan Goal #3 (Build a
culture of assessment). ACCOMPLISHED AND ONGOING - assessment results reported in
this annual update
2. Continue to develop and sustain a pool of part-time faculty. Linked to Strategic Plan Goal #2
(Develop and manage human, physical and financial resources to effectively support the learning
environment). ACCOMPLISHED - two new part-time geography instructors recruited for
Spring 09 and Fall 09. One is teaching both cultural and physical geography.
Geology
1. Implement student learning outcomes assessment. Linked to Strategic Plan Goal #3 (Build a
culture of assessment). ACCOMPLISHED AND ONGOING - assessment results reported in this
annual update
2. Continue district-wide dialogue concerning section success rate. Last year's data is different
than what is listed this year by IR (for same courses). Linked to Strategic Plan Goal #1 (Enable
student attainment of educational goals). ACCOMPLISHED - further analysis of success
included in this annual update.
3. Continue to assess enrollment trends. We need to consider the impact of DN and Eureka
faculty teaching course in other disciplines and the impact of reassignments. Linked to Strategic
Plan Goal #2 (Develop and manage human, physical and financial resources to effectively
support the learning environment). ACCOMPLISHED - assessments have been done and we
anticipate an increase in enrollment during the 09/10 year.
Meteorology
1. Implement student learning outcomes assessment at both the course and (if possible) program
level. Linked to Strategic Plan Goal #3 (Build a culture of assessment). ONGOING
2. Make greater use of the online student-connected Blackboard program. I will use more of the
myriad of informational and assessment tools to facilitate greater student to student and faculty
to student interaction. Linked to Strategic
Plans and Goals Committee
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2009-10 Program Review
Earth Science/Astronomy
Plan Goal # 5 (Ensure student access) and Goal #3 (Build a culture of assessment).
ACCOMPLISHED AND ONGOING - Meteorology instructor is using MyCR for student
learning.
3. Continue to develop and sustain a pool of part-time faculty. Linked to Strategic Plan Goal #2
(Develop and manage human, physical and financial resources to effectively support the learning
environment). ACCOMPLISHED - Associate faculty in meteorology has returned and has
taught courses for spring 09 and fall 09.
Oceanography
1. Implement student learning outcomes assessment at both the course and (if possible) program
level. Linked to Strategic Plan Goal #3 (Build a culture of assessment). ONGOING.
2. Continue to assess enrollment trends. Linked to Strategic Plan Goal #1 (Enable student
attainment of educational goals) and Goal #2 (Develop and manage human, physical and
financial resources to effectively support the learning environment). ACCOMPLISHED AND
ONGOING - a revitalization plan related to enrollment trends at the Mendocino campus was
produced in Spring 09 and is being implemented. Enrollment and success trends for Ocean
courses are included in this update.
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).
09/10 Goals and Plans
Earth-Astro In-General:
1. Increase FTES for 09/10 10% above FTES for 08/09. Linked to Strategic Plan Goal #2
(Develop and manage human, physical and financial resources to effectively support the learning
environment).
2. Refine SLO assessment process for all Earth-Astro discipline and conduct district-wide
discussions. Use assessment results to improve student success. Linked to Strategic Plan Goal
#3 (Build a culture of assessment).
3. Evaluate success and improvements required for online Geology 10 course and hybrid
Geology 1 course. Linked to Strategic Plan Goal #3 (Build a culture of assessment).
Astronomy
1. Continue evaluation of SLO's across the Astronomy curriculum. Linked to Strategic Plan
Goal #3 (Build a culture of assessment).
2. Endeavor to increase student success by implementing more small group exercises (e.g.
Concept tests) in our large format offerings. Linked to Strategic Plan Goal #1 (Enable student
attainment of educational goals)
Geography
1. Consider implementation of an online physical geography course using web-based spatial
analysis tools. Plan Goal # 5 (Ensure student access).
Plans and Goals Committee
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2009-10 Program Review
Earth Science/Astronomy
Geology
1. Evaluate online courses (Geology 10 and hybrid Geology 1) in terms of SLO achievement,
student success, and enrollment. Use this to modify offerings. Linked to Strategic Plan Goal #3
(Build a culture of assessment) and Goal #1 (Enable student attainment of educational goals).
Meteorology
Continue to make greater use of the online CLE.
Plan Goal # 5 (Ensure student access)
Implement student learning outcomes assessment at both the course and (if possible) program
level. Linked to Strategic Plan Goal #3 (Build a culture of assessment).
Oceanography
1. Implement student learning outcomes assessment at both the course and (if possible) program
level. Linked to Strategic Plan Goal #3 (Build a culture of assessment). ONGOING.
2. Continue to assess enrollment trends. Linked to Strategic Plan Goal #1 (Enable student
attainment of educational goals) and Goal #2 (Develop and manage human, physical and
financial resources to effectively support the learning environment).
Plans and Goals Committee
77
2009-10 Program Review
English
English-Updated October 22, 2009
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual
Update? (Have you shifted departments? Have new degrees or certificates been created by
your program? Have activities in other programs impacted your area or program? For
example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
Prior to this review, Reading 360 was part of the General Studies (GS) Program Review. In S09,
with the retirement of the faculty GS program coordinator and the GS program's subsequent
move to Student Services, it was agreed that Reading should join English for the purposes of
Program Review because it is, in fact, part of the developmental comprehension and composition
course sequence with both curriculum and SLOs closely articulated with English 350.
The most devastating change in our program continues to be the loss of full-time faculty with no
new tenure-track hires to replace them. Since the Fall 2008 Program review, we have been hit
with yet another retirement (Barbara Morrison). In addition, John Johnston is absent for the
2009-10 academic year on unpaid leave, and Pat McCutcheon (whose health problems have
prevented her from teaching a full load since Spring 2008) will be retiring at the end of the Fall
2009 term. This depletion of full-time faculty continues a trend that began in the 2007-8
academic year with the retirement of veteran instructors Bill Hoopes and Larry Frazier, as well
as the transfer of the one full time English instructor from Mendocino to Eureka, leaving the
latter center with no full-time oversight of the English program at that location. Although our
report will address this crisis in Section 6 (Faculty), nonetheless, as the most significant change
in our program, the loss of full-time faculty must be referenced in Section 1 also.
This fundamental problem is related to other changes that have impacted our program negatively
in the past year. With the proliferation of new sites and the mandate to schedule more sections at
non-traditional times and to grow FTES in general, the English department has been pressured
into spreading its dwindling pool of qualified instructors over an ever-expanding schedule and an
increasingly large district. We have fewer full-time instructors to train, mentor, and evaluate a
growing pool of adjunct instructors, some of whom are relatively new to teaching. At a time
when studies are showing that an over-reliance on part-time instructors weakens student transfer
rates and class participation (see http://www.insidehighered.com/news/2008/11/06/adjuncts),
CR's English department is being forced to increase its numbers of adjunct instructors while we
lack the proportionate number of full-time faculty needed to maintain the consistency of
curriculum and standards. To exacerbate this dilemma still more, in the summer of 2009 new
adjunct faculty were hired by an administrator without an English background--hiring decisions
that tenured members of the English department consider questionable.
Plans and Goals Committee
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2009-10 Program Review
English
Finally, the fast-tracked shift in the late summer of 2009 from Blackboard to Sekai has also
affected our discipline. Not only were the faculty forced to rebuild their established Blackboard
resources on an unfamiliar program with fewer, less adaptable features than Blackboard, but the
English department in particular feels a professional responsibility to test and evaluate the new
Tutor.com which the college is promoting as equivalent to those services provided by the
Writing Center. So far, our direct experience with Tutor.com has led us to issue strong caveats
to our students, since we have found the service to be very limited and the tutoring advice to be
of dubious quality. We will continue to evaluate Tutor.com and to monitor the effects of outsourcing services which the English department has long provided the college through its lab
courses.
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.
13. Goals and Plans. Address either item a. or b. in the section below
a. If you have undergone a comprehensive review, attach your Quality Improvement Plan
(QIP) and address progress made on the plan and list any new plans that have been developed
(using a new QIP form).
QIP Attached
N/A
b. If you do not have a QIP, refer to the goals and plans from your previous annual update.
For each goal and/or plan, comment on the current status of reaching that goal and/or
completing the plan.
08/09 Goals and Plans: ENGLISH
1. Articulate and measure several program-wide outcomes.coursework.
Status: The department drafted English program outcomes in Spring 2009 but has since
reconsidered the benfits of having programatic outcomes independent from the institutional GE
and AA Liberal Arts outcomes. Since the end of the Spring 2009 term, the institution itself has
stalled on progressing with AA Liberal Arts and GE assessment policies and procedures, so this
goal is on hold until the college moves forward with these large-scale programatic assessment
plans.
2. Identify and begin assessing individual course learning outcomes.
Status: Ongoing progress--see Section 10.
Plans and Goals Committee
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2009-10 Program Review
English
3. Explore the possibility of offering high-quality on-line and hybrid courses.
Status: With the our current staffing crisis from the loss of full-time English faculty, we simply
do not have the personnel to develop time-consuming new projects such as this. As we have
mentioned in other sections, essential departmental duties must now be performed by a
department nearly half the size it was just three years ago--a triage state which precludes
innovative and ambitious new undertakings. In addition, the lack of intensive institutional
inservice training for quality distance education renders this goal even more impossible to fulfill
at this time.
4. Identify common interests and streamline course offerings with HSU.
Status: In the face of HSU's budget emergency, the HSU English department is in the process of
substantially redefining its own course offereings. When the dust settles and our colleagues in
Arcata have a clear vision of the new directions they will be taking, we will meet with them and
take up this goal once again. (see new goals).
5. Improve knowledge of and increase use of technology in the classroom.
Status: After English faculty worked intensively for eight months on plans for a mobile writing
lab, the project was halted by administrative and financial roadblocks.
6. Develop curriculum to increase student and community interest in English
Status: With the our current staffing crisis from the loss of full-time English faculty, we simply
do not have the personnel to develop time-consuming new projects such as this. As we have
mentioned in other sections, essential departmental duties must now be performed by a
department nearly half the size it was just three years ago--a triage state in which new
undertakings are inevitably stalled or, at the least, slowed down.
08/09 Goals and Plans: READING
1. Continue to coordinate college success and Reading efforts with BSI committee and the
college’s plans to increase student retention, persistence and success.
Status: The college's BSI committee was disbanded in S09. As of 9/24/09, it has not been
reassembled.
2. Ensure continuance of program after Barbara Morrison leaves [retired at end of Sp. 09
semester].. If, at the end of F08, the GS coordinator’s 4.5 TLU’s of reassigned time is indeed
eliminated, who will complete the bulleted responsibilities listed on pp. 7-8?
Status: Reading 360 continues as part of the English department's Program Review.
3. Continue to work with Student Services on ways to integrate services and support more
effectively.
Status: In F09, Students Services expanded their Learning Communities program significantly.
One of the associates teaching GS 361 has become a student mentor for some Reading 360
students. Many others are receiving services through EOPS.
4. Explore the possibility of expanding the program by offering a college success class for
every level of student entering CR in a degree or certificate program.
Plans and Goals Committee
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2009-10 Program Review
English
Status: College successs classes, traditionally part of the GS program, have been subsumed
under Student Services.
5. Upgrade Fm 212 to promote student success.
Status: Computer upgrades in X09 have improved the workstations. Further upgrades are
necessary. (See #8 above)
Each of these Reading goals articulates in its way with CR’s Strategic Plan to
*Reduce barriers to persistence (Objective 1.1)
*Improve basic skills in Math and English as a foundation for student success (Objective 1.2)
*Enable degree and certificate completion in a timely manner (Objective 5.2)
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).
Goals and Plans: ENGLISH
1. Maintain uniform departmental control over the English curriculum, insuring its high
academic quality districtwide.
See Strategic Plan Goal 1: Enable student achievement of academic goals (1.2, 1.3);
Goal 3: Build a culture of assessment (3.1)
2. Lobby the administration for technology to improve communication between campuses and
centers (particularly essential for districtwide assessment work on course and program learning
outcomes).
See Strategic Plan Goal 2: Develop …resources to effectively support the learning environment
(2.3)
Goal 3: Build a culture of assessment (3.1, 3.5)
3. Develop curriculum and/or expand course offerings districtwide to increase student and
community interest in English.
See Strategic Plan Goal 2: Enable student achievement of academic goals (1.3, 1.4, 1.5);
Goal 4: Contribute to the economic, social, and cultural well-being of the Northcoast community
(4.5)
Goal 5: Ensure student access (5.2)
4. Maintain communication with the HSU English department to stay abreast of its changing
program and to help our transfer students to achieve their educational goals as efficiently as
possible.
See Strategic Plan Goal 1: Enable student achievement of academic goals (1.2, 1.5)
5. Beginning in the 2010-2011 academic year, offer English 41 Tutor Training every semester as
we did prior to 2005-06 to increase the number of trained peer tutors in the Writing Center.
See Strategic Plan Goal 1: Enable student achievement of academic goals (1.1, 1.2)
Plans and Goals Committee
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2009-10 Program Review
English
Goal 2: Develop …resources to effectively support the learning environment (2.4)
6. Recommend to the Academic Senate that Faculty Drops and FW Grades be reestablished in
order to make success and retention data more accurate and petition for changes in the fill rate
calculation for the DRP lab course ENGL 52 to render English fill rate data more accurate.
See Strategic Goal 3: Build a culture of assessment (3.4)
Goals and Plans: READING
1. Continue with assessment efforts outlined above.
2. Continue with upgrades to FM 212
3. Track the success fo those Reading 360 students enrolled in GS 361 against those who are not.
Each of these Reading goals articulates in its way with CR’s Strategic Plan to
*Reduce barriers to persistence (Objective 1.1)
*Improve basic skills in Math and English as a foundation for student success (Objective 1.2)
*Enable degree and certificate completion in a timely manner (Objective 5.2)
Plans and Goals Committee
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2009-10 Program Review
Forestry/Natural Resources
Forestry/Natural Resources-Updated September 30, 2009
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual
Update? (Have you shifted departments? Have new degrees or certificates been created by
your program? Have activities in other programs impacted your area or program? For
example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
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).
We currently lack the institutional capacity to track students who leave the program either to
transfer or to enter the labor market.
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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
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
Quality Improvement Form
Program: FOR/NR
Year: 2009
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Forestry/Natural Resources
Submitted by: T. Baker
Category
Descriptions
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
Record of student enrollments in the programs
Estimated Cost(s)
None
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
Quality Improvement Form
Program: FOR/NR
Year: 2009
Submitted by: T. Baker
Category
Descriptions
Recommendation Number and Title 3. Develop additional degrees, options and certificates.
Planned Implementation Date 2010
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)
Quality Improvement Form
Program: FOR/NR
Year: 2009
Submitted by: T. Baker
Category
Descriptions
Recommendation Number and Title 4.Subject-matter tutor
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Forestry/Natural Resources
Planned Implementation Date 2010
Estimated Completion Date ongoing
Action/Tasks
Measure of Success/Desired Outcome
Use of specialized tutor and increased success rates
in FNR courses.
Estimated Cost(s)
$5,000
Who is responsible? Academic Support Center
Consequence if not funded Continued lower than desired success rates in technical classes
External Accreditation Recommendations (if applicable)
Quality Improvement Form
Program: FOR/NR
Year: 2009
Submitted by: T. Baker
Category
Descriptions
Recommendation Number and Title 5. Enclose shooting range
Planned Implementation Date 2010
Estimated Completion Date 2010
Action/Tasks Design and send out bids to enclose shooting range.
Measure of Success/Desired Outcome
Completion of construction and increased
access/quality of educational experience in campus forests.
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.
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
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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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2009-10 Program Review
Health Education/Physical Education/Dance
Health Education/Physical Education/Dance-Updated October 2, 2009
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual
Update? (Have you shifted departments? Have new degrees or certificates been created by
your program? Have activities in other programs impacted your area or program? For
example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
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.
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
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.
The major goal from the 2008-2009 program review was to research, write currculum for and
implement new classes that might meet the needs of our changing student population. To that
end we have added courses in Boot Camp Fitness, Health Education 1 on-line, Hiking, Hip-Hop
Dance, Power Circuit, Cheerleading, intercollegiate men's soccer, mens and womens
intercollegiate cross-country, mens and womens intercollegiate track .
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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).
This year's major goal is to seek ways to implement improvments to department classroom
spaces to promote a better learning environment. This would support the Strategic Planning
Goal # 2 "Develop and manage human, physical and financial resources to effectively support
the learning environment". Information on the many classrooms needing
improvements/renovations are listed on the "Facilities and Classroom Technology" forms
included in this program review.
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2009-10 Program Review
History/Cinema
History/Cinema-Updated October 13, 2009
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual
Update? (Have you shifted departments? Have new degrees or certificates been created by
your program? Have activities in other programs impacted your area or program? For
example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
History and Cinema courses are part of the new Liberal Arts degrees we created at the college
(both Social Science and Humanities/Communication emphases).
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.
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
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.
We have offered a greater percentage of our courses in an on-line format in accordance with our
goal from the previous program review. Presently, we are close to our 20% on-line goal and have
elected Toby Green as the History Department's "Distance Education Coordinator". He is
presently collecting data related to the on-line course enrollments, student demand, and
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instruction that should be part of next year's program review. The World Civ courses have been
articulated.
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).
We will continue to offer high-quality, core, transfer courses to our students to help them achieve
their transfer-related goals. We will measure this using the tools that already exist (faculty
evaluation, retention/success information, and, hopefully, degree completion and transfer data.
This is one of the three overarching priorities of the institution as identified in its mission
statement.
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Hospitality Restaurant and Culinary Arts
Hospitality Restaurant and Culinary Arts-Updated October 23, 2009
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual
Update? (Have you shifted departments? Have new degrees or certificates been created by
your program? Have activities in other programs impacted your area or program? For
example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
13. Goals and Plans. Address either item a. or b. in the section below
a. If you have undergone a comprehensive review, attach your Quality Improvement Plan
(QIP) and address progress made on the plan and list any new plans that have been developed
(using a new QIP form).
QIP Attached
n/a
b. If you do not have a QIP, refer to the goals and plans from your previous annual update.
For each goal and/or plan, comment on the current status of reaching that goal and/or
completing the plan.
A QIP has not been completed for the Hospitality, Restaurant, and Culinary Arts Program.
Listed below are recommendations written into the 2007 and 2008 Program Review documents
with information regarding the current status of each recommendation.
1. Hire a full time faculty or program manager with the goal to increase the number of courses
offered each semester. This position will provide additional culinary lab and student support,
administrative oversight, and facility maintenance. The ongoing increase in enrollment coupled
with the community outreach merits a full time person overseeing the program.
Beginning with the fall 2008 semester, a part-time temporary Program Coordinator joined the
program. This position is charged with program oversight. The Program Coordinator works
with a part-time Lab Technician to provide lab and student support and facilities maintenance.
This has been a beneficial move forward for the program, however the need for a full-time
Program Manager still exists.
2. Recommendation: Find a corporate sponsor for the program to provide on-going financial
support.
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College of the Redwoods administrators and program management are continuing work to
develop outside sponsorship and financial support for the program. These outreach efforts will
continue throughout the 2010 program year.
3. Recommendation: Write a training grant and partner with a business in order to provide
hands-on training for the program students.
This recommendation has not been fully addressed due to limited program staff employment.
It will be reviewed again in the coming year.
4. Recommendation: Create a task force to consider merging the cafeteria with the program as a
cost savings to the college and create a venue for training for the students in the program.
An Advisory Committee has been formed to provide industry input to program development.
While the #4 recommendation has not been addressed, the administration and program
management continue to investigate options for moving the HRC instructional kitchen to the
main campus and to create a true hospitality training center for the District and all of the
California North Coast. Changes in the campus Dining Services program and planned facilities
move necessitate a review of this recommendation. As both programs develop and evolve over
the next year, this recommendation will be updated and/or eliminated.
5. Recommendation: Create a task force to look at the program taking over the entire Arcata
site and managing the food works as part of the program with administrative support for classes.
Recent changes in the structure and management of satellite instructional sites eliminates this
recommendation from future consideration.
6. Recommendation: Update the final 3 course outlines that are from the old curriculum.
Course outlines have received review and updating throughout the past two years. All course
outlines will be reviewed in 2009 to insure current content is included.
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).
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Languages
Languages-Updated October 7, 2009
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual
Update? (Have you shifted departments? Have new degrees or certificates been created by
your program? Have activities in other programs impacted your area or program? For
example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
X No (go to next question)
Yes (describe the changes below):
Del Norte Language Program will continue to offer Spanish, French and American Sign
Language based on identified student needs. They also anticipate exploring the development of
non-credit offerings that might fill a need for those who wish to practice their foreign language
skills but do not wish to earn credits.
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.
NA
13. Goals and Plans. Address either item a. or b. in the section below
a. If you have undergone a comprehensive review, attach your Quality Improvement Plan
(QIP) and address progress made on the plan and list any new plans that have been developed
(using a new QIP form).
QIP Attached
N.A.
b. If you do not have a QIP, refer to the goals and plans from your previous annual update.
For each goal and/or plan, comment on the current status of reaching that goal and/or
completing the plan.
2008-2009 goals and plans are stated as #1, #2, etc. The comments on the status of the goals are
in #1a, 2a, etc.
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Languages
1. Last year, the Language Program in Eureka had tutors for the Spanish, but not for French,
German, Japanese and Sign Language.
1a. This year the Academic Support Center in Eureka provides one tutor for Spanish but not for
the other languages in the language program. At the Mendocino Coast Education Center, the
Academic Support Center does not currently provide Spanish tutors. The support for tutors
comes from Student Services, and the Language Program has been unsuccessful in obtaining
tutors for all languages.
2. In 2008-2009, the Language Program was in talks to develop a Spanish 100 course for the
Academy of the Redwoods in order to prepare and regulate the flow of minors into the college
language 1A, 1B , 2A, 2B classes.
2a. The Language Program and the Academy of the Redwoods now have in place a process to
control the flow of minor and academically underprepared students for college language classes.
2b. It will not be necessary to develop a Spanish 100 class for the Academy of the Redwoods
because the Academy agreed to prepare their students and regulate their flow into the college
language classes.
3. In 2008-2009, the Language Program was in talks to develop a Spanish course for Spanish
Speakers. It was to be designed and written fall 08 or Spring 09.
3a. The Language Program decided not to develop a Spanish for Spanish Speakers course
because the Mendocino and Eureka faculty based the decision on a survey that was conducted in
the Spanish classes, and the numbers did not justify the development of this course.
4. The Language Program last year was not able to offer non-traditional languages in CR, such
as Chinese and Arabic. The Area Coordinator, Ana María Mease, had some talks with HSU
Language Department about collaborating in sharing instructors. The Chinese instructors come
from Xiang University.
4a. The Language Program has decided not to offer Chinese and Arabic because of the difficulty
getting qualified instructors in these disciplines and the logistics of getting funds to finance
these classes and finding classroom space.
5. Last year the Language Program had not yet created a certificate for Sign Language
Interpreting.
5a. The Language Program has postponed the creation of a Sign Language Interpreting
Certificate until all the Sign Language Intermediate courses have been written and offered
successfully. Intermediate SNLAN 2A has been developed and approved by the Curriculum
Committee and will be offered for the first time this Spring 2010. SNLAN 2B will be written and
submitted to the CC in Spring 2010.
List any new goals and plans your area has for the coming year, and indicate how they are
aligned with the goals/objectives in CR’s Strategic Plan. (CR’s strategic plan is located on
the web at http://inside.redwoods.edu/StrategicPlanning/strategicplan.asp).
6. A major goal for last year and again for the coming year or years, should be securing
classroom space that is appropriate for the language classes, and a room and funds to create a
specific Language Laboratory.
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Languages
A specific Language Laboratory has never been a priority for the college administration. The
Language Program is the only academic program in CR that does not have a space to set up an
appropriate language lab. The learning support of our students through this facility would be
excellent, and the success, retention and continuity would certainly improve.
6a. Unfortunately, in the latest blueprints for the renovation of classrooms and of the new
instructional building that will be constructed, languages were not considered. As far as we
know, the Language Program was not given classroom space for a language laboratory, even
though, the learning support of our students through this facility would be excellent, and the
success, retention and continuity would certainly improve.
Since Fall 2002 the language courses became 4-Unit courses instead of 5-Unit. This reduction of
contact time with the students has had an impact in student learning and success. We believe that
a language laboratory would provide the reinforcement and practice that students lost when the
credit hours were reduced to 4. The Spring semester assessment of all language 1A classes
revealed that the Learning Outcomes of speaking, writing and culture need more attention to
improve student success. The Language Laboratory would be a great tool for focusing on the
weaker learning outcomes and would help our students to improve their learning and success.
In 2001-2002, during my Sabbatical leave was on language laboratories, their effectiveness and
the type of labs operating in Community Colleges and State Universities. I visited several
colleges and universities, and I spent the fall 01 semester evaluating HSU Language Laboratory,
their language materials, activities and organization. The spring 02 I studied at the Monterey
Institute of International Studies and Languages where I worked with two other graduate
students of German and Japanese to design two models of Language Labs for College of the
Redwoods. A comprehensive survey of all CR language students was conducted to learn the
interests of the students and their needs. This needs analysis study reconfirmed how important a
language lab is for student learning and success.
These goals are clearly aligned with CR Strategic Plan Goal 1 Enable student attainment of
education goals and Objectives 1.1 - Reduce barriers to persistance and Objective 1.5 - Increase
the number of tansfers. Goal 2 Objectives 2.3 - Improve technology services and support, and
Objective 2.4 - Improve facilities services and support. Goal 3 Objective 3.1 Increase studentlearning performance through student learning outcomes.
Del Norte Language Program will continue to offer Spanish, French and American Sign
Language based on identified student needs. They also anticipate exploring the development of
non-credit offerings that might fill a need for those who wish to practice their foreign language
skills but do not wish to earn credits.
Plans and Goals Committee
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Library Studies
Library Studies-Updated October 10, 2009 (NO REVISIONS)
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):
The series of classes listed as LIBR are new. We are currently offering two classes; LIBR-5
(Research Skills) and LIBR-99A (Book of the Year Discussion Group.) Both classes are
currently being taught face-to-face and online.
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.
NA
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
NA
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.
This is the first year for Library studies.
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List any new goals and plans your area has for the coming year, and indicate how they are
aligned with the goals/objectives in CR’s Strategic Plan. (CR’s strategic plan is located on
the web at http://inside.redwoods.edu/StrategicPlanning/strategicplan.asp).
1) Improve student success rate in online offerings. This aligns with CR's Strategic Plan to a)
"Enable student attainment of educational goals" and b) "Build a culture of assessment."
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Library-General
Library-General-Updated November 12, 2009
1. Report on goals and improvements: (Provide a brief summary of the major
accomplishments and achievements of your department during the past year.)
Please note some goals that you want to accomplish this year.
The primary achievement of the Library over the last year was to maintain services in the face of
drastic budget cut-backs. The library continues to provide both a direct and a supporting role in the
educational mission of the college.
Direct role: Instruction that teaches students skills foundational to their success, thereby “maximizing
the success of each student.”
Library instruction enhances the ability to perform self-directed research, a critical skill for lifelong
learning. This addresses the college’s expectation that each student will “develop an appreciation for lifelong learning.” These student learning outcomes will be addressed in the Library Studies annual review.
Supporting Role: The library’s supporting role is found in the information resources it provides;
resources that help each student “achieve appropriate learning outcomes in his/her courses and programs.”
Likewise, the library as a place achieves this same end, most obviously by providing students with a place
to study.
These outcomes will be measured by student surveys, and measurement of library utilization
(access.)
The Mission of the College of the Redwoods Library:


Provides high-quality services and programs that promote information literacy, critical thinking,
lifelong learning skills, and a spirit of free inquiry in CR students and the campus community.
 Assessment by student surveys to assure the services are both available and adequate.
 Instruction that will provide these learning outcomes (measured by direct assessment of
the courses.)
 Provide access that serves students and community needs, assessed by surveys.
 Provides organized information resources that support the achievement of program and
learning outcomes throughout the college.
 The ability to support instruction by prioritization provided by program reviews.
Provides an environment, physical and virtual, conducive to the access, use, study, and
understanding of information resources, and to the development of a community of learners.
 To be assessed by survey satisfaction rates
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LVN-Nursing
LVN-Nursing-Updated (NO SUBMISSION)
Plans and Goals Committee
100
2009-10 Program Review
Mathematics
Mathematics-Updated October 5, 2009
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual
Update? (Have you shifted departments? Have new degrees or certificates been created by
your program? Have activities in other programs impacted your area or program? For
example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
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.
N/A
13. Goals and Plans. Address either item a. or b. in the section below
a. If you have undergone a comprehensive review, attach your Quality Improvement Plan
(QIP) and address progress made on the plan and list any new plans that have been developed
(using a new QIP form).
QIP Attached
N/A
b. If you do not have a QIP, refer to the goals and plans from your previous annual update.
For each goal and/or plan, comment on the current status of reaching that goal and/or
completing the plan.
(i) The department plans ongoing assessment of one or more of the course learning outcomes in
many of its classes during the spring semester (Objective 3.1 of Goal 3 of the Strategic Plan).
See item #10 for a detailed discussion of assessment results.
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(ii) The department will continue to work towards reducing the cost of textbooks for its students.
In particular, planning will begin for the writing of a College Algebra textbook (Objective 5.7 of
Goal 5 of the Strategic Plan).
The department decided that it was more important to write a textbook for Math 376 than Math
30. David Arnold then wrote a textbook for Math 376 during the spring and summer of 2009.
Additional exercises and editorial help were contributed by other faculty in the department,
including associate faculty. This textbook was completed before the Fall semester of 2009, and is
currently being used in all of the Math 376 classes this year. The old Math 376 textbook cost
over $150, and we believe that many of our students could not afford this textbook, even if they
tried to purchase a used edition. We are also continuing to use the Math 120 textbook written by
members of our department in all of our intermediate algebra courses. As a result of offering
these two free textbooks, we estimate our students are saving a total of nearly $200,000 every
year!
Last year, the department also purchased about 50 copies of an older edition of a College
Algebra and Trigonometry book for Math 30 and Math 25, and these are available for rent for $5
per semester. The book can also be purchased online for about $5. This initiative saves our
students about $50,000 per year.
We are continuing our loan program of calculus books. This saves our students about $15,000
per year. We are also using a custom paper edition of the Math 380 textbook, which saves our
students about $40,000 per year.
All together, our textbook initiatives save students about $300,000 per year.
(iii) The department will continue development of its course web site, making more information
available to both students and instructors (Objective 5.6 of Goal 5 of the Strategic Plan).
Last year, the department created and organized a new department web site that contains
common student and instructor resources for all of its courses. See
http://msenux.redwoods.edu/mathdept/courses.php
This web site helps instructors to plan and conduct their courses, especially in multi-section
courses, and helps students obtain the help they need. While this site is always a work in
progress, many courses now have substantial and very useful course pages and resource
collections.
See item #11 for more details.
(iv) The department plans to teach three sections of Elementary Algebra on the HSU campus on
a trial basis during the spring semester. If these classes are successful, additional Elementary and
Intermediate Algebra courses would be taught in the fall of 2009. This would result in an average
of 11 new sections each semester (Objectives 1.5 of Goal 1 of the Strategic Plan).
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Initial planning meetings were held between CR and HSU math faculty, but then HSU
administration made a decision to have HSU continue to teach these courses.
(v) The department will try to hire a permanent Math Lab coordinator, streamline Math Lab
operations, and work towards establishing some Math Lab hours at Arcata and Mendocino
(Objective 1.2 of Goal 1 of the Strategic Plan).
The department was able to streamline Math Lab operations and recordkeeping through the
hiring of a talented temporary assistant. However, we did not hire a permanent Math Lab
coordinator last year. This is still a high priority for our department. We need a coordinator to set
up the lab, handle recordkeeping and grades, hire, train, and supervise student tutors, and set up
assignments. We will also need someone to rent out over 130 TI-calculators, as well as rent out
textbooks for Math 25 and Math 30 each semester, because it is very likely that we will lose our
division secretary (Eloise Cottrell) this year. Handling the rentals could be one of the additional
duties of the Math Lab coordinator.
(vi) The department will continue to work on refining our current courses that are offered in the
online and hybrid modality, and work on increasing the variety of online and hybrid course
options (Objective 5.6 of Goal 5 of the Strategic Plan).
We continued to offer Math 15 (Statistics), Math 25 (Trigonometry), and Math 120 (Intermediate
Algebra) as online courses, and we continued to offer Math 25 and Math 30 (College Algebra) in
a hybrid format (2/3 in class, 1/3 online). We also created new hybrid versions of Math 120 and
Math 380 (Elementary Algebra). The online and hybrid formats allow more students to fulfill
their GE requirement for the AA or AS degree, or GE transfer level math requirement, because
they are able to fit these classes into their schedules.
Members of the department also did a large amount of additional work creating help resources
for online and hybrid courses. See item #11 for details.
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).
A. We will continue to develop course kits (instructor resources) for each of the courses in our
discipline. By having standardized course kits, student learning performance will be improved by
having the same student learning outcomes specified for the courses we teach. (Objective 3.1)
B. We will continue to assess the student learning outcomes in the courses in our discipline.
(Objective 3.1)
C. The department will try to hire a permanent Math Lab Coordinator to manage the Math Lab,
as well as to take over the calculator and textbook rental programs. The Math Lab is a central
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part of the Department's plan to maintain and improve student success and retention. Managing
this lab requires copious amounts of time that currently is being undertaken by the Math
Department Chair. Under this configuration, there is little time to work on improving the lab
(e.g., a tutor training program, etc.). (Objective 1.1 and 1.2 and 5.7)
D. The Math Department suspects, based on anecdotal evidence, that the current placement
instrument (Accuplacer) has been placing incoming students into inappropriate math courses.
The department plans to assess the effectiveness of Accuplacer and to investigate other
placement instruments. (Objective 3.1, 3.4 and 3.5)
E. The Math Department was recently awarded a large grant to purchase and install a wireless
mobile classroom for the Physical Science building. Currently, the Math Department has
encountered numerous "roadblocks" from CR's IT department. Our goal is to get this classroom
up and running as soon as possible. (Objective 2.3 and 2.4)
F. The Math Department has identified the rapidly rising cost of textbooks as a major
impediment to student access to our courses. We plan to continue lowering textbook costs for our
students by purchasing addition textbooks for our rental and loan programs and by possibly
authoring an additional open source textbook. (Objective 5.7)
G. Over the past several semesters, some faculty have expressed concern over the allocation of
resources throughout the District. We plan to develop resource-allocation priorities (using data)
for optimal scheduling of time and location of classes. (Objective 1.3 and 3.4)
H. Many members of the Math Department have extraordinary computer skills. As an example,
we are the only department on campus to use version control software (subversion) to manage
departmental documents. As another example, we use the mathematical typesetting software
LaTeX to write all of our open source textbooks. The department has as an overarching
professional development goal for all Math faculty to become proficient with these software
packages.
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Medical Assisting-Updated NO SUBMISSION
Plans and Goals Committee
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2009-10 Program Review
MT/IT/CET
MI/IT/CET-Updated
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):
3. Labor Market Review (for occupational programs)
Occupational programs must review their labor market data.
Provide a narrative that addresses the following issues
m. Documentation of lab market demand
n. Non-duplication of other training programs in the region.
o. Effectiveness as measured by the employment and completion success of its
students.
Industrial Technology and Computer Electronics Technology
The IT and CET programs do not offer degrees or certificates. Courses in these programs
are used only to support other programs. Thus, the college needs to decide if IT and CET
will be viable degree-producing programs in the future. If so, then a rigorous labor
market review should be conducted.
Manufacturing Technology
The MT program is a viable starting point for students intending to transfer to engineering
and industrial management degree programs, however, the program’s most basic function
is to train machinists. According to the California Labor Market website, the projected
growth in number of job openings for machinists from 2004 to 2014 is 9%. The average
number of annual job openings due to growth and net replacement is 1,100 jobs.
Anecdotal evidence indicates that these statistics are low. There are many research
articles showing that most machinists are now reaching retirement age, and there are not
enough younger people being trained to replace those who retire.
The MT program also supports students who are interested in general maintenance and
repair. According to the California Employment Development Department website,
general maintenance and repair workers are listed as one of the occupations with the most
job openings, showing 390 job openings in this region projected from 2004 -2014. The
North Coast Prosperity Website lists niche manufacturing as one of the six targets of
opportunity for the counties served by CR. In their report the authors write “The niche
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manufacturing industry cluster contributes approximately 14% the base economy payroll
and 5% to the total payroll of Humboldt County’s economy” (Dennis Mullins,
www.labormarketinfo.edd.ca.gov).
Additionally, this author recently completed a needs assessment for niche manufacturers
in Humboldt County as part of the requirement for a master's degree at Purdue University.
The report, "Skill Needs Assessment of Niche Manufacturers in Humboldt County
California" concluded that "at least 67 companies make up the entire population of niche
manufacturers in Humboldt County, even under a less than optimal economic situation,
114 new employees will be hired this year." This report also stated, "Employers in
Humboldt County have difficulty finding skilled employees."
The MT program does not duplicate other training programs in the region. Humboldt
State University (HSU) offers education in industrial subjects but does not provide the
intensive hands-on practical experience that the MT program at CR is highly praised for.
There is only anecdotal evidence of its effectiveness as measured by the employment and
completion success of its students. Two recent graduates were successful at finding highpaying jobs in the manufacturing industry.
Currently, the IR department at CR has no data on graduate employment rates for the MT
program.
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
Please see the supplemental document MT-QIP-2009.pdf for the MT Quality
Improvement plan. This QIP was produced in the MT program comprehensive review for
academic year 2007-2008. These goals are not tied to assessment. Future QIPs will tie
goals to assessments.
The IT and CET programs have not undergone comprehensive reviews.
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.
The IT program does not offer degrees or certificates. This program is a set of courses
that support other programs. On last year's annual program review, no specific goals or
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plans were identified for IT. There was a comment regarding changing IT 60A and IT
60B to MT courses. This plan is still being evaluated by faculty.
The CET program does not offer degrees or certificates. There are only two CET courses,
CET 10 (Survey of Electronics) and CET 10L (Survey of Electronics Laboratory.) On last
year's annual program review, no specific goals or plans were identified for CET. There
was a Facilities, and Classroom Technology Form filled out requesting a dedicated CET
laboratory. The author wrote, "There is no existing dedicated CET laboratory space.
Laboratory space needs to be identified for the CET program. Existing laboratory
equipment should be set up in permanent workstations in a dedicated laboratory." Faculty
and administrators in the applied technology area have been discussing options to create
an electronics laboratory and offer CET 10L.
This author recommends removing the CET and IT disciplines from the MT program
review. MT should have a stand-alone program review process and CET and IT should
be combined into one document.
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).
Currently, the MT program offers two Associate of Science degrees and two Certificates
of Achievement. In the coming year, faculty will evaluate the viability of offering a
Certificate of Recognition in manual processes of manufacturing. Also for the MT
program, a new goal is to articulate courses with CSU and develop a program where HSU
students can attend CR MT courses and obtain credit for their degrees in Industrial
Technology. This goal is aligned with Strategic Plan Goal 1, "Enable student attainment
of educational goals."
For CET, IT, and MT in general, a new goal will be to implement student learning
outcomes assessment in every course. This goal is aligned with Strategic Plan Goal 3,
"Build a culture of assessment."
Some of the IT courses and CET 10 are excellent candidates for on-line delivery. A new
goal for the coming year is to submit curriculum proposals to offer these courses via
distance education technology. This goal is aligned with Strategic Plan Goal 5, "Ensure
student access."
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Quality Improvement Plan
Program: MT
Year: 2008
1.
Recommendation
Planned Implementation Date
Estimated Completion Date:
Action/Tasks
Measure of Success/Desired Outcome
Estimated Cost(s)
Who is responsible?
Consequence if not funded
External Accreditation Recommendations
(if applicable)
Develop a plan to increase enrollment.
Spring 2008.
Ongoing
Create program website, brochures, and
TV and radio advertisements emphasizing
technical programs. Continue working
with Paul DeMark and follow his
suggestions of buying Google sponsored
links, creating tri-fold brochures, and
writing press releases on MT related
stories. Work with local high-schools and
labor agencies to recruit new students.
Enrollment will increase. This will make
the program stronger and help to justify
gaining NAIT accreditation.
No data is available at this time.
The program coordinator.
Enrollment will be stagnant or not
increase significantly.
NAIT accreditation is dependant on the
program being strong, low enrollment is a
sign of a weak program.
Progress Report
Enrollment in the MT program is increasing. Public events such as Science Night and the
Career and Technical Showcase have featured the MT program. The annual Eureka High
School field trip as well as the Del Norte High School field trip also bring many potential
students to see the MT laboratory. Although the Action/Tasks listed above have only
been partially implemented, the MT program is experiencing increases in interest and
enrollment.
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Quality Improvement Plan
Program: MT
Year: 2008
2.
Recommendation
Planned Implementation Date
Estimated Completion Date:
Action/Tasks
Measure of Success/Desired Outcome
Estimated Cost(s)
Who is responsible?
Consequence if not funded
External Accreditation Recommendations
(if applicable)
Obtain accreditation through NAIT.
Spring
2008.
Spring 2009.
Work with NAIT accreditation board to
apply for and receive accreditation.
NAIT accreditation will give the program
credibility. The program will be
perceived as more attractive to future
students and enrollment will continue to
grow. Through the NAIT accreditation
process, the program will be improved
and the quality of instruction will be
enhanced.
No data is available at this time.
The program coordinator.
Without NAIT accreditation, the MT
program will be perceived as less credible
and enrollment will stagnate or will only
increase slowly.
NAIT requires that significant action be
taken. Curriculum and program
documentation will be measured on a
multi-dimensional scale. NAIT officers
will visit the campus and evaluate the
program. This undertaking is substantial
and will require a great amount of work.
Progress Report
The National Association for Industrial Technology (NAIT) has changed its name to the
Association for Technology, Management, and Applied Engineering (ATMAE). Because
enrollment is increasing, the ability to obtain ATMAE accreditation is becoming more
viable. In preparation for this, program faculty will attend the 2009 ATMAE conference
and will participate in an Accreditation Self Study breakout session. The process for
gaining ATMAE accreditation will be started in the Spring 2010 semester.
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Quality Improvement Plan
Program: MT
Year: 2008
3.
Recommendation
Planned Implementation Date
Estimated Completion Date:
Action/Tasks
Measure of Success/Desired Outcome
Estimated Cost(s)
Who is responsible?
Consequence if not funded
External Accreditation Recommendations
(if applicable)
Plans and Goals Committee
Gain information on budget allocations.
Spring
2008.
Spring 2008.
Separate the MT budget from the WT
budget.
The full time MT faculty member will
have a clear understanding of the MT
budget.
No cost.
The division chair and the program
coordinator.
Continued confusion regarding how much
money is available for the MT program.
NAIT accreditation will require budget
information reports. Accreditation cannot
be accomplished without separating the
MT budget from the WT budget.
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Progress Report
The MT budget is still combined with the Welding Technology (WT) budget. The MT
and WT program coordinators have met to split the allocations for this year. The
Action/Tasks listed above will not been implemented since MT and WT are combined
under the same TOPS code from the state. Thus, program leaders in MT and WT will
simply negotiate and agree on their specific allocations from the combined allocation.
Plans and Goals Committee
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2009-10 Program Review
Music/Drama
Music/Drama-Updated October 6, 2009
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual
Update? (Have you shifted departments? Have new degrees or certificates been created by
your program? Have activities in other programs impacted your area or program? For
example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
One minor change: Drama 2 is now a restricted elective for the A.A. degree in Fine Arts. Also,
although I don't know that this belongs here, I don't know where else to put it: the Music Library
has been closed until further notice. Given the relatively small amount of visitors the M.L.
received in a given week, I could not justify using work study time that other programs in our
Division (mainly Art) needed more urgently; furthermore, as my extra-Music program
responsibilities continued to grow, it was becoming increasingly difficult for me to oversee the
student workers and devote the necessary energy to develop strategies for incorporating new
items into our holdings. I believe the long-term solution to this situation is to donate our
holdings to the C.R. main library, let them incorporate such items as they want, and dispose of
such items as they do not.
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.
N/A
13. Goals and Plans. Address either item a. or b. in the section below
a. If you have undergone a comprehensive review, attach your Quality Improvement Plan
(QIP) and address progress made on the plan and list any new plans that have been developed
(using a new QIP form).
QIP Attached
N/A
b. If you do not have a QIP, refer to the goals and plans from your previous annual update.
Plans and Goals Committee
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For each goal and/or plan, comment on the current status of reaching that goal and/or
completing the plan.
1. Revise the following course outlines: Music 1, 2, 3, 10, 12, 14, 25, 25L, 26, 26L, 29, 29L, 61,
64. All of these were done with the exception of Music 61 and 64, which will be completed this
year.
2. Research the possibility of offering Music 10, 12, and/or 14 online. This is still in research
mode; a competent (and potentially interested) out-of-area instructor has been identified.
3. Reintroduce Music 14, 23, and/or 37/38 to the active curriculum if circumstances permit.
Music 14 (World Music) has been reintroduced; it was offered Summer 2009, and will be offered
again Spring 2010. This meets an important goal of the College in "instilling an appreciation of
the values and contributions of other cultures and increasing global understanding among
students" (catalog, p. 7, "Philosophy," no. 4). While circumstances did not permit the
reintroduction Music 23 or 37/38, we were able to reintroduce Music 22, Beginning Band
Instruments; the reestablishment of this course on a continuing basis will eventually allow us to
put our three instrumental ensembles (Concert Band, Jazz Band and Pep Band) on a more stable
long-term footing, and will provide a potentially valuable musical outlet to the charter high
school, which currently has no band program of its own (see the Strategic Plan, objective 5.4,
"Improve K-12 Outreach.") Also, we created a new ensemble, Pep Band, Music 66, to play at
high school football and basketball games. Early evidence suggests this will be a popular
ensemble, and will certainly raise the profile of our ensemble program in the community.
4. Add Drama 2 to the list of Music/Drama courses that can be taken as restricted electives for
the A.A./Fine Arts degree. This was done during the 2008-09 academic year.
5. Purchase eight new digital pianos for Eureka's piano lab (CA 104). This was not done; last
year we purchased no new pianos. We cannot meet this goal without institutional support.
6. If #5 is successful, ship 15 digital pianos down to Mendocino campus and create a piano lab
on the Mendocino campus. We are still planning to ship our seven unused digital pianos down to
the Mendocino campus if they still want them. Currently, however, there is no place on the
Mendocino campus to create a permanent piano lab.
7. If #5 and #6 are successful, begin offering Music 1 and Music 25 courses on the Mendocino
campus as circumstances permit; continue offering Music 10 at Mendocino. The goal of offering
Music 25 at Mendocino has been abandoned for the forseeable future. However, plans still exist
to offer Music 1, and to hopefully offer at least one G.E. Music course each semester, alternating
between Music 1, 10, 12, and 14.
8. Continue to offer Drama and Music courses on the Del Norte campus as circumstances
permit.
9. Secure the services of a music tutor on the Eureka campus. This has been accomplished.
10. Begin serious discussion amongst the campus community about the creation of a second
full-time music position. This was not attempted 2008-09.
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).
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Music/Drama
1. Create a fourth semester music theory course; there has been student request for this for many
years now, as it would allow music majors to take the entire two-year lower division music
theory sequence at C.R. before transferring, and would allow successful students to test out of
the first year or two of their next institution's music theory sequence. (See Goal 1, Ojective 1.5 of
the Strategic Plan, "Increase the number of Transfers.") Creating this course will also demand the
revision of Music 1, 2A, and 2B; the latter will probably go back to their old designations, Music
2 and 3, and the new course will probably be designated as Music 4.
I am sorry that the Committee was concerned that there was insufficient use of data to support
this (and other suggestions in this section). I'm not convinced this is a fair criticism. One
pervasive problem is the College does not recognize an official Music major. If it did, that
would immediately allow us to start tracking the progress of Music majors, and to start polling
them on their preferences in terms of new class initiatives, new equipment purchases, etc. Over
time, we might even be able to track C.R. music majors to their transfer institutions and poll
them regarding which classes they wish we had offered, what equipment they wish we had
purchased, etc. As it is now, I learn what components of our program worked well for Music
transfers strictly through them contacting me after transferring to a four-year institution. This
particular initiative (a four-semester theory sequence) is the result both of many in-house
students requesting it over the years, and a number of transfers contacting me retroactively and
stating they would have liked to have taken more theory at C.R. if they had the opportunity.
Please recall that I cannot create a Music major; this must be an institutional initiative.
2. Continue to highlight our performance/ensemble programs in both Music and Drama in line
with objective 4.5 of the Strategic Plan, "Enhance the cultural richness of the community," both
through advertisement (of performances/productions) and recruitment of students (we are
currently working with Lynn Lozier-Hanon and Paul DeMark on the creation of a Music
program brochure which will be used as a recruiting tool in local high schools). I have already
described the creation of Pep Band (Music 66) above; our three existing music ensembles
(Concert Band, Jazz Band, Concert Choir) remain vibrant, with good enrollments--many nontraditional students who re-enroll semester after semester--and good community presence, giving
multiple performances each semester in the community. Drama 26, Drama 34, and Music 44,
our performance production classes, continue to mount high-quality, favorably reviewed, wellattended shows: for instance, last spring's Music 44 production brought about 1800 people onto
campus during the course of its run.
2. Purchase four new digital pianos for Eureka's piano lab (CA 104). As stated above, this piano
lab services six to seven sections and 150-175 students per semester; loss of existing digital
pianos due to mechanical failure would therefore constitute a serious blow to Eureka Campus's
Music program. This can only be done with institutional support.
3. Transfer seven currently unused digital pianos from Eureka campus to Mendocino campus,
allowing Mendocino to begin offering Music 1 (i.e. improve Access, enhance the cultural
richness of the community, etc.). As stated above, I have no hard data to suggest that there is a
potential pool of students in Mendo clammering for the opportunity to take Music 1; at present,
this can only be established through offering the course and observing what happens.
Plans and Goals Committee
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Philosophy
Philosophy-Updated October 13, 2009 (NO REVISIONS)
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):
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.
N/A
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
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.
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).
Plans and Goals Committee
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2009-10 Program Review
Physics/Engineering
Physics/Engineering-Updated October 16, 2009
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual
Update? (Have you shifted departments? Have new degrees or certificates been created by
your program? Have activities in other programs impacted your area or program? For
example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
A full-time physics faculty member has been hired since last program review, and is the author
of this program review. The author started in January '09. The immediate impact has been a
greater ability to off the full range of physics courses. The last program review comments that
lack of a full-time faculty led to cancellation of sections. In particular, the calculus based
sequence of physics classes was impacted, and can now be offered with greater regularity and
thus meet students' needs for transfer programs requiring the sequence.
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.
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
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.
Our plans for the next year:
Plans and Goals Committee
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Physics/Engineering
1.
Recruit a pool of Associate instructors to teach the Physics 2 and Physics 4 series in
spring ‘08, as well as Physics 10.
2.
Continue to make the case for hiring a full-time physics instructor once the District is in a
financial position to fill vacant positions
3.
Update course outlines for all physics courses.
4.
Develop an SLO assessment plan based on the SLOs in the updated course outlines
5.
Assess the status of the physics lab equipment and develop a plan for updating equipment
(within the financial limits that currently exist).
6.
Continue asking that the science faculty be involved in facilities planning.
The above were taken from the last program review.
1. There are currently sufficient associate faculty for all courses
2. A full-time physics instructor has been hired
3. Still in progress, and will all be updated by current full-time faculty
4. Currently not developed. Once all course outlines are updated an assessment plan can be
drawn up.
5. Assessment is ongoing, but needs have been identified. The action plan submitted last spring
was not funded which is a setback to addressing these needs. An increase in yearly budget was
proposed and will help with some smaller items needing attention.
6. This seems to be occurring. The author has been to several meetings that involved facilities
planning and also raised the question of what needs the program has.
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).
Plans and Goals Committee
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2009-10 Program Review
Political Science
Political Science-Updated October 5, 2009
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual
Update? (Have you shifted departments? Have new degrees or certificates been created by
your program? Have activities in other programs impacted your area or program? For
example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
After two second academic years without a full time political science faculty member at the
Eureka campus, a full-time faculty member has been hired. This is the only full time position that
is solely dedicated to the discipline of political science. The fall of the 2009-2010 is the official
start of this position but already there have been several obvious affects towards the goals from
the 2007 and 2008 Annual Program Reviews. For example this position has allowed for greater
communication and discussion among the discipline at the Eureka branch and between all the
branch campuses. The full time position has allowed for more strategic scheduling of classes and
greater offerings of times and courses for students. This newly filled position has also facilitated
the review and rewriting of outdated course outlines as well as plans to implement Student
Learning Outcomes assessment.
Enrollment in political science courses has increased rapidly over the last two years. There has
been a dynamic where increased enrollment has created the need for additional sections and
additional sections have lead to further gains in enrollment. Additional sections of POLSC 10
were added in the 2008-2009 academic year with sections further increasing in the fall of the
2009-2010. Adding the new sections in 2008-2009 required hiring two new associate faculty to
teach that year. Adding additional sections in the fall of 2009-2010 required two additional
associate faculty even with the addition of a full time political science position. Future increases
in sections and enrollments will most likely require additional associate faculty.
Another positive effect of the increase in enrollment is the greater likelihood of offering elective
political science classes at the Eureka campus each semester. Spring 2009 was the first semester
that an elective course at the Eureka Campus was offered since fall 2006. Fall 2009 marks the
second semester in a row with an elective political science course being offered at the Eureka
Campus and the first time in 5 years that students have been able to take POLSC 12: State and
Local Government. Being such a long time since POSLC 12 has been offered at the Eureka
campus it was the first chance many students have had to take this course during their time at
CR. The Del Norte and Mendocino campuses have very good records of offering elective classes
in political science and it is hoped with a full time position at the Eureka campus that more
elective courses can continue to be offered.
Objective 5.6 of College of the Redwoods Educational Master Plan(EMP) is to increase
distance and on-line education. According to Educational Master Plan 95% of CRs offerings in
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the 2007-2008 academic year are given in a traditional format with only 5% of class offerings
being distance or on-line. POLSC has made consistent efforts to offer on-line sections and
account for a high percentage of all of CRs on-line offerings. In 2007-2008 POLSC offered 5 out
of 26 (19%) courses on-line and then for the 2008-2009 academic year 8 out of 30 (27%) were
offered on-line. Overall in 2008-2009 14% of all students enrolled in an on-line course at CR
were enrolled in an on-line POLSC 10 section. This is true even though POLSC accounted for
only 3% of all students enrolled at CR in 2008-2009. In the spirit of Objective 5.6 of the EMP
the fall 2009 semester sees additional on-line sections of POLSC 10; consequently four on-line
sections are now offered in a semester up from only one just three semesters ago.
According to the EMP the fifth of the five Strategic plan goals developed by the College of the
Redwoods Coordinating Planning Team for the years of 2008-11 is to “ensure student access.”
Increasing distance and on-line education is just one way to accomplish this larger goal. POLSC
has historically offered sections at many of the satellite campuses and further increased these
offerings in 2008-2009. Last year there were POLSC sections at the Eureka Downtown Site and
the Klamath-Trinity Site and in the summer at the Fortuna Site. The fall of 2009 sees offering at
the new Arcata Site, the new Mckinleyville Site, and the Klamath-Trinity Site.
The 2008-2009 academic year also saw POLSC offering student learning opportunities outside
the classroom. Last year POLSC Department along with the Office of Student Learning Support
Services hosted Constitution Day on September 17th, the anniversary of the signing of the US
Constitution in Philadelphia. In a separate event one POLSC faculty member hosted a debate on
current ballot issues prior to the 2009 election in November. These events served as both
additional educational opportunities for enrolled POLSC students and as a great outreach tool for
prospective POLSC students.
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.
N/A
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
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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.
According to last year’s Program Review “The salient goal for 2008-2009 is:
To request the hiring for a full-time political science faculty position at the Eureka campus.”
A hiring committee was created and full-time political science faculty position at the Eureka
campus was hired. This required much work on the part of the other full time faculty who teach
in political science.
Other important goals include from last year’s program review include
“Addressing the need to update at least two political science course outlines.” This did not occur
as there was no solely dedicated full time person to lead the process. However since the brief
start of this academic year one course outline is in the process of being updated already.
Another goal from last year was “Practicing a broader inclusion of political science faculty into
email communications regarding area issues.” And “Bringing the area faculty into a discussion
which would explore and evaluate factors in the success rates and retention rates of POLSC 10
and to make recommendations.” Again both of these goals are now starting to get worked on
with the hiring of a new full-time faculty member.
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).
The continuation of last year's goals that went unmet are the most pressing.
#1 Therefore the first goal is to update 3-4 of the most outdated Course Outlines by the start of
the next academic year. This relates to Objective 3.1 – Increase student learning performance
through student learning outcomes from CR's Strategic Plan.
#2 Political Science classes will be offered at at least 5 of the different campuses, centers, and
sites each semester. Further efforts will be made to continue to offer sections at the most remote
sites such as the Klamth-Trinty Site and Mckinleyville Site. This will work towards CR's
Objective 5.3 in the Strategic Plan – Reduce transportation barriers for students.
#3 The 2009-2010 will maintain the growth in the number of sections and number of students
enrolled in on-line sections from this year. This matches up with "Objective 5.6 – Increase
distance and online educational opportunities." Political Science has done a good job of meeting
this goal with over 14% of all students enrolled in on-line classes at CR enrolled in POLSC 10:
American Institutions.
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#4 As a discipline Political Science will offer at least 4 outside the classroom educational
activities in the 2009-2010 year giving students a greater level of participation in campus life.
This will help CR achieve “Objective 5.9 – Increase student participation in campus life."
#5 Offer a greater diversity of political science course to students at CR. Goals #1 of CRs EMP
is to “enable student attainment of educational goals.” Antidotal evidence from instructors
teaching POLSC 10: American Institutions shows that students would like to have a broader
selection of political science courses as part of their educational experience at CR. Since all
most all political science offerings transfer to UC and CSU systems it is important that the
department make every effort to offer these courses to students that wish to take them.
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Psychology
Psychology-Updated October 6, 2009
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual
Update? (Have you shifted departments? Have new degrees or certificates been created by
your program? Have activities in other programs impacted your area or program? For
example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
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.
N/A
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
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.
1. Develop an assessment method for measuring all student learning outcomes by Fall 2010:
The department has been working on assessing a learning outcome from the curriculum of
Psychology 1. The outcome has been picked and assessments took place in Fall of 08 and Spring
of 09. This outcome of explaining the inteaction between heredity and environment will
continue to be assessed this year. We did not assess the writing of a research paper as an
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outcome to date due to the desire to create good assessemnt criteria, and therefore we have
decided to move slower with our process. Plans to assess a new outcome will be discussed this
academic year.
2. Increase course fill percentage by Fall 2010: Our classes continue to be popluar classes for
students to take and we have fairly high fill percentages currently. As a department we will
continue to experiment with scheduling classes at alternative times. However, we will attempt to
not schedule too many sections of classes, that would result in lower fill percentages.
3. Improve student success by 5% by Fall 2010: Our retention rates of students are fairly high
with an overall retention of 89%. Our student success in some classes has declined this year,
particularly in psychology 1. As a department we will continue to assess the needs of our
students and evaluate the population of students that are enrolling in psychology classes. We
would like to focus on our overall presentation of material and how we can help advise and
support students more.
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).
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Real Estate
Real Estate-Updated October 22, 2009
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual
Update? (Have you shifted departments? Have new degrees or certificates been created by
your program? Have activities in other programs impacted your area or program? For
example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
3. Labor Market Review (for occupational programs)
Occupational programs must review their labor market data.
Provide a narrative that addresses the following issues
a. Documentation of lab market demand
b. Non-duplication of other training programs in the region.
c. Effectiveness as measured by the employment and completion success of its students.
a. There is a community and professional need for this discipline. The RE classes are either
required or one of the optional courses required before one can sit for the state license exam. Our
courses also qualify as continueing education classes for existing licensees.
b.There is no other face to face training program in Northern California.
c.This is not measurable by us or anybody else. We do not offer any certificates or degrees.
Students, if they meet the requirements, sit for the California Real Estate Sales examination.
Many students may only take 1 or 2 classes at CR and take the rest online and/or enroll in a test
prep school. There is no way of extrapolating our students information from the state statistics
and if we could it would not be valid because most, if not all, did not get all their prep at CR.
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
NA
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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Real Estate
1. Updating curriculum to current standards. All courses currently being offered have revised
curriculum documents.
2. Establish a paid (stipend )program coordinator. Ted Stodder, who teaches part time in the
disipline, continues to act as program coordinator. Duties include curriculum updates, program
review, associate faculty hiring, mentoring, and evaluation, and course scheduling.
3. Integrate SLO's into the RE discipline.
List any new goals and plans your area has for the coming year, and indicate how they are
aligned with the goals/objectives in CR’s Strategic Plan. (CR’s strategic plan is located on
the web at http://inside.redwoods.edu/StrategicPlanning/strategicplan.asp).
1. Establish a paid (stipend) discipline coordinator. A full time faculty from another
department who teaches 1 Real Estate class has taken on the responsibility of all curriculum,
program review, class scheduling, and all associate faculty responsibilities.
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Speech/Journalism
Speech/Journalism-Updated October 14,2009 (NO REVISIONS)
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):
With only one full-time faculty member in Speech Communication, the increasing number of
instructional sites throughout the District and the administrative directive to schedule both day
and evening classes at these new sites has stretched our ability to adequately staff sections. We
find ourselves pulling instructors from traditionally well-enrolled sections at the main campus in
Eureka to staff sections at new instructional sites in untested or redundant time slots which have
tended to have lower enrollments.
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.
N/A
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
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.
A priority goal for this year identified in last year's program review was the recruitment and
appointment of a replacement for the vacant tenure-track faculty position in the department. With
the new, undefined process for faculty prioritization, this position has not been approved for
rehire.
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An additional goal was to focus on SLO assessment which is currently underway.
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).
This year we will focus on SLO assessment and on training adjunct faculty in SLO assessment.
Additionally, we will continue work to create the curriculum necessary in Journalism to revive
the student-run newspaper.
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2009-10 Program Review
Welding Technology
Welding Technology-Updated October 23, 2009
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual
Update? (Have you shifted departments? Have new degrees or certificates been created by
your program? Have activities in other programs impacted your area or program? For
example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
College of the Redwoods (CR) district Welding Technology (WT) program offers courses at
Eureka main campus, Del Norte High School (off campus), and South Fork High School (off
campus and new in Fall 2009). The Fall courses at the Eureka campus show continued high
enrollment in four sections (WT53,WT54,WT56,WT56); Del Norte has offered two sections
(WT53,WT54); and South Fork High School has offered one section (WT53) as the first welding
class offered at that southern Humboldt location.
All current welding and metallurgy course outlines were updated and approved by the
Curriculum Committee last year (2008). The certificates and degree should be updated in the
2009-10 year.
Enrollments will increase in 2009-10 with the return of welding sections at Del Norte and
adding a section at South Fork High. In 2006-07/ 2007-08 years no WT sections were offered at
either location.
The Department of Labor (DOL) has awarded CR a $2.5 million grant which includes
funding for welding equipment and a full time temporary non-tenure welding instructor position.
The addition of new equipment (such as Computer Numerical Control -CNC plasma, digital
welders, and punch press) may require additional curriculum to be added to the program. In
order to satisfy grant requirements, a new certificate will be needed in the welding program that
will provide a student pathway to American Welding Society (AWS) certification in two
semesters. This new certificate will use appropriate existing courses.
The CR Diesel Program (DT) has no full time instructor due to retirement. Most of the DT
course curriculum, certificates and degree need to be updated. This may not happen with the
area overseen by only part-time faculty. There is talk of program discontinuance for DT and this
would affect the WT Program since the basic welding course (WT53) is a required course within
the DT program. Additionally, many diesel students take additional welding courses to benefit
their job skills and improve their opportunity for employment. A lack of these students will
negatively affect the welding student enrollment.
There is work being done at CR to add "Green Technology" courses. The addition of these
courses may add students into the WT program. The soldering and welding skills needed in this
technology are already taught in the welding program.
3. Labor Market Review (for occupational programs)
Occupational programs must review their labor market data.
Provide a narrative that addresses the following issues
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a. Documentation of lab market demand
b. Non-duplication of other training programs in the region.
c. Effectiveness as measured by the employment and completion success of its students.
The labor market demand for welders is increasing as many "baby boomers" near retirement
age. Dennis Mullens from our local (Eureka CA) Employment Development Department (EDD)
has provided information regarding welders and occupations which employ welding skills. He
provides information which shows over fifty professions beyond welders, brazers and solderers
use some type of welding process.
The Wall Street Journal article "Where have all the welders gone" reinforces the need of
welders in the next few years. "The ranks of welders, brazers and solderers -- whose jobs all are
essentially to join pieces of metal -- dropped to 576,000 in 2005, a 10% decline compared with
2000, according to the federal Bureau of Labor Statistics. The American Welding Society, an
industry group, predicts that by 2010 demand for skilled welders may outstrip supply by about
200,000.
Welding is a job that isn't easy to automate. Repairs on the nation's aging infrastructure, such as
bridges, require judgment calls a robot can't yet make. Some welded products, such as space
frames for Formula One race cars, aren't produced in sufficient quantity to justify development
of expensive robots.
The average age of welders, currently 54, keeps climbing. As a wave of retirements loom,
welding schools and on-site training programs aren't pumping out replacements fast enough. As
a result, many companies are going to great lengths to attract skilled welders, sending recruiters
to faraway job fairs and dangling unprecedented perks."
The Workforce Industry Board (HC-WIB) data shows the growing local demand in Industrial
Construction skills which includes welding, iron works, and metal fabrication. The North Coast
Prosperity website lists niche manufacturing as one of the six targets of opportunity for the
counties served by CR. In their report, the authors write "The niche manufacturing industry
cluster contributes approximately 14% the base economy payroll and 5% the total payroll of
Humboldt County's economy. (Dennis Mullens www.labormarketinfo.edd.ca.gov)
In summary, the need of skilled welders is increasing. College of the Redwoods (CR) is
providing rigorous high quality instruction and continues training people for this industry.
College of the Redwoods is the only welding training facility in the north coast area.
Data which tracks students once leaving CR is not readily available at this time. However, the
measurement of student success is shown with students finding employment with local industry
such as O and M Industry, California Acquistion Company (Simpson Timber Co.), Johnson
Industry, UHaul and Fortuna Iron Company. Some students employed by Amulet Manufacturing
followed the employer which relocated from Humboldt County to Idaho . One student currently
works in Florida and continues to maintain contact Another local residing student continued
from the CR welding program to an underwater welding school and now welds all over the
world.
The CR welding program has trained, retrained and aided the employment of many people.
13. Goals and Plans. Address either item a. or b. in the section below
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a. If you have undergone a comprehensive review, attach your Quality Improvement Plan
(QIP) and address progress made on the plan and list any new plans that have been developed
(using a new QIP form).
QIP Attached
N/A
b. If you do not have a QIP, refer to the goals and plans from your previous annual update.
For each goal and/or plan, comment on the current status of reaching that goal and/or
completing the plan.
THE FOLLOWING IS A COPY OF GOALS and PLANS from the previous annual update:
13.
If you have recently undergone a comprehensive review, attach your Quality
Improvement Plan if applicable. n/a
14.
If you do not have a QIP, what goals and plans does your area have for the coming year?
RECOMMENDATION #1
Recommendation: Recruit 1 Full-Time faculty, with the goal of supplying projected demand
with Full-Time faculty.
Planned Implementation Date: Begin recruitment early in 2008.
Estimated Completion Date: Beginning of Fall 2008 semester.
Action/Tasks:
•
Secure administrative approval for recruitment.
•
Publicize opening to ensure maximum possible pool of qualified applicants
•
Form hiring committee
•
Process first round applications
•
Contact applicants for interviews
•
Determine whether any applicants are suitable and rank their suitability
•
Contact desired applicants with offers
Measure of Success/Desired Outcome:
Successful recruitment qualified applicant to meet a small majority of projected TLU needs
while keeping the Welding Program a net financial benefit to the rest of the college.
Estimated Cost(s):
•
Gross costs of $80,000/year in salary and benefits for new Full-Time faculty.
•
With 1 FT faculty, we can add welding Fabrication and Metallurgy so that students could
complete a certificate and/or degree in Welding.
Who is Responsible: Helen Edwards
Consequences if not funded:
•
Inability of the expected students to finish their certificates in a timely manner, due to the
lack of faculty available to teach required courses.
•
Damage to the reputation of the Welding program as students discover they cannot
complete their certificates in a timely manner.
•
Losses of enrollment at CR both directly due to lack of Welding sections and indirectly,
as students avoid CR due to inability to complete their certificate and/or degree.
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•
Inability to improve articulation due to lack of full-time faculty with the long-term
interests of the program at heart.
RECOMMENDATION #2
Recommendation: Replace and upgrade some of the existing equipment
Planned Implementation Date: Spring 2008
Estimated Completion Date: Beginning of Fall 2008 semester.
Action/Tasks:
•
Write VTEA proposal for new equipment
•
Work with appropriate departments and Division Chair to formulate budget for
maintenance
Measure of Success/Desired Outcome:
Student and employer satisfaction surveys will reveal improvement in placements.
Estimated Cost(s):
•
Budget for priority items needs to be researched
Who is Responsible: Helen Edwards
Consequences if not funded:
•
Inability of the students to finish their certificates or degrees with the skills required by
employers.
•
Loss of students to other educational facilities that have industry current equipment.
•
Loss of enrollment of new students wanting the skills required by employers.
RECOMMENDATION #3
Recommendation: Continue with advisory committee meetings but record minutes of the
meeting for data.
Planned Implementation Date: Current year 2007-2008
Estimated Completion Date: Current year 2007-2008
Action/Tasks: Delegate a person to record meeting minutes.
Measure of Success/Desired Outcome:
Maintain documents of the minutes.
Estimated Cost(s): None
Who is Responsible: Danny Walker
Consequences if not funded: n/a
THE FOLLOWING IS CURRENT STATUS OR COMMENTS ON PREVIOUS GOALS AND
RECOMMENDATIONS:
RECOMMENDATION #1: Is not being addressed with the hiring of a full-time faculty member
through any formal prioritized list. This is a moot point since a full-time temporary nontenure
track position is being offered through the Department of Labor (DOL) grant that was received
last year. However, this is a one year position only. If students are to complete learning
outcomes, certificates, degree in a timely manner, the college needs to have faculty available to
teach required courses. The sequencing of courses in the WT Degree is a two year process and
has four unit courses. For students to complete a WT degree will require further full time faculty
that can offer required courses. In the past several years, the faculty/college has offered only the
two unit certificate courses. This has been done to accommodate the greatest number of students
(60 versus20) with the available faculty. Several students have left CR to obtain their degree at
other colleges. We need to offer students a pathway of success to learning outcomes and their
goals.
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Welding Technology
RECOMMENDATION #2: Replacement and repair of equipment has not been done with any
VETA funding since no grant was applied for. A budget was created for the WT Program which
included funding for equipment replacement and repair. The alloted budget funding of $1150.00
was minimal at best and would cover the cost of minor repairs. However, the amount actually
spent by WT was $378.99 due to the early closure of the 0956 account. This only paid for very
minor repairs to hand grinders and extension cords and not the needed repair to equipment.
RECOMMENDATION #3: The Welding Advisory Committee has continued with one annual
meeting. The attendance of the last meeting was low due to factors such as being held on Super
Bowl playoffs and various other committments. The next meeting is being arranged for late
October or early November and will be held at a more convenient time for members to attend. A
conformation call for attendance before the meeting will be done previous to sending out any
agenda. We have added two new members. Charlie Moyer who represents Redwood Lumber
Company and Britt Lumber Company; and Tim Crowley who represents North Coast Fabricators
are new advisors. Danny Walker creates the agenda and maintains records of the minutes of this
committee.
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).
The Welding Technology (WT) program in the Redwoods Community College District has a
commitment to providing professional and technical education both to our students and to our
community. Faculty are committed to maximizing the success of each student with the
expectation that each student will meet her or his educational goal, achieve learning outcomes,
and develop an appreciation for life-long learning. We need to offer students a pathway to obtain
Associate Degree and Certificates. We are committed to serve local industries and their needs.
Welding Advisory Committee meetings are regularly held for employer and community input.
The WT program will continue high-quality education that will allow students to obtain skills
necessary to enter or advance in the workforce or to be better prepared for further education.
These programs will be continuously articulated with the private and public sectors and with
other institutions of higher education.
GOALS and PLANS:
(1) Continue Welding Advisory Committee meetings.
(2) Maintain articulation agreements with local high schools and UC.
(3) Ensure student access by continuing work with DSPS.
(4) Add full-time faculty position.
(5) Offer courses in timely manner for completing degree and certificates.
(6) Replace or repair old and install new equipment.
(7) Rewrite welding safety exam and instructions.
TIME LINE FOR ABOVE GOALS and PLANS:
(1) Continue annually and more often if needed.
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(2) November 7th 2009 will provide an articulation workshop which Danny Walker will
represent both (CR) Welding and Machine Tool programs).
(3) Ongoing
(4) A full-time temporary (one year) nontenure track faculty position has been offered (11.09.09)
with the DOL grant funding.
(5) Beginning in the Spring 2009 with the addition of full-time faculty, students can enroll in
degree path courses. Course sequencing will need to be addressed to meet grant requirements.
Success will be measured by 10% of the students successfully completing the certificate in two
semesters.
(6) The DOL grant also included funds for some new equipment and I understand that the
purchasing is set for 12.2009 Some of the repair to equipment is currently being done by Eureka
Oxygen Company and the completion date is unknown at this time.
(7) Begin rewriting safety exam in Spring 2010 and complete by Fall 2010; begin rewiting safety
instructions Fall 2010 and complete by Spring 2011
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STUDENT SERVICES PROGRAM REVIEW
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Admissions and Records
Admissions and Records-Updated October 8, 2009
1. Report on goals and improvements: (Provide a brief summary of the major
accomplishments and achievements of your department during the past year.)
Please note some goals that you want to accomplish this year.
Achievements:
Admissions and Records 2008-2009 goal was to “continuously improve and
transform department operations”. We took the following steps to accomplish
that goal.
1.
Improved Student Access:
a. Redesigned telephone tree to provide automated answers to most commonly
requested information; calls are automatically routed to Counseling, Advising,
and Financial Aid;
b. Encouraged transcript requests via WebAdvisor by offering next-day (Rush)
service at no additional cost to students;
c. Began usage of National Student Clearinghouse for providing degree
verification—immediate response is the norm;
d. Admissions and Records staff manually removed thousands of holds on the
“PERC” screen in Datatel that were outdated and/or unnecessary, giving more
students access to web registration;
e. Implemented a WebAdvisor-based “CTEA” (Career-Technical Education Act)
survey. This survey collects data for the CTEA program that informs their
funding. Former surveys were paper-based. The WebAdvisor CTEA survey
eliminates the time-intensive production, printing, distribution, administration,
collection, and data-input formerly required. Additionally, implementation of this
electronic survey resulted in the ability to administer the survey to online students
registered in CTEA funded courses, which has never before been possible;
f. Worked with ITS to create a program that selects all applicants within a given
time period. Using this program, all applicants from Southern Humboldt to
McKinleyville who have not yet registered for classes are called each week to
provide support for registration activity;
g. All applicants with a personal email address are emailed within 12-24 hours of
their acceptance. The email contains their student ID number, their new MyCR
email address, and their WebAdvisor log on. A link is given to the online
orientation as well as financial aid information and phone numbers for advising.
This not only increases service to students but saves a significant amount in
printing and postage; Students without an email address are snail-mailed a revised
welcome letter with their student ID number, their new MyCR email address, and
their WebAdvisor log on;
h. Implemented eAdvising;
i. With Patricia Williams’ help (Datatel consultant), corrected transcript errors that
have plagued us since Datatel’s implementation. Degree Audit is now running
with correct GPAs and unit interpretation;
j. Supported outreach and instruction activities (calls to students regarding cancelled
classes, provided staff and materials for letter and postcard mailings, calls to
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2.
3.
students regarding social events, emails and letters to students informing them of
the new MyCR services, Orientation Days, Career Technical Education
Showcase, Redwood Days, etc.);
k. Beginning July 1, 2009, required photo ID to provide in-person assistance to
students; implementation encourages WebAdvisor use as well as protects the
district by complying with FERPA regulations;
l. Improved student access by providing support in rearranging class offerings to
provide more opportunities to attend classes: weekends, evenings, etc.;
m. Changes in Title 5 regarding course repeatability and the number of attempts
generated additional student petitions for review and processing;
n. Continued to support district-wide Management Information System (MIS) data
submission to the Chancellor’s office which is reported at the end of every term as
managed by Admissions and Records’ MIS Technician and assisted by the
Admissions and Records Manager. These seventeen files, containing over 200
data elements, must be reviewed and corrected to 0.001% accuracy for them to be
accepted by the Chancellor’s office;
o. Provided tours for prospective students;
p. Assisted students via email and telephone with WebAdvisor questions and student
access issues.
q. Sent out our first email to all students with MyCR email accounts to alert them of
the last day to drop full-term classes and receive a refund. It took only about 40
minutes to send over 7000 emails. We will continue to use the MyCR email
address to alert students to important dates/deadlines;
Reduced Barriers to Persistence:
a. The CTEA survey mentioned above also asks a residency question, which means
we will no longer require a returning student to complete a new application.
Returning students can register for classes without occurring a registration block
stating that they had to reapply to the college;
b. Provided registration training to DSPS, EOPS, and Advising staff;
Preparing for imaging system implementation;
a. A committee of Steve Stratton, Paul Chown, Joy Lund, Peggy Gossi, Anna Duffy,
and Kathy Goodlive spent months investigating numerous companies,
participated in web demonstrations, in-person demonstrations, many phone
conferences, multiple committee meetings, and compiled an executive summary
document provided to Senior Staff in August 2009;
b. We began implementation of scanning all census and final grade rosters using our
existing Xerox copier thus saving storage space, improving audit compliance, and
protecting paper documents from deterioration. Working backward from spring
2009, Admissions and Records staff could finish this project in as little as 18
months;
c. The Admissions and Records staff is purging all files of outdated documents,
removing staples, removing duplicate documents—we use the term “fluffing the
files” to prepare for more efficient scanning.
Goals:
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2009-10 Program Review
Admissions and Records
1.
2.
Implement full online enrollment services: online application, orientation,
scheduling, advising, transcript requests, enrollment verification, registration;
a. Reduce barriers to achieve 95% online registration;
i. Plan and implement codes for students wishing to add a class late.
Faculty-provided codes issued directly to students will allow students to
register late for a class using these codes. On the Eureka campus alone we
process well over 1000 add cards each term;
ii. Implement Student Self-Service for enrollment verifications using the
National Student Clearinghouse.
b. Purchase a document imaging system which will:
i. Allow us to create our own application for admission, negating the use of
CCCApply. ITS states that we can only download once/day from the
CCCApply site. Implementing our own application for admission would
mean we could import the information directly into Datatel and, if there
are no problems, immediately generate a student ID number and autogenerate an email to the student with matriculation and registration
information. Additionally, we would be saving over $8,200 in payments
to CCCApply which would be used to help pay for the annual
maintenance fees for the SoftDocs imaging system.
ii. Allow imaging of other-college transcripts daily upon receipt, allowing
advisors and counselors to view for meeting prerequisites and building
SEPs (Student Education Plans);
iii. Increase our degree and certificate completion rates because Degree Audit
and eAdvising will be able to consider all student coursework in
evaluating program completion status;
1. A complete Degree Audit will serve as a Student Education Plan
(SEP) acceptable for most programs (EOPS, DSPS, second-year
athletes, and perhaps even Veterans;
c. Hire an additional Transcript Evaluator which will allow “up-front” evaluation of
other-college transcripts;
i. An additional evaluator’s duties would encompass creating course
equivalencies as well as documenting an annual review of already existing
standard course equivalencies;
ii. “Up-front” evaluation of incoming college transcripts will alleviate the
time-consuming Advisor task of evaluating transcripts manually for
prerequisites and program evaluation/completion;
d. Investigate online registration for concurrently enrolled students. If feasible,
implement by summer 2010;
Implement Communications Management in Datatel;
a. Now that all students have MyCR email accounts, sending email alerts to students
should be sent directly from Datatel, rather then from Outlook as we currently do.
This method will also track the communications we send;
i. Improve communication system to students and parents from prospect on
by creating sequential communication plan and documents;
1. Maintain the quality of new communication with students through
editing;
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2009-10 Program Review
Admissions and Records
3.
4.
5.
6.
7.
8.
9.
Improve website to enhance access and navigation;
Require all grading to be done online and implement having census rosters
online;
Change traffic patterns to redirect student registration activities to the
Academic Support Center/Advising Center. Close Admissions and Records
windows by Spring 2010. Move Financial Aid to an office in the Counseling
area;
Review and revise correspondence for accuracy and appropriateness for target
audience;
Develop standard inquiry card and follow-up plan;
Send Spring enrollment information to fall stop outs.
Purchase a positive attendance hour collection database to replace Track-It
which has been unsupported since 2005, thus making reporting easier while
reducing administrative overhead. The number of locations which utilize
Positive Attendance can be increased to additional labs and activities. Students
will be provided with regular status reports and alerted early to performance
issues. This will increase completion of their studies and support rapid
progression toward their educational goals. Our internal decision-making and
reporting will improve due to more accurate and expansive data collection. The
information will directly support research regarding Student and Program
outcomes
Plans and Goals Committee
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2009-10 Program Review
Advising
Advising-Updated October 2, 2009
1. Report on goals and improvements: (Provide a brief summary of the major
accomplishments and achievements of your department during the past year.)
Please note some goals that you want to accomplish this year.
The Academic Advising department hired five new Student Development advisors
beginning January 13th, 2009. With additional staff advising should increase retention rates,
allow our department to improve on outreach functions and assist students in a more effective
and timely manner and will be collecting throughout the 2009-2010 academic year. In addition to
the newly hired Student Development advisors, one advisor was appointed to distance education
only.
With the addition of advisors, the Advising department moved to the Academic Support
Center. The Counselors remain in the Counseling department. With that division, we also
divided the work load. Counselors are considered specialists as advisors are considered
generalists. In addition to the move, student services reorganization took place in terms of
classified staff and administrators. The work flow at the ASC is more collaborative in terms of
what the ASC provides and Advising provides.
For the fall 2009 semester Advising implemented a number of learning cohorts. Cohorts include
stand alone (general education) courses, linked courses, and freshmen seminar courses. With
each section we have embedded an advisor in efforts to support student success in the classroom.
Advisors are expected to visit the assigned course(s) as their schedule allows. Advisors will have
weekly contact with the students and the instructor(s). By embedding advisors into these
particular courses, this will assist in building our retention rates and promote student success in
the classroom. We have begun the collection process as of August 24, 2009. Not only would the
department like to explore retention and persistence rates for those students enrolled in the
cohorts but those who are not enrolled in the learning cohorts.
The department improved its services with the E-Advising suite purchase. E-advising is
a program within Datatel that links to Web Advisor. With the program, advisors and counselors
can create student education plans, run degree audits, and students can communicate with his/her
advisor via this online medium. This will create less repetitive and more accurate work for the
advisor, counselor and the student.
Within the next 12 months, Advising would like to have the Student Development
Advisors fully trained in all advising aspects as well as in outreach activities. With the fully
trained advisors, the department should increase retention rates, especially with the cohorts.
Advising would like to increase student education plans for all students not just select groups.
Since the increase in Student Development Advisors, we will have the ability to participate in
more outreach activities. This data will be collected for the 2009-2010 academic year.
.



Assign advisors to high schools and define enrollment targets based on historic enrollment
numbers
Work with HSU to collaborate on high school visits
Create recruiting materials and presentations (in English and Spanish)
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2009-10 Program Review
Advising
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Concentrate recruitment efforts on locations where specific targeted groups of students
(honors, Hispanic Latino, Indian) can be found and contacted effectively.
Train all counselors and advisors in outreach activities
Offer and identify alternative visit opportunities so that those families can attend with the
student. Saturday visits, evening programs, etc.
Families will be informed about the CR application and enrollment process
Host Spring on campus counselor meeting
Host fall and spring on campus program for prospective students (provide intentional parent
program covering financial aid, academics, etc)
Meet with high school counselors to determine “optimal” summer course schedule
Use entering student data in advisor caseloads to determine which block of students should
be monitored and assisted
Develop an advising process that has advising immediately following testing
Examine and improve advising system for continuing students to include drop in advising
Assess the content, delivery, and timing of all programs that lead to the fist day of class (i.e.
Redwoods days, orientation, testing, campus visits)
Retention will become a recurring theme in the planning and delivery of orientation activities
Implement “caseload management” system for academic advising
Implement process for advisors to track and make weekly contact with advisees in their
caseload.
Research “best practice” in supporting academic needs of high risk/basic skills students
Assign athletics to “regular” advisors as part of their caseload
Give advisors responsibility for transcript evaluation and SEPs
Work with Campus Life to revise orientation program along the HOP model.
Goal
Expected
Completion
Summer 2009
Rational
Work with HSU to
collaborate on high school
visits
Ongoing
Best practices
Create recruiting materials
and presentations (in
English and Spanish)
Spring 2010
Best practices
Train all counselors and
advisors in outreach
activities
Spring 2010
Offer and identify
Spring 2010
The more informed the
advisors and counselors are
the more informed the
students and parents
Best practices
Assign advisors to high
schools and define
enrollment targets based on
historic enrollment numbers
Plans and Goals Committee
141
Best practices
2009-10 Program Review
Advising
alternative visit
opportunities so that those
families can attend with the
student. Saturday visits,
evening programs, etc.
Families will be informed
about the CR application
and enrollment process
Fall 2009
Host Spring on campus
counselor meeting
Done
Host fall and spring on
campus program for
prospective students
(provide intentional parent
program covering financial
aid, academics, etc)
Fall 2009
Meet with high school
counselors to determine
“optimal” summer course
schedule
Spring 2010
Best practices
Use entering student data in
advisor caseloads to
determine which block of
students should be
monitored and assisted
Fall 2009
Best practices
Develop an advising
process that has advising
immediately following
testing
Ongoing
Examine and improve
advising system for
continuing students to
include drop in advising
Fall 2009
The Advising Office has
relocated to the ASC to
administer math and English
assessment testing and to
advise the student
immediately
Best practices
Plans and Goals Committee
We will be hosting a Instant
Admissions Day within our
local high school outreach area
in November so that CR can
become the number one
college choice
Keep local high school
counselors and communities
agencies well informed to
build more knowledge and
better relationships
We will be hosting a Instant
Admissions Day within our
local high school outreach area
in November so that CR can
become the number one
college choice
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2009-10 Program Review
Advising
Ongoing
Assess the content,
delivery, and timing of all
programs that lead to the
fist day of class (i.e.
Redwoods days, orientation,
testing, campus visits)
Retention will become a
recurring theme in the
planning and delivery of
orientation activities
Ongoing
Implement “caseload
management” system for
academic advising
Fall 2009
Implement process for
advisors to track and make
weekly contact with
advisees in their caseload.
Fall 2009
Research “best practice” in
supporting academic needs
of high risk/basic skills
students
Ongoing
Students need to be informed
at CR can be there choice of
schools and that they have a
better opportunity to transfer
to top notch schools as
transfer students receive
higher priority than incoming
freshmen
Best practices
By utilizing the caseload
approach we plan to increase
our retention rates
significantly. We are currently
working with IR on this
project.
We plan to use a “score card”
to tracking device for students
within the cohorts on a week
by week basis between the
advisor and the student
Best practices should be a
models used in assisting at
risk/basic skills students.
Assign athletics to “regular” Fall 2009
advisors as part of their
caseload
Give advisors responsibility
for transcript evaluation and
SEPs
Fall 2009
Work with Campus Life to
revise orientation program
along the HOP model.
Fall 2009
Plans and Goals Committee
We would like to put our
athletes on a two-year track in
order to enable them to
transfer to universities and
have the ability to play at the
university level
The more informed and
knowledgeable the advisors
the better informed the
students in order to meet their
educational goals
Best practices
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2009-10 Program Review
Assessment
Assessment-Updated October 2, 2009
1. Report on goals and improvements: (Provide a brief summary of the major
accomplishments and achievements of your department during the past year.)
Prior year goals for assessment services in the Academic Support Center were as follows:

Improve understanding of placement results.

Improve student success via transition of at-risk students to appropriate services.

Increase enrollment and assure student success.
The Advising Center was relocated to the Academic Support Center during the summer of 2009
to provide students with services that improve preparation for placement tests and increase their
understanding of the placement score results. This has also facilitated better referral of students
who place into development math and English for additional support services. Placement test
scheduling was changed to allow for appointment as well as walk-in hours, and several sessions
were aligned with orientations to assist students with more immediate access to advising and
registration services without having to return to the campus. Assessment services were also
increased during the evening hours to improve access.
Assessment services will continue to be refined and improved to complete the objectives of these
2008/09 goals during the 2009/10 year.
Additional goals for the 2009/10 year are as follows:
Activity
Rationale
Develop centralized test proctoring
coordination and services. The
Assessment Supervisor will be
designated as the centralized contact for
all proctored exams, identify proctors,
have a list of proctors in the county, and
disseminate tests electronically to
different locations. Faculty would have
the ability to send the Assessment
Supervisor exams and other forms
electronically. Processes will also be
developed to improve the “courier”
system such as special sealed envelopes
that facilitate delivery by persons other
Plans and Goals Committee
144
To improve
communication and
services.
Anticipated
Completion
Date
End of Fall
2009.
2009-10 Program Review
Assessment
than the instructor and a daily delivery
and pick-up route similar to the one
provided by printing services.
Identify a quiet space for taking on-line
To improve
assessment and exams. Currently, there
services.
is limited area available for on-line
assessment. A large, quiet room is
available for traditional paper assessment
that could also be utilized for on-line
exams by either moving existing
computers into the area or purchasing
new equipment for this purpose. The
multi-purpose room could also be utilized
more often, when it is available, for online testing.
End of Fall
2009.
Work with Learning Resource Center
staff to develop improved utilization of
space to better meet students needs.
End of Spring
2010.
Plans and Goals Committee
145
To improve access
to services.
2009-10 Program Review
Athletics
Athletics-Updated October 1, 2009
1. Report on goals and improvements: (Provide a brief summary of the major
accomplishments and achievements of your department during the past year.)
Please note some goals that you want to accomplish this year.
2008-2009
Headway has been made on the development of a Student Athlete Academic Success Program.
A student athlete web page has been created to assist prospective and current students navigate
the enrollment, assessment, registration, advising/counseling, financial aid processes. In
addition, it contains information on housing, college planning, eligibility and transfer. Also, a
system of grade checks was implemented by a variety of teams. Work will need to continue in
this area with a new academic advising system and new academic advisors assigned to each
team.
Instituting a program of equipment maintenance, repair and replacement has been difficult given
the colleges and departments financial situation. We were authorized funding to replace an
aging and obsolete clothes dryer in the equipment room. We continue to raise funds to replace
and/or recertify football equipment.
Ensuring the safety of classrooms, especially the fields and field house, has not been met. These
facilities remain deficient.
The department was able to develop and expand course and intercollegiate sport offerings
including courses such as Intercollegiate Cross Country, Intercollegiate Men’s Soccer,
Intercollegiate Track and Intercollegiate Cheerleading. Also, the first nine holes of a Disc Golf
Course were successfully installed.
2009-2010
Work needs to continue on the goal of developing the Student Athlete Academic Success
Program. We will be working with the Counseling and Advising staff on further development of
this program. The structure of the program is being solidified during the fall semester of 2009.
Components include priority registration, advising, student education plans, progress reports and
intervention techniques.
Safety of classrooms remains a very important goal. The fields and field house are nowhere near
where they need to be to ensure the safety of our student athletes.
All classroom fields are in dire need of renovation. The softball and baseball fields are
practically unusable in wet weather due to their very poor drainage. This renders those fields
useless for a large portion of the spring which is during baseball and softball season.
The fieldhouse needs new lighting to be safely used for all activities, especially intercollegiate
baseball and softball practices during inclement weather which is most of the spring. The
Plans and Goals Committee
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2009-10 Program Review
Athletics
lighting in the gym, while not as bad as the field house is getting there. The stadium lighting is
now unusable in wet weather due to its poor condition and is in need of renovation also.
The stadium field is also in need of either renovation or replacement. There are now three teams:
football, men’s soccer and women’s soccer all practice and play games on the field. Ultimately,
replacing the grass with artificial turf would be the best option. Then the field could not only
easily accommodate all of the intercollegiate practices and games, but could also accommodate
an increase in usage for instruction, student activities and community use via field rentals. An
increase in usage for instruction would lead to a corresponding increase in enrollment.
Student Athlete Academic
Success Program
Fall 2009
Gym Lighting Renovation
Fall 2009
Fieldhouse Lighting
Renovation
Field Renovations—softball,
baseball, stadium
Spring 2009
Plans and Goals Committee
Summer 2009
147
Increase persistence,
retention and academic
success of student
athletes
Improve safety of
student athletes
Improve safety of
student athletes
Improve safety for
student athletes and
increase capacity to use
facilities for instruction,
student use and
community use
2009-10 Program Review
CalSOAP
CalSOAP-Updated October 8, 2009
1. Report on goals and improvements: (Provide a brief summary of the major
accomplishments and achievements of your department during the past year.)
Please note some goals that you want to accomplish this year.
CalSOAP’s mission is to help students improve their academic performance and make
information about postsecondary education and financial aid more widely available. By helping
young people to realize more of their potential, the program strives to increase the number of
California high school graduates eligible to pursue postsecondary education, particularly among
those students historically underrepresented in college. The program also aims to reduce the
duplication of services by working cooperatively with other outreach programs and
organizations. CalSOAP continues to expand the program to help increase the college going rate
of area students.
In 2008-2009, we had 39 CRLA certified tutors in eight schools (Academy of the Redwoods, Del
Norte High School, Eureka High School, Fortuna High School, Fortuna Middle School, Hoopa
High School, Loleta Elementary School, and Zane Middle School) throughout Humboldt and Del
Norte Counties who provide middle and high school intensive services thereby increasing the
college opportunities of the students they serve.
Throughout the course of the year, CalSOAP outreach efforts to active participants and families
include mailings which provide information alerting and reminding students of important
entrance deadlines including testing dates and financial aid requirements.
In conjunction with Eureka High School, CalSOAP collaborated on the Humboldt/Del Norte
College Night, drawing in regional high school students to learn about college entrance
requirements, meet over 20 college representatives and gain valuable information and contacts
towards college enrollment.
Through a grant from the College Access Foundation, CalSOAP is able to offer a scholarship to
its active participants. In 2008-2009, 60 scholarships totaling $148,500 were awarded. In
addition, the scholarship program was expanded this year to include any two or four year
accredited institution in the United States, thereby increasing the number of students we were
able to assist with college funding.
The 2007-2008 Humboldt County college going rate was 51%, Del Norte County 44%, and the
California college going rates was 53%. The Northcoast CalSOAP’s 2007-2008 college going
rate was 81%; for the past 16 years our college going rate has always exceeded 70%. We
anticipate 2008-2009 college going rate to be similar. That data is currently unavailable; the
workload of our staff has created a delay in gathering those statistics.
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2009-10 Program Review
CalSOAP
For 2009-2010, CalSOAP staff continues to strive to maintain and increase the quality and
integrity of our program expansion of current programs and innovation of new events through
the following goals:
1. College Knowledge Scholarships
Goal: Increase funding to allow more awards to students during the new grant cycle.
Completion Deadline: October 2009
Goal: Addition of Humboldt Area Foundation as new scholarship fiscal agent to streamline
award process of scholarship funds.
Completion Deadline: 2009-2010 grant cycle
Goal: Partnerships with Humboldt State University Outreach Program(s) to increase community
collaboration.
Completion Deadline: 2009-2010 grant cycle
2. Career and Technical Education (CTE)
Goal: Implement Northcoast Rural Outreach Program to regional rural middle schools
reinforcing college bound curriculum.
Completion Deadline: Spring 2010
Goal: Conduct a practical Math Tutor Training.
Completion Deadline: February 2010
Goal: Coordinate a Career & Technical Education and Employment Night.
Completion Deadline: April 2010
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2009-10 Program Review
4/9/2020
Campus Life-Updated October 6, 2009
1. Report on goals and improvements: (Provide a brief summary of the major
accomplishments and achievements of your department during the past year.)
Please note some goals that you want to accomplish this year.
We are excited to say that the 2009-2010 school year will be the first year for the College
of the Redwoods, Campus Life Department. We will spend this year creating a baseline
of data to be used for the review and evaluation of our department and its programming
for the coming years.
The Campus Life Department will first take an active role to ensure that students are
meeting all of their necessary academic requirements during their participation in our
department. We are committed to creating a fluid and supportive relationship between the
scholastic and social portions of our student’s lives to ensure that we are retaining
students and at a high academic standard. Then, our goals are as follows…
STUDENT SENATE
 All student seats filled on college administrative committees, and an increase in
trust among students.
Committee Names:
1. Program Review Committee
2. Education Master Plan Committee
3. Facilities Master Plan Committee
4. Student Conduct Board
5. Academic Appeals Committee
6. College Council
7. Coordinated Planning Council
8. 8. Academic Accommodations Panel
9. Transfer Center Advisory Committee
10. Legislative Action Committee
11. Learning Communities
12. Improving Student Utilization of Library & Academic Support Center

Increase participation in student clubs and organizations including Senate and the
Senate Commissions.
SENATE COMMISSIONS
 At least 4 students on each ASCR commission.
Name of Commissions
1. Spirit
2. Day/Evening Activities
3. Weekend/Off-Campus Activities
4. Arts & Expressions
5. Special Events
6. Budget & Finance
7. Marketing & Publicity
8. Inter-Club Council
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4/9/2020
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Positive evaluation by students of activities provided on campus.
Increase in number of student body cards purchased.
Successful evaluation of residential hall activities in conjunction with Campus
Life programming.
A report from athletics regarding an increase in student’s attendance at sports
events, and an increase in school spirit among students.
Students will know their school colors and mascot name and definition.
Increase in Student Life Activities and Scholarship funds
Coordinate some off-campus programming with HSU for CR students.
Work with Advising, ASCR, and outreach staff to develop welcome weekend
events every fall semester.
Incorporate non traditional students into Campus Life events.
Work with faculty and ASCR to develop a speakers series.
Work with Dean of Student Development to create events for FYE program.
Create long term business plan to enhance Campus Life growth and effectiveness.
Evaluate student needs and service delivery.
Develop electronic student leadership handbook & club guide.
Work with Athletics and Residential Life to increase accessibility to and hours of
operations for student activities.
Develop a student leadership program.
Develop procedures and protocols for the operations of student clubs and
activities.
151
Campus Life
Goal
Anticipated Completion Date
Rationale
All student seats filled on
college administrative
committees, and an increase
in trust among students.
Fall 2011
Create community,
strengthens trust, empowers
students.
Increase participation in
student clubs and
organizations including
Senate and the Senate
Commissions.
Fall 2011
Creates community and well
rounded students who are
ready to transfer to 4 year
universities.
At least 4 students on each
ASCR commission.
Fall 2011
Motivates student
participation.
Positive evaluation by
students of activities
provided on campus.
Fall 2011
Welcomes feedback, nurtures
the development of the
program.
Fall 2011
Helps to fund activities
shows an increase in
awareness and participation.
Increase in number of
student body cards
purchased.
Successful evaluation of
residential hall activities in
conjunction with Campus
Life programming.
A report from athletics
regarding an increase in
student’s attendance at sports
events, and an increase in
school spirit among students.
Students will know their
school colors and mascot
name and definition.
Fall 2011
Fall 2011
Fall 2011
Shows successful
collaboration efforts and an
increase in activities in
Residential Life.
Shows and increase in school
spirit and added interest in
supporting our teams.
Helps students create an
identity for themselves and a
connection with CR.
152
Campus Life
Increase in Student Life
Activities and Scholarship
funds
Fall 2011
Allows students to help
students through activity
development and
acknowledgement of
scholastic excellance.
Fall 2011
Building partnerships
expanding community.
Fall 2011
Helping to orient first year
freshman and welcome back
CR students in an effort to
start them off on the right
track.
Understanding our diverse
population and supporting
everyone.
Coordinate some off-campus
programming with HSU for
CR students.
Work with Advising, ASCR,
and outreach staff to develop
welcome weekend events
every fall semester.
Fall 2011
Incorporate non traditional
students into Campus Life
events.
Work with faculty and
Fall 2011
ASCR to develop a speakers
series.
Work with Dean of Student
Development to create events
for FYE program.
Fall 2011
Collective collaborations to
help students.
Fall 2011
To help our program grow
and become better overtime.
Fall 2011
To make the processes
smooth and clear for new and
continuing clubs and
organizations.
Create long term business
plan to enhance Campus Life
growth and effectiveness.
Evaluate student needs and
service delivery.
Develop electronic student
leadership handbook & club
guide.
Expanding educated
discussion and learning from
traveling scholars.
153
Campus Life
Fall 2011
Develop a student
leadership program.
Develop procedures and
protocols for the operations
of student clubs and
activities.
Fall 2011
To maximize our students
strengths and help them to
use their newly gained
leadership skills towards
success.
To help campus life and other
programs serve a growing
and active student population
efficiently.
154
Child Development Center
Child Development Center-Updated October 1, 2009
1. Report on goals and improvements: (Provide a brief summary of the major
accomplishments and achievements of your department during the past year.)
Please note some goals that you want to accomplish this year.
2008-2009 Accomplishments
 The Child Development Center has stabilized staffing issues of the past and now has a
strong permanent staff in place.

Relationships have been established with other local state funded programs to explore
additional funding opportunities.

Funds were obtained through Action Plan process to acquire updated technology for
center staff.

Began to document processes for administrative responsibilities.

Enrollment and retention: From Fall 2008 to Spring 2009 we had 9 children who did not
continue. The CDC had a total of 69 children. 13% of the children did not complete both
terms, however, there were several reasons. The CDC provided different levels of
eligibility, as well as children do not always retain because the “age out”, the y become to
old to receive services from the CDC. We are always full, so Fall and Spring are the
same 69 children; the CDC always has a waiting list.
2009-2010 Goals
 Extension of CDC hours to meet student need, allowing them to enroll in more courses.

Increase enrollment spaces for toddlers.

Attain accreditation through National Association for the Education of Young Children
(NAEYC)

Complete documentation process for administrative responsibilities.
Goal
Extension of CDC hours
Expected Completion
Accomplished August,
2009
Increase enrollment
spaces for toddlers.
Attain accreditation
Summer Session 2010
Summer 2010
Rationale
Parent Advisory Committee and parent
surveys showed parents required a
wider range of hours for working and
enrollment needs.
Previous budgets did not allow funding
for staffing toddler program.
Accreditation is prestigious mark of
155
Child Development Center
through National
Association for the
Education of Young
Children (NAEYC)
Complete documentation Spring 2010
process for administrative
responsibilities.
accomplishment in the field of early
childhood, and will provide students
will a higher quality of lab experience.
Succession planning and administrative
responsibility documentation allows for
more flexibility and success in meeting
the many administrative time
frames/deadlines required by licensing
regulations.
Below are examples of the CDC’s evaluating the needs of children served at the center.
This is the type of data we submit to the state, which is based on a 36 item assessment of each
child. This data is an example from one class.
Key Findings from
Developmental Profile
Measure # 24
56 % of the children
are at the exploring or
developing stage in
knowing their shapes
and characteristics.
Action Steps
(Including materials and training
needed, schedule, space and
supervision changes)




Measure #28
67% of the children
are at the exploring or
developing stage in
recognizing and
creating patterns




Look for shapes in the
classroom and on walks,
encourage parents to find
shapes in their home and
while driving.
Use books on shapes
during meeting and have
available in the
classroom.
Create games of using
shapes to encourage
children to describe
shapes.
Make shape pictures.
Providing beading
experiences that involve
patterning. (materials
needed)
Using unfix cubes and
cards to develop
patterning.
Creating sorting and
patterning with legos.
Clapping patterns at
Expected
Completion
Date and
Persons
Responsible
April 17, 2009
Dorothy
Skjonsby
Patti Nyberg
Dorothy
Skjonsby
Patti Nyberg
April 17, 2009
Follow-Up
(Changes made,
date completed,
time extended)
22% are at the
developing
level. 0% are at
the exploring
level
The returning
children who
still need
assistance will
be our focus
next year
22% of the
children are at
the exploring
and developing
level. This
measure will be
continued
during the
summer.
156
Child Development Center
meeting (echoing games)
Measure #30
77% of the children
are at the exploring or
developing stage in
letter and word
recognition





Provide more labeling in
classroom and emphasis
what is already there.
Name recognition cards
used daily and at meeting.
Reading alphabet books
and providing alphabet
books for the parents to
borrow.
Menus in housekeeping
area (Michelle)
Finding letters on walks
and beginning letters in
words.
Dorothy
Skjonsby
Patti Nyberg
April 17, 2009
56% of the
children are at
the exploring or
developing
level. This area
will be readdressed next
year.
157
Counseling and Career Center
Counseling and Career Center-Updated October 2, 2009
1. Report on goals and improvements: (Provide a brief summary of the major accomplishments and
achievements of your department during the past year.)
Please note some goals that you want to accomplish this year.
Mendocino Campus - Accomplishments
-Regular HS outreach (counselor visits FBHS an average of twice monthly, meets individually
with students)
-Participation in UC Higher Education week activities (last September and this month);
presentations are scheduled for later this month at Fort Bragg, Mendocino, Ukiah and Willits
high schools.
-Significant increases in enrollment, both for Spring 2009 and Fall 2009.
-Significant increase of FBHS graduates enrolling for Fall 2009 (In Fall 2008, 18 FBHS
graduates enrolled at CRMC; for Fall 2009, 28 FBHS grads have enrolled!).
-Student Success Workshops. (A total of 5 counselor-led, lunchtime seminars were offered
during the Spring 2009 semester; topics included “An Orientation for New Students,” “Study
Strategies for Successful Students” “Note Taking Skills,” and “Understanding Transfer.”
-Marine Science Program revitalization efforts. The counselor was involved actively involved in
all efforts. These activities included: significant high school and community outreach efforts;
development of new PR materials (including a video); and acquisition-- and awarding of- four
$1500 scholarships. Enrollment numbers are up significantly for Fall 2009 Marine Science
related courses (examples: enrollment in OCEAN 10/11 has tripled from last Fall; enrollment in
BIOL 16 has doubled).
Del Norte campus - Accomplishements








Reemphasized high school recruitment at DNHS, Castle Rock, KRECR and alternative
education.
SSSP/Trio program and DSPS contacted all program students individually facilitating
enrollment for the following semester.
Held New Student Orientation prior to each semester. Prior to fall 09 all new students
received a postcard and a phone call re the orientation. Almost 50 students attended.
Instituted late start classes that begin 5th week of the semester.
Hired one half-time financial aid technician to make timely processing of financial aid
and EOPS applications possible for DN and KT.
Special programs do an Early Alert and follow-up intervention each semester.
Added English and Math lab courses for student support.
Established referral relationship between Basic Skills faculty and counseling/ special
program services.
Eureka campus: - Accomplishments

Received Action Plan funding for the creation of a Behavior Intervention team.
158
Counseling and Career Center





Implemented learning communities for over 30 courses. Communities had an “advisor”
and “mentor” embedded into each course.
Increase enrollment, student access and ensure student success
Addressed last minute first time registration by designing cohort groups (placed into
courses identified as “learning communities”, late start courses and room management
Hired 4 additional advisors and 1 full-time counselors. Advisors were moved to the
Academic Support Center and created an “advising lab.”
Developed “freshman seminar,” GUID 112, 1 unit and “extended orientation,” GUID
111, ½ unit. GUID 112 enrolled 96 students fall, 2009. GUID 111 enrolled 12 students
fall, 2009.
Career Center - Accomplishments:
A Career Center action plan to provide check out of printed resources was implemented during
the 08-09 year. Students are now able to check out career resource materials directly from the
Career Center and access the location of such materials through the district wide Library
database. Online career planning classes were increased in number from 1 to three between the
Fall 2008 and Spring 2009 semesters. This resulted in an increase from 40 to 120 the number of
“seats” available.
Goals for 2009-2010
Activity
Rationale
increase student financial awareness by
including module in Freshman Seminar
courses and advising sessions.
Activity created due to best
practices of new student advising
and orientation. Assessment will
be based on overall financial aid
default rate.
Best practices of student retention
require early identification.
Best practices of student retention
require early identification and
intervention.
Best practices of student retention
require positive feedback to
students in a timely manner.
Requirement of Title V.
Develop criteria for identifying
“socially” at risk
identify socially at risk students during
enrollment or at any time during their
first year, to refer to counseling.
Send “atta boy” “atta girl” feedback
emails to students who are successful.
Implement multiple measures as stated in
Title V regulations
Continue development and refinement of
FYE courses and activities. Faculty and
students will report increase in
satisfaction with FYE program.
Review students on probation and
dismissal and refer to counseling,
advising, special programs Improve
Completion
Date
April, 2010
April, 2010
April, 2010
December, 2009
April, 2010
Best practices of student retention
include a FYE program.
On-going
Best practices require intrusive
and directive early intervention of
students in academic jeopardy.
April, 2010
159
Counseling and Career Center
services to probation and dismissal
students??
Modify intervention schedule to provide
immediate contact with probation
students. Change intervention dates for
probation 2 to earlier date
Develop an online faculty/student
friendly early alert reporting
method/system
Chancellor’s Office Data Mart will show
increase in the number of Student
Education Plans
As a result of
counseling/advising/orientation sessions,
students will demonstrate knowledge of
WebAdvisor via web registration
Best practices require intrusive
and directive early intervention of
students in academic jeopardy.
December, 2009
Best practices require intrusive
and directive early intervention of
students in academic jeopardy.
Best Practices show students
more likely to persist with
educational goal.
Increase access
April, 2010
June, 2010
June 1010
160
Disabled Students Programs and Services
Disabled Students Programs and Services-Updated October 1, 2009
1. Report on goals and improvements: (Provide a brief summary of the major
accomplishments and achievements of your department during the past year.)
Please note some goals that you want to accomplish this year.
Over the past year DSPS had several accomplishments and achievements worth reporting. It is
also valuable to note that all goals projected in 2008 were completed except for a DSPS Po form
and normal, ongoing projects. DSPS assisted in the development of Quality Standards for the
DE Program, ensuring that DE classes are accessible to students with disabilities. We updated
BP 533 which resulted in the passing of BP 5140, an updated board policy regarding course
substitution for students with disabilities. Also updated were the Student Resource Guide and
the DSPS brochures for the Disability Resource Center, LIGHT Center, and the High Tech
Center. Overall DSPS served over 1200 students last academic year. This number is up
approximately 100 students from the previous year. Likewise, enrollment in special classes
(Guidance 145 and 143) was up, with almost 300 students enrolled per semester in these classes.
The most current accounting indicates that 25% of those students are students from the general
population, not students with disabilities. We have installed enhanced computer stations at KT,
the Eureka Career Center, ASC Room I, LRC Room 100F, as well as updated adaptive software
on numerous stations across the district. Brailing capabilities were established at Del Norte, and
Closed Caption decoder boxes installed at the Eureka Downtown site. Finally there were 203
student requests for alternate media that were completed over the past academic year. That
number includes productions of e-text, books on tape and Braille productions. Overall, students
with disabilities comprise 17% of the total CR student population.
Our retention rates in special classes vary greatly over time, depending upon our level of staffing
and other factors including the number of students enrolled. The fall semester is always more
populated, and given our current staffing, we loose more students, being unable to provide them
with intensive assistance. Data for the past academic year can be seen in the following table:
Fall 08
Guidance 143
Spring 09
Guidance 143
57% Credit
43% No Credit
65% Credit
35% No Credit
Guidance 145
Guidance 145
59% Credit
41% No Credit
63% Credit
37% Credit
Guidance 180
Guidance 180
50% Credit
50% No Credit
66% Credit
34% No Credit
161
Disabled Students Programs and Services
Guidance 379
Guidance 379
68% Credit
32% No Credit
78% Credit
22% No Credit
The upcoming year is going to be very challenging for DSPS. With a significant budget
reduction, we will be struggling to maintain services to students with disabilities rather than
increase them. We historically have worked on improving how we disseminate information
about DSPS services across the campus, and will continue to do so. This will include classroom
presentations, staff orientations, email publications and assistance to individual instructors and
staff who request input from DSPS. We will continue to provide quality services to staff and
students across the district. We will complete student satisfaction surveys to measure our
effectiveness at providing students with services to meet their educational needs. Until Fall
2009, we have not collected data on basic skills students. Presently we are keeping that data in
an attempt to better serve that population. Given that our classes are open entry/ open exit, the
percentages are fluid; open entry- snap shot of these courses can produce varying numbers
depending on the day the data is reviewed. However, at this time approximately 31% of our
students in special classes are basic skills level students. We will also begin tracking requests for
assistance from staff and faculty to measure our outreach endeavors. Given that our director
position is currently vacant, we look forward to filling that vacancy in this academic year.
Goal
Increase awareness of DSPS
services by staff and faculty
Anticipated Completion Date
Data will be collected
through May 2010 and
analyzed during summer of
2010
Students will identify
appropriate accommodations
based on their strengths and
weaknesses
In May 2010, support service
agreement data will be
collected and analyzed
Begin tracking basic skills
DSPS data
Summer 2010 (IR relatedwhen data is available
regarding DSPS BSI service
population)
Rationale
This will be baseline data that
can be used to compare
subsequent years
Evaluate and measure DSPS
awareness from campus
community
To better enable us to staff
appropriately, provide
adaptive equipment etc. to a
level needed by students
Improve student selfidentification of learning
needs.
To improve understanding of
DSPS service population and
BSI service population.
162
Disabled Students Programs and Services
Begin tracking requests for
services from faculty and
staff,
Summer 2010
If more requests are made by
faculty and staff, it can
support and assume the
awareness of DSPS is
adequate to meet service
population.
163
Distance Education
Distance Education-Updated September 19, 2009 (NO REVISIONS)
1. Report on goals and improvements: (Provide a brief summary of the major
accomplishments and achievements of your department during the past year.)
Please note some goals that you want to accomplish this year.
Goals and Objectives from 2008-2009
Comprehensive Review
Recommendation 1 The College should direct
sufficient resources to increase its online presence.
Objective 1: Increase the number of online
sections by 25% each year for the next five
years beginning Fall 2008.
Status
Recommendation 2 The College should direct
sufficient resources to provide the necessary
organizational structure to address current issues
and support an expanded Distance Education
program.
Objective 1: The College should
immediately assign an administrator the
responsibility of managing the District’s
DE program.
In April 2009 a Dean of Distance Education was
hired and has assumed responsibility for the
program.
Fall 2008 was 40 sections and an enrollment of
1,134. Fall 2009 Online sections increased to 66
sections and an enrollment of 2,076. This included
an increase of 22 new courses including 5 new
general education courses. The increase from Fall08
to Fall09 is 66% in sections, and 55% in enrollment.
This well exceeds the 25% objective.
Objective 2: The reassigned time for the
faculty coordinator should be increased to
a total of 18 TLUs (two classes each
semester) beginning Fall 2008.
The reassign time for the faculty coordinator was
increased for Spring Term 2009, but after the new
DE department was formed the faculty coordinator
position was removed.
Objective 3: A DE advisory committee
should be created and include all District
stakeholders.
An adhoc DE advisory committee was in place prior
to the new department forming. Senate requested
and approved a new DE advisory committee and
will provide names in the future.
A one time $1500 stipend for faculty creating a new
online course is in place. Further investigation
needs to be done regarding both compensation and
training.
Objective 4: An ad hoc committee of the
DE advisory committee should investigate
the use of Faculty Stipends as proper
compensation.
Recommendation 3 The College should provide
the necessary training to insure that all online
faculty have the basic skills to teach online courses.
Objective 1: Beginning Spring 2009 all
instructors teaching online for the first time
will have received adequate training from
the District.
In 2008-2009 faculty stipends for work on new
online courses amounted to $30,000. This stipend is
continuing in the 2009-2010 year.
An Instructional Designer and Trainer was hired in
July 2009. To date, 33 courses have been offered to
faculty and staff covering topics ranging from
technical training in MyCR to pedagogical
discussions around best practices for teaching and
learning at a distance. Enrollment for all classes to
164
Distance Education
Objective 2: The District will have a fulltime staff person skilled in instructional
technology to provide faculty training and
support.
Objective 3: A process will be in place
allowing student evaluation of online
instructors.
Recommendation 4 The College should commit to
decreasing student attrition in online classes from
the start of the semester to census.
Objective 1: The District will provide
students self-direct tutorials for basic
online skills. These tutorials will be
required for registration to a first-time,
online class beginning Spring 2009.
Objective 2: The District will take
measures to increase the reliability of
student email addresses to over 90%.
Objective 3: The District will provide
“after hours” Blackboard support by Spring 2009.
Recommendation 5 The District should reconsider
its commitment to televised distance education
courses.
Objective 1: A DE Task Force will be
created to define the District’s commitment
to CTV and ITV courses. This committee
would report its findings Spring 2009.
date totals 157+. Though classes are offered
simultaneously in person and via webconference,
and are archived for later viewing, many faculty
have not yet found time to take them.
Director of Instructional Design and Training hired
in July 2009. Two additional staff will be added
during Fall 2009 though they will need to receive
additional staff development to come up to speed
and be fully effective.
This is in process. An evaluation instrument for
courses and instructors is being presented to Faculty
Senate for discussion in Fall 2009. It will also need
to go to CRFO for any faculty evaluation approval.
This objective is in process. The new online
collaborative learning environment has a very good
HELP system that is also context sensitive. Video
tutorials are available on the CR website under
Distance Education. Additional tutorials are being
developed. A student orientation course is being
developed and will be ready for Spring Term
registrations. The question of whether it can/should
be required or not is still under discussion.
The District partnered with Google Apps for
Education to provide an email address for every
student effective Fall 2009. Communication to
existing students went out via their old email
addresses (if one was in the system) and via postal
mail to those without email and those where the
email bounced. A procedure for providing the email
address to all new students is in place and is
included in the admittance letter that goes out to
new students. Information about email is on the
website for CR Online.
The District has changed to a new collaborative
learning environment based on the Sakai Open
Community Source platform. It is called MyCR.
Currently, after hours support is not consistently
available or formalized. This would take an increase
in staffing. This option will be re-evaluated during
the 2009-2010 year.
This committee has not been created or convened to
date. There is a great need for ITV to serve prisons
in our District and a request to serve those in
outlying areas. There are critical changes coming
from ACCJC in regards to student-faculty
interaction that make this implementation difficult.
This will need to be taken up with the newly formed
DE advisory team for 2009-2010.
165
Equal Opportunity Programs and Services
Equal Opportunity Programs and Services-Updated October 2, 2009
1. Report on goals and improvements: (Provide a brief summary of the major
accomplishments and achievements of your department during the past year.)
Please note some goals that you want to accomplish this year.
EOPS/CARE continues to develop and modify programs to increase student success. We have expanded
the EOPS Learning Community (LC) model for second-semester students and improved services for firstyear students. Basic computer literacy (CIS 100) was connected to the existing model (English 350 & GS
150) in fall 2008. We also offered English 150 & CIS 1 for spring 2009. The EOPS model has been
adapted for the general student body population as part of the College’s initiatives for first-year students.
An action plan was approved to fund the EOPS Learning Community field trip to San Francisco. In
March 2009, thirteen EOPS students toured the UC Berkeley and San Francisco State University
campuses. We have also enhanced outreach and retention efforts with targeted special populations such
as pregnant and parenting teens, foster youth, and Native American and Hispanic students. Seventy
percent of the students who participated in these outreach efforts are enrolled in the current fall 2009
semester. We continue to support students enrolled in basic skills courses (EOPS developmental
Learning Communities, READ 360, and GS 361) by providing supplemental counseling, learning-skills
assessments, and life-skills workshops.
Enrollment trends (see table below) show a steady growth for the program for the past ten years. EOPS is
currently funded to serve 1,050 students. Enrollment increases in the college overall contributed to a
record number of 1,665 EOPS students for the 2008/09 year.
EOPS Students Served from 1996/97 – 2008/09
School Year
Summer
Fall
Spring
1996/97
1997/98
1998/99
1999/00
2000/01
2001/02
2002/03
2003/04
2004/05
2005/06
2006/07
2007/08
2008/09
146
155
199
221
215
260
171
245
211
158
174
191
226
625
588
703
692
758
900
854
993
973
1105
1086
1130
1192
591
605
697
636
816
896
918
935
931
990
1035
1060
1321
Total
(Unduplicated)
792
782
902
883
1060
1079
1155
1254
1223
1390
1391
1452
1665
166
Equal Opportunity Programs and Services
For the fall 2009 semester, EOPS is supporting three Learning Communities (two communities linking
English 350 with GS 150, and one for continuing students linking English 150 and Sociology 1). As we
face budget constraints in the upcoming year, we have shifted our program focus from financial awards to
enhanced counseling and advising services. We would like to better utilize our counseling staff to
support student success. Several components of the mutual responsibility contract will be addressed this
year to assist students with academic difficulties. We will first identify and contact students who have not
maintained a 2.0 GPA and require them to meet with a counselor to develop a recovery plan. We will then
focus on students who have not identified a program of study, developed a thorough Student Education
Plan (SEP) or met with their counselor at least three times each semester. Finally, we will work in close
collaboration with financial aid staff to increase the number of EOPS students who file their FAFSA by
the priority filing date.
The following table illustrates the activities associated with our program goals for the 2009/10 year:
Activity
Develop plan for enhanced
counseling and advising
services.
Identify and contact EOPS
students with GPA below 2.0
to meet with EOPS
Counselors for recovery plan.
Identify and contact EOPS
students who have not
identified program of study to
meet with EOPS Counselors
for career advising and/or
documentation of program.
Identify and contact EOPS
students who have not yet
completed or have not
developed an in depth SEP to
meet with EOPS Counselors
for appropriate educational
planning.
Identify and contact EOPS
students who have not
completed counseling contacts
with EOPS Counselors to
ensure they do meet with
counselors.
Rationale
Improve student success,
retention and persistence.
Anticipated Completion Date
By end of each term.
Improve student success,
retention and persistence.
By end of each term.
Improve student success,
retention and persistence
By end of each term.
Provide better data for
research.
Improve student success,
retention and persistence.
By end of each term.
Improve student success,
retention and persistence.
By end of each term.
167
Financial Aid
Financial Aid-Updated October 1, 2009
1. Report on goals and improvements: (Provide a brief summary of the major
accomplishments and achievements of your department during the past year.)
Please note some goals that you want to accomplish this year.
2008/09 Accomplishments:

Provided more forms and updated information on the financial aid website.

Updated the scholarship process to include the availability of an online application

Moved 11 spring scholarships to fall, which doubled the number of fall scholarships
available to students.

Participated in document imaging project task force.

Began implementing enhanced student confidentiality measures by requiring a picture ID for
in-person contact, and a password for use when students call regarding financial aid.

Developed a Datatel workflow process for tracking documents for students receiving
veteran’s educational benefits, which enables more accurate reporting and identification.

Received a favorable review from the U.S. Department of Veterans Affairs, Educational
Compliance Specialist during a recent audit visit.

Offered increased number of FAFSA workshops and included Eureka Downtown and Arcata
instructional sites.

Decreased student loan default rate by 1.7% (national rate increased 1.5%).

Managed a 21% increase in applications with two staff on extended leave during portions of
the year.

Disbursed over $13,000,000 to CR students district-wide.
Data for the past several years shows a continuing increase each year in the number of financial
aid applicants and awards.
YEAR
Applications
(FAFSA)
BOG fee
waiver
PELL
Grant
Loans
_2006/07
4950
5394
2112
637
5454
2317
699
5473
3066
719
5155
2007/08
6361
2008/09
168
Financial Aid
2009/10
5840
TO
5186
DATE*
26% increase as of last year at this same date
1948
258
The Chancellor’s Office Data Mart for 2007-2008 indicates that we had a significantly higher
percentage of students receiving both the Board of Governor’s fee waiver (BOG) and Pell Grants
than our neighboring California Community Colleges. This data validates that there is a high
number of low-income students attending CR district-wide and that we are serving many of
them. It also supports the need for staff that is both able to handle the technical expertise
required for financial aid processing as well as ensuring quality customer service for students.
This data is not yet available for the 2008-2009 year.
Percent of 2007-2008 Total Headcount receiving:
Pell Grant
BOG fee waiver
CR
26%
53%
Siskiyous
15%
35%
Shasta
17%
33%
Mendocino
11%
31%
This data is also supported by the higher than average poverty rate for students in our service
area (vs. statewide and national) as reported in the draft Educational Master Plan.
Use MyCR emails to communicate more effectively with students; thereby reducing printing and
postage costs.
Implement financial aid ‘communications’ features in Webadvisor to enable students to check
their status online.
Evaluate the Direct Loan program vs. the Federal Family Education Loan Program to determine
the best option for student loan participation.
Coordinate with the Business Office to investigate feasibility of direct deposit for financial aid
disbursements
Increase student financial awareness by
Including module in Freshman Seminar Courses, advising sessions & other venues
as appropriate
Collaborate with HSU on providing financial aid transfer information to students completing
more than 60 units
Implement steps to curtail financial aid appeals for students who have completed 65 transferable
units and are ready to transfer
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Financial Aid
Implement steps to ensure financial aid recipients with more than 90 units are encouraged to
transfer
No longer approve on a routine basis financial aid for students who have transferred to four-year
college and come back to CR
Coordinate with Bookstore and Cashier’s Office to evaluate effectiveness of book advance
process
January 1, 2010
ensure student access
January 1, 2010
ensure student access
best practice budget
July 1, 2010
ensure student access
Federal regulation
July 1, 2010
ensure student access
July 1, 2010
ensure student access
Budget
July 1, 2010
best practice
ensure student access
Enroll Mngment Plan
July 1, 2010
best practice
ensure student access
Enroll Mngment Plan
July 1, 2010
best practice
ensure student access
Enroll Mngment Plan
Began August 1
best practice
ensure student access
Enroll Mngment Plan
December 1, 2010
ensure student access
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Residential Life
Residential Life-Updated October 5, 2009
1. Report on goals and improvements: (Provide a brief summary of the major
accomplishments and achievements of your department during the past year.)
Please note some goals that you want to accomplish this year.
The Academic Year of 2008-2009 continued to be a challenge to develop a community of learns
in the residence halls. We continue to have difficulties in helping our residents find all the
resources necessary for them to be successful as well as making them develop a higher level of
academic goals for themselves. Many residents find themselves being away from home for the
first time. This has created a need for much more guidance then we have been able to provide.
Though this is not specific to the Residence Halls the College has taken on a much greater role in
focusing resource toward student success. They have provided Guidance courses which focus on
the first time student, GUID 111, Extended Orientation and GUID 112, Freshman Seminar.
They have committed resources towards counseling student cohorts and student mentor ships.
Residential Life Goals
Goals
1. To develop Residence
Hall Learning Communities
for Fall 2010
Rational
Anticipated Completion
Date
Fall 2010
To Improve academic
performance of residence
halls students and build
community.
2. To continue to develop
To inspire students to
On-going
and improve Residence Hall participate in residence hall
Activities.
activities both on and off
campus. To build
community and a sense of
pride of where they live.
3. Continue our new
To give resident assistants
On-going
collaboration with
as broad a base of training
Humboldt States
as possible, to see new ideas
University’s Housing
in programs, and to improve
Department.
information sharing
between the colleges.
4. To inform both in state
To insure students know the On-going
and out of state students of
cost of attending College of
the true cost of attending
the Redwoods before
College of the Redwoods
arriving at the College. To
and living in the Residence reduce any hardship caused
Halls.
by students arriving without
their entire financial
situation in order.
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Tutoring
Tutoring-Updated October 2, 2009
1. Report on goals and improvements: (Provide a brief summary of the major
accomplishments and achievements of your department during the past year.)
For the 2008/09 year, tutoring support services were enhanced by the hiring of four Professional
Resource Matter Experts in the areas of math, English, Spanish and physical science. Additional
support was provided by peer tutors. Both individual and group tutoring sessions were provided.
A total of 483 students received services, as compared to 699 students the prior year. Loss in
funding for tutors during the Fall of 2008 contributed to less service provision.
Goals for tutoring service programs in the Academic Support Center for the 2009/10 year are as
follows:
Activity
Rationale
Provide academic skill building
Improve student
workshops and resources (i.e., study
success.
skills, test taking/note taking skills, etc.).
Anticipated
Completion Date
Spring 2010
Ensure group and individual tutoring for
students via face-to-face and on-line
tutoring.
Increase access.
Fall 2009.
Work with Learning Resource Center
staff to develop improved utilization of
space to better meet students needs.
Increase access.
Spring 2010.
Analyze basic skills data to recommend
improvements for tutoring services.
Improve services.
Spring 2010.
Collaborate with Distance Education to
evaluate the impact of online tutoring
services from Tutor.com.
Inform program
planning.
Spring 2010.
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Upward Bound-Updated October 8, 2009
1. Report on goals and improvements: (Provide a brief summary of the major
accomplishments and achievements of your department during the past year.)
Please note some goals that you want to accomplish this year.
Due to the fact that the Upward Bound (UB) grant covers multiple years (2007-2012), the UB
program’s major focus and accomplishments continue to be consistent. We strive to provide
fundamental support to participants in their preparation for college entrance. For clarification,
this report reflects information in the UB fiscal year which runs from September 2008 through
August 2009.
Through the course of this year, we have had opportunities to enhance our program through
student experiences and partnering with other organizations. These accomplishments broadened
our ability to further solidify our core mission.
In the 2008-2009 calendar year UB seniors were given an opportunity to apply and receive a
College Knowledge Scholarship through Northcoast CalSOAP Consortium.
In February 2009, UB took several students to the NorCal Student Leadership Conference at
Humboldt State University (HSU). Leadership skills were taught and reinforced through a
variety of workshop options.
In March 2009, economic support and coordination assistance was provided for three UB juniors
from Del Norte High School (DNHS) and their UB Academic Advisor to participate the AVID
college tour.
In May 2009, UB coordinated and provided a college tour for eleven UB juniors from Humboldt
and Mendocino Counties. This tour included two UC campuses, one CSU, and one private
university, providing these students increased knowledge of the college options available to
them.
Our summer program offered partnering opportunities this year with two separate entities:
1. The Del Norte Workforce Center (DNWC) approached UB offering summer program
participants a wonderful opportunity. Through the “Hospitality 101” curriculum provided
by DNWC, most students learned about related college and career paths and were able to
obtain National Certification in various areas of hospitality and tourism.
2. We partnered with the HSU Upward Bound Program for the first time this summer. This
experience benefited both programs allowing each to learn and expand ideas from each
other. Additionally, an UB community was created that has not existed previously.
Goals and Improvements for September 2009 through August 2010:
Goal: Conquer staffing needs in order to improve consistency of services to students at
all school sites.
Completion Date: Ongoing
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Goal: Implement financial literacy instruction as per the US Department of Education’s
new requirement for the services provided by TRIO programs.
Completion Date: August 2010
Goal: Identify and recruit key members of the summer residential staff by the end of the
calendar year.
Completion Date: December 2009
Goal: Develop, implement, and institute a comprehensive program for collaboration and
support of UB summer program instructors (i.e. teaching staff).
Completion Date: June 2010
Goal: In conjunction with the comprehensive teaching staff support, implement a
communication component between teaching staff and residential staff.
Completion Date: June 2010
Goal: Clear delegation of responsibilities and roles for the administration of the UB
summer program to include: planning, implementation, training, supervision, staff
support, and physical presence.
Completion Date: Ongoing
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