Instructional Program Review Template for Academic Year 2013‐2014 (fields will expand as you type) Please provide a concise response to all questions, and include relevant details in direct support of your responses. Bulleted lists may be used to clearly organize information. Section 1 ‐ Program Information 1.0 Name of Program: Early Childhood Education Date: 10/15/2013 1.1 Program Review Authors (include names and campus locations): Sydney Fisher Larson, Eureka; Phil Freneau, Del Norte; and Wendy Jones, Eureka‐Child Development Center 1.2 Dean’s Signature: Date: 1.3 Individual Program Information # of Degrees offered: 2 # of Certificates offered: 1 1.3.1 State briefly how the program functions support the college mission: The Early Childhood Education Program provides both career and transfer education for students planning to work with young children and their families. The Eureka Campus has a Child Development Lab on site to ensure students have the hands on experience to support the theory learned in the classroom. ECE faculty work with local agencies serving children including county First 5s, Local Child Care Planning Councils, and local affiliates of the National Association for the Education of Young Children. College of the Redwoods put student success first by providing outstanding career technical and transfer education. The ECE Program also continually assesses student learning and institutional performance to improve on the programs and services we offer. 1.3.2 State briefly program highlights/accomplishments: The ECE Program is part of the state‐wide ECE Curriculum Alignment Project. Currently eight of the 14 courses offered in the program are aligned to courses at 80 other California Community Colleges. This enables students to transfer seamlessly from one college to another. In the next year potentially an additional seven courses will also be aligned state‐wide. ECE also has an Associate of Science for Transfer in ECE approved by the Chancellor’s Office. The ECE Program works closely with the Child Development Center (CDC) on the Eureka campus which serves as the lab for ECE students. The ECE faculty have collaborated with the CDC on projects including National Association for the Education of Young Children (NAEYC) accreditation and the U.S. Department of Education’s Children in Care Mean Parents in School (CCAMPIS) four year grant to increase access to child care for student families. cECE 13‐14 Program Review.docx 3/6/2014 Page 1 Section 2 ‐ Data Analysis 2.1 Enrollment & Fill Rate Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Enrollments & fill rates Comment if checked: Enrollment ☒ ECE Program enrollment increased by 13% while the college overall had a 12% loss of enrollment. This is partly because there were 39 sections offered in 12‐13 compared to 29 sections in 11‐12. Comment if checked: Fill Rate ☒ With the increase from 29 to 39 sections the fill rates in ECE courses dropped from 82% to 72%. Even with this reduction the ECE Program fill rates exceeded those of the whole college. 2.2 Program Majors Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: # of Majors Comment: There are 268 ECE AS majors and 77 ECE CA majors. By next year we should have data for the ECE AS‐T majors as well. 2.3 Success & Retention Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Success & Retention Success ☒ Comment if checked: Success for the ECE Program as a whole continues to be flat and reflects that of the entire college. The success for online courses continues to be lower than face‐to‐face courses at any site. Retention ☒ Comment if checked: Retention for the ECE Program as a whole continues to be flat and reflects that of the entire college. 2.4 Persistence Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Persistence & Completion rates Comment: Retention for the ECE Program as a whole continues to be flat and reflects that of the entire college. 2.5 Completers Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Persistence & Completion rates Comment: ECE students persist at a rate 4% higher than that of the overall CR population. cECE 13‐14 Program Review.docx 3/6/2014 Page 2 2.6 Program Completers Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: # of Completers Comment: Program completion rate for ECE is over 10% higher than that of the whole college. Student Equity Group Data 2.7 Enrollments Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp by group Select your program and click on ~ by Student Equity Group below the Enrollments & fill rates Comment: The ECE Program enrolls a higher percentage of Native American and Hispanic students than the whole college and has a lower percentage of African American, Asian and Caucasian students that the college. 2.8 Success & Retention Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp by group Select your program and click on ~ by Student Equity Group below success & retention Comment: Success and retention for Asian and Hispanic ECE students is somewhat lower than that of the whole college and the success of Native American ECE students is about the same of the rest of the college. 2.9 Completers by group Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on ~ by Student Equity Group next to persistence Comment: Skip this item. Data not provided. Faculty Information 2.10 Faculty Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Faculty (FT/PT) & FTES/FTEF Comment: There Are two tenured ECE faculty, one in Eureka and one in Del Norte but neither are teaching ECE full time. The Eureka faculty member is on a pre‐retirement workload reduction and the faculty in Del Norte has teaching assignments in other disciplines. Currently we have enough associate faculty to fill the needs of the program. The tenured ECE faculty in Eureka will retire at the end of the 2015‐2016 academic year. The college should begin to think about succession planning for this position. cECE 13‐14 Program Review.docx 3/6/2014 Page 3 CTE/Occupational programs The following Labor Market section should be completed by all CTE/Occupational programs. Only CTE/Occupational programs need to complete this section (2.9). 2.11 Labor Market Data Refer to the California Employment Development Division: http://www.edd.ca.gov/ www.labormarketinfo.edd.ca.gov
Provide a narrative that addresses the following: a. Documentation of labor market demand b. Non‐duplication of other training programs in the region c. Effectiveness as measured by student employment and program completions. Narrative: a. The labor market information for early childhood education programs is confusing. Positions are listed as “child care workers”, “education administrators preschool and child care”, and “preschool teachers, except special education”. The data is for the North Coast Region including, Del Norte, Humboldt, Mendocino, and Lake Counties. The data show a combines workforce of 1130 with combined annual job openings of 34. In looking at the Humboldt Early Childhood Educator Facebook page between August 10, 2013 and October 10, 2013 there were 13 open positions. That number was for two months and only for Humboldt County. Based on this the labor market data is grossly underestimating the number of positions available in the early education field. b. There are no other programs focusing exclusively on child care and preschool staff in the College of the Redwoods district. Humboldt State University (HSU) does have a Child Development Program and some of their students pursue careers in early childhood programs but since HSU does not offer all the courses required to meet licensing and certification, they send student to CR to complete those courses. There are community colleges in California will their entire ECE programs on line and some students in our district do take courses from those colleges. c. We do not have good data on employment of ECE students. As mentions before, many students come to the ECE program at CR in order to get the minimum amount of college credits required to work as a substitute or teacher. Since we have not adequately assessed students’ goal at entrance we cannot determine student success. The other complicating factor is that many ECE students are already working in the field and are taking courses to ensure continued employment or to move up the career ladder.
Summary of Section 2 Overall, what did you learn from the data provided in this section? Be sure to indicate if your discoveries apply to the entire district, or if they vary by site. The ECE Program is on par with the College in terms of enrollment, fill rates, success, retention, persistence and has better completion rates. The program has fewer Caucasian students and more Native American and Latina students that the college but remains dominantly a female program. We are working to recruit more males into the ECE program. The Labor Market data is both inaccurate and unhelpful. Section 3 – Critical Reflection of Assessment Activities cECE 13‐14 Program Review.docx 3/6/2014 Page 4 Curriculum & Assessment Data What courses, if any are not on track with regard to a 2‐year assessment cycle? Explain if this is a consequence of how often the course is offered or other mitigating factors such as outcome updates that may have changed the assessment cycle. # of course SLO reports submitted during 2012‐2013. Reports submitted in 2012‐13 up to the Sept 15, 2013 deadline were included in 2012‐2013. # of degree/cert (PLO) reports submitted during 2012‐2013. Reports submitted in 2012‐13 up to the Sept 15, 2013 deadline were included in 2012‐2013. % of Course Outlines of Record up to date. Includes approvals through spring 2013. Explain any mitigating circumstances. Indicate if you have submitted updated Course Outlines of Record this fall. If there is no plan for updating outdated curriculum, when will you inactivate? View curriculum status: click here or go to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Curriculum Status Did the Program Advisory Committee Meet in the last year? Y/N Click here to view the Program Advisory Committee webpage None 44 4 (100%) CA in ECE 5 (100%) AS in ECE 5 (100%) AS‐T in ECE 100% Yes 3.1 What changes have been made to the program based on assessment findings? You may include results from your closing the loop reports that map to your program. Faculty (tenured and associate) are becoming more clear about the requirements to assess student learning. They are doing a better job of framing the assignments to best assess outcomes. We will be rewriting and updating some courses during the 13‐14 academic year and will need to be sure that the SLO assessment schedule is updated to reflect any changes in SLOs. The ECE Program plans to use CTEA funds for the 13‐14 year to work on recruiting men into the ECE Program and to increase the language diversity of our students to more closely match the children in child care and development programs in our district. 3.2 (Optional) Describe assessment findings/observations that may require further research or institutional support. In order to fullty align with the state‐wide Curriculum Alignment Project and to enable students to meet national Head Start requirements we may need to add two additional courses to our curriculum. The addition of these courses would probably not change the number of sections offered per year but would change the course rotation schedule. Summary of Section 3 Provide any additional explanations for items described in section 3. At the Eureka Campus we are very concerned about the College’s proposal to deny the Child Development Center any general funds money. The CDC is the academic lab for the ECE Program and without it students are unable to complete their degrees. The discussion about ending funding cECE 13‐14 Program Review.docx 3/6/2014 Page 5 to the CDC has happened without consultation of ECE faculty about what the consequences would be to our instructional program. Section – 4 Evaluation of Previous Plans 4.1 Describe plans/actions identified in the last program review and their current status. What measurable outcomes were achieved due to actions completed. Action plans may encompass several years; an update on the current status, or whether the plan was discarded and why. Click here to view completed program reviews from last year. Actions Taken Current Status Impact of Action (describe all relevant data used to evaluate the impact) ECE student handbook written and posted on CR web site. Handbook is up and available to students, faculty, and counselors. Information on ECE Program is readily available to the community. AS‐T Degree developed. Approved by the CCCCO. Will enable us to determine which students was terminal degree and which intend to transfer. ECE Faculty continue to be involved in numerous community agencies and organization serving children and families. CR is represented on First5 Humboldt subcommittees, Local Child Care Planning Council, local Associations for the Education of Young Children. CR is at the table when issues related to children and families are discussed. Eureka ECE tenured faculty and associate faculty teaching classes with lab components will meet regularly with CDC director and teachers to ensure that ECE students are able to see theory in practice and complete class assignments is ways that support CDC teachers. Meetings are occurring. We anticipate that this will both contribute to student success in ECE classes and prevent miscommunication between faculty and CDC staff. 4.2 (If applicable) Describe how funds provided in support of the plan(s) contributed to program improvement: The CTEA grant for the 12‐13 year enabled the ECE faculty to write the ECE Student Handbook so that information about the program is accessible. Section – 5 Planning Click here to link to Institutional Planning Documents cECE 13‐14 Program Review.docx 3/6/2014 Page 6 5.1 Program Plans Based on data analysis, student learning outcomes and program indicators, assessment and review, and your critical reflections, describe the actions to be taken for the 2013‐2014 academic year. Use as many rows as you have actions, and add additional rows if you have more than 5 actions. Please number all rows that you add. Please be specific. This section and section 6 should include a detailed justification so that the resource prioritization committees understand your needs and their importance. * Not all actions in this program plan section may require resources, but all resource requests must be linked to this section. Action # 5.1 Program Plans Action to be taken: List the specific action to be taken in enough detail so that someone outside of your area can understand. 1 Eureka ECE tenured 2 faculty and associate faculty meet regularly with CDC director and teachers to ensure that ECE students are able to see theory in practice and complete class assignments is ways that support CDC teachers. ECE Faculty will continue to be cECE 13‐14 Program Review.docx Expected Impact on Program/Student Learning Relationship to Institutional Plans Include the specific plan and action item relevant to your action to be taken. For example: Annual Plan 2013‐
2014 Theme: Persistence; or Goal 1: Student Success: EP.1.6.2 Develop a plan for narrowing the achievement gap for underrepresented student populations. Strategic Plan Goal1
Objective1.3:
The college will increase the
number of degree and
certificate completions. The
college will increase the
number of transfers to fouryear colleges. Describe the expected impact in a way that someone outside the program can understand. The impact should be measurable. Students will be able to complete
their desired educational goals and
the CDC teachers will be clear of
what their expectations are in
mentoring students.
3/6/2014 Include all assessment results that indicate that this action will yield the desired impact on the program. If the assessment has yet to be conducted, explain when and how it will be conducted. Students enrolled in ECE 7 (the first lab course) have lower success rates. Resources Needed (Y/N) A yes here requires a corresponding request in the next section. N
Relationships with these groups enable the ECE program to understand the Goal 2
College of the
Relationship to Assessment Page 7 Included in ECE faculty involved in numerous community agencies and organization serving children and families. 3 CTEA Grant will be used to recruit men and dual‐language speaker into the ECE Program. 4 5 6 Redwoods will provide,
in partnership with the
community, training
and education to
contribute to the
economic vitality and
lifelong learning needs
of the community.
Strategic Plan Goal1
Objective1.3:
The college will increase the
number of degree and
certificate completions. The
college will increase the
number of transfers to fouryear colleges.
needs of the community and those who hire our students. The goal is to increase the number of men and of dual‐language speakers into the ECE Program and enable them to earn the degrees and certificates they desire. reassigned time. Data show that ECE has very few men enrolled. Funds receive through CTEA. 5.2 Provide any additional information, brief definitions, descriptions, comments, or explanations, if necessary. Section 6 ‐ Resource Requests 6.0 Planning Related, Operational, and Personnel Resource Requests. Requests must be accompanied by an action plan in the above section. Requests should include estimated costs. Submit a support ticket if you do not know the estimated costs. If you are requesting personnel resources, you must also include the “Request for Faculty or Staffing” forms, located at inside.redwoods.edu/program review. Submit one form for each request. Additional Instructions: 
Put down the full amount you are requesting in the “Amount” column. Put down the annual amount of any ongoing or recurring costs in the “Annual Recurring” column. For example, a personnel request for a permanent position might show an Amount of $30,000 and an Annual Recurring Cost of $30,000. A request for equipment might show an Amount of $5,000 and an Annual Recurring cost of $200. A professional development request might show an Amount of $800 and a recurring cost of $0. 
If you have a grant or some other source of funding, include in the “Request” column a brief description of the source of funds and the dollar amount cECE 13‐14 Program Review.docx 3/6/2014 Page 8 that is expected to be covered by the other source and if the other source covers any of the annual recurring costs. 
Note in the “Request” column if this is a repeat request, and how many times you have submitted this request. The item number must match the corresponding action # from section 5. Add rows as necessary. Type of Request (Check One) Operational Personnel Professional Planning To be Development reviewed by Prioritization To be Committees To be To be reviewed by Action of the reviewed reviewed by the Request # Budget and grouped Faculty Professional Describe your request here in a way that someone $ use # Planning by Associate Prioritization Development outside the program can understand. Amount
above Committee Deans. Committee. Committee Section 7‐Author Feedback Provide any constructive feedback about how this template or datasets could be improved. It would be helpful to have degrees and certificates by site. How much do you agree with the following statements? (mark your choice with an x )
Strongly Somewhat
Somewhat Strongly
Neutral
Agree
Agree
Disagree Disagree
This year’s program review was valuable
[]
[X]
[]
[]
[]
in planning for the ongoing improvement
of my program.
Analysis of the program review data was
useful in assessing my program.
[]
[X]
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Section 8‐ PRC Response by section (completed by PRC after reviewing the program review) cECE 13‐14 Program Review.docx 3/6/2014 Page 9 $ Annual Recurring Costs Contact Person (Name, email, phone) 8.0 The response will be forwarded to the author and the supervising Director and Vice President: S.1. Program Information: Acceptable S.2. Data Analysis: Acceptable. Author explained some labor data was not available to include in the labor area. S.3. Critical Reflection of Assessment Activities: Acceptable. S.4. Evaluation of Previous Plans: Acceptable. Being initiated and on track. S.5. Planning: Acceptable. Exemplary: Actions linked to institutional goals and objectives, education master and strategic plans. Actions are measurable. S.6. Resource Requests: No resources requested. cECE 13‐14 Program Review.docx 3/6/2014 Page 10