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: English, ESL, Reading, and Writing Center Date: 10/25/13 1.1 Program Review Authors (include names and campus locations): Dave Holper (Eureka), Susan Nordlof (Eureka), Peter Blakemore (Eureka), Sean Herrera-Thomas (Eureka), John Johnston (Eureka), Ken
Letko (Del Norte), Vinnie Peloso (Eureka), Pam Kessler (Eureka), Deanna Herrera-Thomas (Eureka)
1.2 Dean’s Signature: Erin Wall Date: 11/14/13 1.3 Individual Program Information # of Degrees offered: 1 # of Certificates offered: 0 1.3.1 State briefly how the program functions support the college mission: College of the Redwoods’ Mission Statement emphasizes
“outstanding developmental… and transfer education.” The English department, the Writing Center (and its tutoring program), ESL courses, and
reading courses make up a significant portion of the developmental education that students take at College of the Redwoods, and students’
success in such courses often allows for further successes in other disciplines. In addition, a variety of our transfer offerings (Eng. 9, 10, 17,
18, 32, 33, 60, and 61) provide students a significant chunk of the classes necessary to earn an AA in Liberal Arts: Humanities, Language,
Communication. These classes help to fulfill the college’s “transfer education” mission. 1.3.2 State briefly program highlights/accomplishments: 







Changes in ENGL-150 curriculum including a shift to a summative essay/portfolio from a competency exam and change in grammar
instruction.
ENGL-102 Accelerated Curriculum developed with the piloting of two sections Spring 2014
Acceleration ideas, assignments, and techniques are being shared and incorporated into ENGL-350 and ENGL-150 courses. The hope is
that this will result in higher success and retention rates in both ENGL-350 and ENGL-150 courses.
Newly revised ENGL-350 curriculum showing adoption of acceleration ideas piloted in Fall 2013 and offered in all sections in Spring
2014.
New ESL Curriculum ESL-302B approved. Planned offering Spring 2014
New non-credit ESL curriculum developed and offered Fall 2013
Reading 360 moved to non-credit (Reading 260)
ENGL-9 DE approval with this DE course being offered Spring 2014
cEnglishReadingESLWritingCenter2013PR‐2.docx 3/6/2014 Page 1 
Reading 10 has replaced Library 99
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 X ESL has had enrollments drop more than the District’s 12%. There were three sections of ESL offered in Mendocino in 20112012 and only one offered in Eureka 2012-2013. The District has struggled with getting ESL curriculum developed and
courses to run due to challenges in outreach and coordination. There is no full-time faculty in ESL.
Reading 360 also saw a sharp decline in enrollments from 145 in 2011-2012 to 50 in 2012-2013. The number of Reading
sections offered was cut in half and were only 63% full. Whereas the previous year we offered 8 sections and had a 91% fill
rate, the state’s Fall 2011 changes in course repeatability rules may have led to the sharp drop in enrollment. Other factors
may have included the scheduled days/times, the difficulties this population faces in trying to improve on skills sorely
lacking, and the lack of support services offered and received outside the classroom.
Comment if checked: See above with respect to Reading
The fill rates in English across the District were above 66% except in Klamath-Trinity where the fill rate was 58%.
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’s one student that appears to have declared an English major. It was determined that this instance was from a coding
error. CR does not at this time have an English degree. However, the Department is in the final stages of developing an AAT in English. Anecdotally a majority of students in Literature courses self-identify as English majors.
Fill Rate X English is part of the AA Liberal Arts: Humanities and Communication (HUM.AA). There are 644 students who have
declared AA Liberal Arts: Humanities and Communication (HUM.AA) as their major. The number of declared majors is not
surprising given the breadth of choices in this major. It is worth noting that 482 (about 75% of these majors) are choosing
HUM.LA.A.AA. cEnglishReadingESLWritingCenter2013PR‐2.docx 3/6/2014 Page 2 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 X Comment if checked: In English success rates are at 62% which is below the District’s 69%. Many students place into and need to take
developmental/ basic skills English courses (ENGL-150 and ENGL-350). English 150 and 350 students have lower success
rates district-wide.
English 150 success rates across the District are:
 Del Norte 57%
 Eureka 53%
 Klamath-Trinity 57%
 Mendocino 56%
English 350 success rates across the District are:
 Del Norte 50%
 Eureka 60%
 Klamath-Trinity 52%
 Mendocino 53%
The ENGL-102 and incorporation of acceleration elements into ENGL-350 and ENGL-150 courses that the department is
undertaking will hopefully increase both success and retention rates of student in developmental English courses.
ENGL-52 (Writing Lab) also contributes some to the lower success numbers with 275 students enrolling and only 47%
completing the hours and tutoring requirements for the course. It is likely they get the tutoring help they need and don’t value
the half credit they would have received. Also, the Writing Center’s ventilation is inadequate; even cool sunny days heat the
Writing Center up to 80 degrees.
In Reading success rates, while 22 percentage points less than the District’s, was only 13 percentage points less than English
350 while their retention rates (80 and 83%) were relatively comparable. In order to better serve this population and conform
to new state guidelines, this level has since been moved to non-credit.
The ESL credit course, ESL-302A, with only 18 students, shows great promise with 67% success and 100% retention.
Retention X Comment if checked: In English retention rates were 4 percentage points lower than the District’s. In Reading retention rates were 7 percentage
points less than the Districts. Again, many of the courses offered in English, ESL, and Reading are at the
developmental/basic skills levels where students tend to be at risk, due to their low skill level. The students at this level have
historically not been as successful.
cEnglishReadingESLWritingCenter2013PR‐2.docx 3/6/2014 Page 3 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: The cohort does not provide very useful information because there are so many courses included which cross a variety of
programs.
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: The cohort does not provide very useful information because there are so many courses included which cross a variety of
programs.
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: Liberal Arts: Humanities and Communications are down by about 10 after steadily increasing since 2008-2009. This sudden
change may have been due to lower college enrollments and a decrease in Humanities offerings. It is worth noting that only
one or two students each year complete the IGETC pattern degree.
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: There are more females enrolled in this Program. There is also more ethnic diversity in this program compared to that of the
District.
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: There’s lower success and retention rates than what is seen in the District across demographic groups.
Women have higher success rates than men by 5 percentage points in English. In the District, the difference is 3 percentage
points. 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: cEnglishReadingESLWritingCenter2013PR‐2.docx 3/6/2014 Page 4 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: The percentage of sections taught by FT/PT ratio of faculty in English at 31.27%/68.73% is much lower than the District’s
46.71%/53.29% . With the focus of the Student Success Act being on both retention and persistence, and English being an
essential part of any student’s AA or AA-T degree program, it makes sense to allocate resources to bring the English faculty
FT/PT ratios up to at least the level of the District’s. In addition historically the English department in Eureka has had 9 fulltime faculty members; we now have 6. There were 3 retirements that were not replaced. The English department did receive
a new full-time hire through last year’s faculty prioritization process; however, at the same time, one of the full-time English
faculty has had his teaching load changed to one that is primarily in Philosophy. The District sees the value of such a
reassignment, however it does mean that the FT/PT ratio of faculty in English remains much lower than the District’s
46.71%/53.29%. Also, Pam Kessler is also now on reduced load. The English faculty has also undertaken cutting edge,
accelerated developmental curriculum revisions in an attempt to boost student success. The implementation and assessment
of new and core curriculum would be greatly enhanced by the addition of another full-time faculty member.
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: 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. cEnglishReadingESLWritingCenter2013PR‐2.docx 3/6/2014 Page 5 It is important to continue to support innovation in developmental/basic skills curriculum with success rates in ENGL-350 and ENGL-150
hovering between 50% and 60% and a significant number of individuals (152 from 2/13 through 8/13 on the Eureka campus) continuing to place
into Reading 260.
Section 3 – Critical Reflection of Assessment Activities 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 ENGL-17 course is not
offered on a 2-yr cycle
because it was canceled due
to low enrollment
30
2 out of 3
100% of English, Reading,
and ESL.
NA
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. 3.2 (Optional) Describe assessment findings/observations that may require further research or institutional support. cEnglishReadingESLWritingCenter2013PR‐2.docx 3/6/2014 Page 6 Summary of Section 3 Provide any additional explanations for items described in section 3. 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) Revamp approaches to ENGL-350 &
ENGL-150
ENGL-102 Accelerated (350-150) curriculum created
with piloting of 2 sections Spring 2014. Also ENGL350 and ENGL-150 instructors have started
incorporating acceleration principles into their courses.
The effect of these changes cannot be
measured yet.
Improve 1A through use of
norming samples and more
attention to MLA documentation
Continue to offer group grammar
tutoring at the Eureka campus to
assist English 150 students with
their unit test performance
Expand the Eureka Writing Center
on the ASC side (just beyond the
back door of the WC). This would
allow for a room of approximately
15 additional computers and a
space for group tutoring in the
WC. This space could then be
used by English faculty without
incurring additional costs for
tutoring because it would be on
cEnglishReadingESLWritingCenter2013PR‐2.docx No action was taken
The department abandoned unit tests and now uses a
variety of grammar assessments.
Students’ performance on grammar
assessments has improved in several
sections.
No action taken
3/6/2014 Page 7 site tutoring.
Develop additional online English
courses.
Continue to develop ESL
community education courses,
extend outreach efforts,
investigate methods for
appropriate assessment and
provide for one ESL tutor. Expand
course offerings to Del Norte
which has the largest Latino
ENGL-9 online curriculum was approved
ENGL-9 will be offered via DE Spring
2014
Community education ESL courses were developed
and are being offered in the Eureka area, on campus as
well as off campus.
CR is developing relationships with
historically underrepresented groups in
higher education.
The offering of ESL community education courses in
Del Norte and Mendocino are being explored.
population of all district sites.
4.2 (If applicable) Describe how funds provided in support of the plan(s) contributed to program improvement: BSI funds supported the professional development of several English faculty members in acceleration pedagogy. Three faculty members also
participated in an Acceleration Community of Practice through 3CSN, which led to the development of ENGL-102.
Section – 5 Planning Click here to link to Institutional Planning Documents 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. 5.1 Program Plans Action # Action to be taken: List the specific action Relationship to Institutional Plans Include the specific plan and cEnglishReadingESLWritingCenter2013PR‐2.docx 3/6/2014 Expected Impact on Program/Student Learning Describe the expected impact in a way Page 8 Relationship to Assessment Include all Resources Needed (Y/N) A yes here to be taken in enough detail so that someone outside of your area can understand. 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. that someone outside the program can understand. The impact should be measurable. Basic Skills 2013-2014
Action Plan
1
Pilot 2 ENGL-102
(Accelerated English
350-150)
2
Development of
English Jam (help
students deemed
marginally ready on
the EAP in 11th grade
to be ready for college
level course work at
CR upon graduating
from high school)
Annual Plan 2013-2014
Action Planning SP.1.5.1
Implement alternative basic
skills curriculum (e.g.
acceleration, non-credit)
Students in ENGL-102 will have at
least the same success as ENGL-350.
Also, ENGL-102 students will be at
least as successful as ENGL-150
students in ENGL-1A.
Basic Skills 2013-2014
Action Plan
Annual Plan 2013-2014
Action Planning SP.1.5.1
Implement alternative basic
skills curriculum (e.g.
acceleration, non-credit)
cEnglishReadingESLWritingCenter2013PR‐2.docx 3/6/2014 There will be an increase in the
number of new students starting in
college level English courses. Along
with an increase in the number of
local high school students enrolling at
CR.
Page 9 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. At the end of Fall
2014 success and
retention data from
Spring 2014 and
Fall 2014 ENGL102 will be
compared to success
and retention rates
of ENGL-350 and
ENGL-150 students
over the same
period.
Once the course is
developed and
implemented the
success rate of
students who take
ENGL-1A after
completing the
English Jam will be
compared to the
success rate of
ENGL-1A students
as a whole. The
intention is that
students who are
eligible for ENGL1A after completing
the English Jam will
be as successful as
requires a corresponding request in the next section. N
N
3
Review and improve
ESL tracking and
placement.
SEP Appendix D: Proposal
to Strengthen Academic and
Community Program for
English for Speakers of
Other Languages
The appropriate next steps laid out in
the Student Equity Plan can be
prioritized so the District can better
meet the needs of these students in a
coordinated fashion.
Basic Skills 2013-2014
Action Plan
4
Increase offerings of
ESL courses in credit
and non-credit
SEP Appendix D: Proposal
to Strengthen Academic and
Community Program for
English for Speakers of
Other Languages
Increase enrollment of traditionally
underrepresented populations at the
college.
Basic Skills 2013-2014
Action Plan
5
6
Send more faculty to
acceleration seminars
and workshops.
Coordinate and
articulate our
noncredit and ESOL
offerings (Reading
260, ESL 202, 302,
Annual Plan 2013-2014
Action Planning SP.1.5.1
Implement alternative basic
skills curriculum (e.g.
acceleration, non-credit)
Basic Skills 2013-2014
Action Plan
SEP Appendix D: Proposal
to Strengthen Academic and
cEnglishReadingESLWritingCenter2013PR‐2.docx 3/6/2014 Expose more faculty to the
pedagogical and teaching styles that
are improving student success in
English and ESL.
Students can then move between ESL
courses and English courses and also
the articulation into ENGL-1A more
seamlessly with success rates that are
at least as high as those coming
Page 10 traditional placed
ENGL-1A students.
Application and
placement
information
compared to
determine what ESL
services are
currently needed for
students currently
enrolling for credit
and non-credit so
that those
services/courses can
be prioritized.
Y
There are students
who have currently
placed into the ESL
sequence and have
ESL courses on
their educational
plans. It has been
difficult to find
qualified faculty in
ESL to teach these
courses.
Y
Data from
acceleration pilots
across the State
indicate we will
likely see an
increase in success
and retention
through the English
and ESL sequences. Y
Students in ESL
should have success
rates in ENGL-1A
that are at least as
high as those
Y
102) with our credit
offerings (English
350/150/1A/102) in
the developmental
English sequence.
7
Develop an AA-T in
English
8
Determine additional
database subscriptions
needed to improve
library resources for
ENGL-1A and
ENGL-1B so that
research CLOs may
be fulfilled.
Community Program for
English for Speakers of
Other Languages
EMP Goal 1: Objective 1.4
Increase transfers and degree
certificate completions
This action supports the
development of the AA-T in
English.
through the developmental English
sequence.
Students would be able to transfer to a
CSU with all courses articulating
within this major.
If a request for additional database
subscriptions is approved, ENGL-1A
students will improve performance on
CLO 3 (Locate, synthesize, and
document sources…); ENGL-1B
students will improve performance on
CLO 3 (Locate, evaluate, use, and
document evidence from primary and
secondary sources both electronic and
print). In addition, students in
literature courses may improve
performance in outcomes (typically
CLO 2 and 3) focused on
incorporating “other readers’ claims”
and on discussing historical context.
coming through the
developmental
English sequence.
CR should see an
increase in the
number of transfers
and degree
completions.
Y
See box to the left
N
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 cEnglishReadingESLWritingCenter2013PR‐2.docx 3/6/2014 Page 11 $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 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) Personnel Professional Operational Development To be Planning To be reviewed by To be reviewed by Request To be reviewed the Prioritization reviewed by Action # Describe your request here in a way Committees of the and grouped by Professional Faculty use # above that someone outside the program can understand. Budget Planning Committee Associate Deans. Prioritization Committee. Development Committee $ Amount
$ Annual Recurrin
g Costs Contact Person (Name, email, phone) Erin
Wall
3, 5, 6
4
1, 2, 5, 7
Professional Resource Matter
Expert for ESL (BSI Funding)
940 hours at $20/hr
X
ESL Tutor (BSI Funding)
Full-time English faculty in
Eureka
cEnglishReadingESLWritingCenter2013PR‐2.docx $18,800
$15/hr, 3
hrs/wk,
for 15
weeks =
$675
$44,111$57,982
X
X
3/6/2014 Page 12 Possibly
need for
more
than one
semester
Possibly
need for
more
than one
semester
Y
Erinwall@re
dwoods.
edu
X4576
Erin
Wall
Erinwall@re
dwoods.
edu
X4576
Erin
Wall
without
benefits
Erinwall@re
dwoods.
edu
X4576
Leslie
Leach
1, 7
29 Computers for the Eureka
Writing Center (The Writing
Center is an essential part of
ENGL-102 along with other
English courses)
1, 7
9 new chairs for the Eureka
Writing Center (The Writing
Center is an essential part of
ENGL-102)
1, 7
Fix the ventilation issues in the
Writing Center. It gets very warm,
uncomfortable, and stinky on
sunny days. (The Writing Center is
an essential part of ENGL-102
along with other English courses)
5
Send more faculty interested in
acceleration to workshops put on
by 3CSN,Acceleration in Context,
or the RP group. (BSI Funding)
cEnglishReadingESLWritingCenter2013PR‐2.docx Leslieleach@r
edwoods
.edu
X
$28,739
$973.00
($110 ea.
Plus tax)
(may be
able to use
some from
the old
buildings)
X
Y (5-7
yrs)
X4686
Leslie
Leach
Leslieleach@r
edwoods
.edu
N
X4686
Leslie
Leach
Leslieleach@r
edwoods
.edu
X
$225,000
X
3/6/2014 Page 13 $5,000
N
N
X4686
Erin
Wall
Erinwall@re
dwoods.
edu
X4576
Section 7‐Author Feedback Provide any constructive feedback about how this template or datasets could be improved. 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]
[]
[]
[]
Section 8‐ PRC Response by section (completed by PRC after reviewing the program review) 8.0 The response will be forwarded to the author and the supervising Director and Vice President: S.1. Program Information: Acceptable; review included English, ESL, Reading and Writing Center S.2. Data Analysis: Acceptable. Analyses narrative were included where needed. S.3. Critical Reflection of Assessment Activities: Narrative did not include assessment findings. Course level assessments completed, but no program level assessments (note: English is linked to degree in Humanities). English faculty should be involved in Humanities dialogs. Suggestion to include information on what programs are linked to English. S.4. Evaluation of Previous Plans: Acceptable. S.5. Planning: Exemplary: Actions linked to institutional goals and objectives, education master and strategic plans. Actions are measurable. S.6. Resource Requests: Acceptable. Resource requests matched to planning and assessment, except for resource requests for the writing center, which are not linked to planning cEnglishReadingESLWritingCenter2013PR‐2.docx 3/6/2014 Page 14