Annual Program Review Update 2013/14
Section 1 - Program Information
1.0 Name of Program: Office of Instruction and Student Development
1.1 Program Review Authors: Keith Snow-Flamer
Dave Gonsalves & Anita Janis given opportunity to contribute
Date: October 31, 2013
1.2 Program Director Signature:
Date:
1.3 Vice President Signature: Keith Snow-Flamer
Date: November 4, 2013
1.4 Program mission: The Division provides leadership for initiatives through the formulation, interpretation, and implementation of policies and
practices related to instructional programs, learning, workforce development, and student development areas. The division’s most significant role is as
a catalyst to support the integration of student development and instructional areas and advance student success.
1.4.1 State briefly how the program mission supports the college mission: The collaboration between student development and instruction results in
significant efforts to improve student retention and achievement as well as to enrich the total college experience for students.
1.4.2 Provide a brief description of the program’s primary function: To build collaborative relations between student development staff and faculty.
Section 2 - Data Analysis
2.0 Program Staffing/Budget Data and Indicators
(Past years)
Provide information to show changes over time (steady, increasing, decreasing, etc.). Insert additional rows as needed for your key performance
indicators (KPI’s), such as program services, functions, student contacts, etc.
2011/12
2012/13
Observations (steady/increasing/decreasing)
2.1 Staffing/Budget
FTE Faculty and Staff
Stud. Develop: 1.35
Student Develop: 2.35
Instruction totals include CIO, two confidential employees
Instruction:
3.0
Instruction:
3.0
and one classified, and included one director for a short
time. Student Development includes CSSO and 35%
confidential (added in 2012-13)
FTE Additional Workforce
0
0
Personnel (Dollars)
Student Develop: $205,243 Student Develop:$267,647 The personnel dollars increased for student development
Instruction:
$303,044 Instruction:
$393,194 because the district scheduler was added. Dollars
Total:
$508,287 Total:
$660,841 increased for instruction due to the fact the CIO was the
CEO for most of 2011-12.
3/6/2014 Page 1 Discretionary (Dollars)
CIO
CSSO
$26,527
$ 4,900
CIO
CSSO
$23,074
$12,185
CSSO budget for 2012-13 does not include
commencement budget of $7,500
Other
Note: 2012 was the baseline for the two year rotation, so
the numbers in 2011-12 are actually the numbers
completed (percent added) at the time of this program
review. The percent in the 2012-13 section are the final
numbers reported through IR.
2.2 Program Indicators
Completion of SLOs /
Assessed in Instruction
PLOs / Assessed in
Instruction
Gen Ed Outcomes
Note: completed and
assessed as of April 2012:
480/680 (71%)
Note: completed and
assessed as of April 2012:
56/84 (67%)
N/A
Institutional Outcomes /
Assessed
Curriculum proposals
processed: total
 Revisions
 New
 Inactivated
 Inactivated Degrees
 New/Revised
Degrees
Number of course sections
scheduled
Number of active courses
 Fall
92%
83%
Increased
Increased
Baseline Year
Note: Assessment of the general education outcomes has
continued by collecting assessments from a randomly
selected pool, followed by a dialogue session of the
assessment data and impact on student learning. The
College now has baseline assessment data for each of the
general education outcomes in terms of the extent to
which students meet expectations
Note: completed and
assessed as of April 2012:
3 / 3 (100%)
223
111
45
32
0
35
1,722
1,610
3/6/2014 273
168
23
71
10
1
Increase in overall curriculum processed over the
academic year. Revisions and inactivation of courses and
degrees is in line with accreditation standards and CR
timelines for all course outlines of record to be current;
and inactivating them if they are not being offered,
inactivating them. New course outlines have decreased at
this time, as programs and section offerings have been
reduced. New/Revised degrees have declined.
Overall, the number of courses scheduled increased
marginally; however the overall number of active courses
1,733 declined in the fall and spring; while increasing over the
1,573 summer. The number of cancelled courses,
Page 2 

Spring
Summer
Number of cancelled courses
Associate Faculty
Development Days
attendance/two associate
faculty orientation/trainings
per year
 January
 August
DE & Technology-based
Workshops offered
 Student Workshops
(DE 101)
 Faculty Workshops
 Staff
 * Special Tegrity
classes
Percent of Course Syllabi
posted online
834
777
711 correspondingly, increased.
730
111
132
Increasing. The importance of providing orientation for
new, and even returning, faculty is being continually
emphasized; particularly by the faculty coordinator.
37
44
23
26
Total: 358 - see note
12
26
3
N/A
100%
100%
Numerous faculty and staff workshops were offered
during the course of the year and were tallied by
relationship to specific goals in the strategic, education
and annual plans. These offerings included technology
workshops as well as workshops in other areas. This
indicator is better addressed in the Human Resources
program review, as they oversee the professional
development district-wide.
Steady
2.3 Describe how the changes in indicators have impacted student achievement and learning:
SLO and PLO assessments contribute toward the quality and meaningful improvement of courses and programs and meeting accreditation standards.
2011-12 was the baseline for the new two year rotation.
Curriculum revisions improve the faculty’s ability to assess in addition to aligning courses to current best practices. Also, curriculum updates keep the
college in compliance with accreditation standards.
The decrease in student sections negatively impact students, since many are unable to enroll in necessary classes in a timely manner; however, this
indicator can also show increased efficiency.
As noted above, increased associate faculty participation in orientations better helps faculty learn and adapt to CR policies, processes and culture.
In keeping with accreditation standards, a comprehensive Professional Development Committee has been formed to track and coordinate all areas of
professional development within the district.
2.4 Provide any other relevant information that may have contributed to changes (improvement, increase, decline, barrier) for the population
3/6/2014 Page 3 served by the program: N/A
2.5 Student Equity. Please comment on any current outcomes or initiatives related to increasing outreach, retention and student success of
underrepresented students in your program.
Section 3 –Critical Reflection of Assessment Activities
3.0 Student Learning Outcomes & Program Outcomes Assessed in the Current Cycle
(2012/2013)
Instructors continue to assess learning outcomes according to the two year assessment cycle established in fall 2012. The process was strengthened by
developing assessment reporting deadlines for each semester.
At the degree and certificate (program) level, assessment of each program learning outcome continues via group dialogue concerning all course-level
assessments that align to the program outcome.
As noted above, assessment of the general education outcomes has continued by collecting assessments from a randomly selected pool, followed by a
dialogue session of the assessment data and impact on student learning. The College now has baseline assessment data for each of the general
education outcomes in terms of the extent to which students meet expectations.
3.1 What changes have been made to the program based on assessment findings? N/A
3.2 (Optional) Describe assessment findings/observations that may require further research or institutional support: N/A
3.3 Provide any additional explanations for items described in section 3. N/A
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.
Actions
Current Status
Impact of Action (describe all
relevant data used to evaluate the
impact)
Better incorporate assessment and planning
into student development program review
process
Revise Template (Summer 2012)
The template and process was revised to include assessment
reporting and analysis and a more apparent link between
planning and resource requests.
Revising the template to include
assessment and stronger
planning/resource requests link
supports our program
review/assessment/planning
sustainability efforts.
Create “division” summary with plans to the
PRC
A division summary was provided to the PRC in 2012-13 for
student development.
3/6/2014 Page 4 Continue to teach students to become
partners in the learning process and to make
connections with appropriate faculty, staff
and resources to fulfill their goals and
expand their opportunities by supporting the
FYE, refashioned Orientation program, and
department operations.
Aggregate student education plan data to
inform course schedule development
 Develop process for aggregating
SEP data (Nov 2012)
 Pilot process for development of
Fall 2013 schedule (Feb 2013)
Process refinement and full implementation
(Apr 2013 for Spring 2014 schedule)
Improve tenure review process
and communication
Develop degree plans:
 Identify list of courses for which
student success rates are reasonable
at each basic skills level
 Map courses to program
requirements for students based
upon various basic skills levels
 Develop recommended degree plans
for all degrees and certificates based
upon basic skills level.
Develop one non‐credit program:
 Identify one program to develop
 Develop curriculum internal CR
approvals
 Submit to curriculum to CCCCO
The FYE program was implemented fall 2013. The FYE
initiative has been included in the college’s 2013-14 annual
plan.
The FYE program supports the
college’s effort to build a sustainable
SEP/Student Success program and
potentially increases persistence.
The SEP process was included in the GS 1, GS6 and Guid 8
classes.
A mandatory SEP process will support
the college’s ability to provide
students the courses they need to
graduate and/or attain their academic
goal in a reasonable period of time.
Initial SEP data was used in the spring 2014 course schedule
building process.
The review of the tenure and evaluation process is under
discussion in the negotiation process.
A list of courses was identified and used in the advising
process. The table of courses shows success rates and total
enrollments in all active courses by concurrent enrollment in
a basic skills course. The data represents all basic skills
concurrent enrollments from 2005-06 onward.
http://www.redwoods.edu/district/ir/Reports/documents/
Crystal%20Enrollment/Cheat%20Sheets/COURSE_
SUCCESS_by_BSI_LEVEL.pdf.
This has not been completed yet.
Non-credit course in DSPS, Reading and GED was
developed and offered Fall 2013.
Developing noncredit courses will
provide students with an alternative
method to attain their educational
goals and reduce the risk of running
into repeatability and financial aid
issues.
3/6/2014 Page 5 A course list has been created and is
used in the advising process.
4.2 (If applicable) Describe how funds provided in support of the prior year plan(s) contributed to program improvement:
 Space for a Multicultural and Diversity Center
 Large meeting space for ASCR
 FYE Program Funding
Section – 5 Planning
5.1 Program Plans
(2013/2014)
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 2013/14 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 items in this program plan section may require resources, but all resource requests must be linked to this section.
Action
#
Action to be taken:
Develop Institutional
Professional
Development Center that
includes associate faculty
support and a
multicultural and
diversity resource for
1 faculty and staff
Work with Senate and
constituent groups to
develop pathways that
focus on supporting
student success
throughout the entire
2 student retention cycle
Relationship to
Institutional Plans
AP 2013-2014 Theme:
Increasing Persistence—
Provide comprehensive
ongoing faculty and staff
training that includes
diversity training
AP 2013-2014 Theme:
Increasing Persistence—
Develop degree plans with
course pathways based upon
students entering at various
math and English placement
levels
3/6/2014 5.1 Program Plans
Expected Impact on
Program/Student Learning
The “center” will provide
development/trainings for all
faculty, staff and managers.
The “center” will also house
a leadership training
program, all associate faculty
support, and a multicultural
diversity component. The
associate faculty coordinate
and possibly the executive
dean will be located in the
area.
Students will be able to more
clearly navigate the
enrollment process and
understand the courses they
need to attain their
educational goals
Relationship to
Assessment
Was the “Center”
developed?
Resources Needed
(Y/N)
Yes
Was the task force
formed and outcomes
realized?
No
Page 6 from pre-enrollment,
through year to year
persistence, to
completing a course of
study that leads to
graduation or completion
of the student’s
educational objective
AP 2013-2014 Theme:
Increasing Persistence—
Based on priorities
identified in the Student
Equity Plan, develop a plan
for narrowing the
achievement gap for
underrepresented student
populations
AP 2013-2014 Theme:
Increasing Persistence—
Implement the 1st year
experience program
Developing the courses will
help the college:

Develop and implement
noncredit Math 372 and
376 equivalent courses,
counseling noncredit,
noncredit CIS, and career
planning noncredit
courses
3
AP 2013-2014 Theme:
Increasing Persistence—
Implement alternative basic
skills curriculum (e.g.
acceleration, non-credit)
AP 2013-2014 Theme:
Community Education—
Develop job readiness noncredit classes
3/6/2014 

Meet the Federal Student
Aid Handbook, dated
April 2012, that noted
that courses aimed at
building foundational
skills in reading, writing
and mathematics must be
at a certain educational
level to qualify for
financial aid funding.
Math 372 and Math 376
are below high school
level
assist students seeking to
improve math
proficiency
with retention and
persistence
Were the courses
developed?
Page 7 Yes
Finalize and deploy
business and industry
4 survey
Assess the current state
and ESL and develop a
plan to articulate
students completing the
ESL course sequence
5 into English 1A
Implement peer
mentoring in Counseling
6 and EOPS
Work with teaching and
nonteaching faculty to
review our
degrees/certificates and
develop a strategy for
what degrees/certificates
we need to offer and
which ones we need to
sunset through the lens
of meeting CCCCO
requirements and
supporting our student
7 success agenda
Work with Senate and
the President to hold a
collaborative CR student
8 success summit that
AP 2013-2014 Theme:
Community Education—
Review business and
industry and economic
development survey data to
inform program alignment
and identify potential
partnering opportunities
AP 2013-2014 Theme:
Increasing Persistence—
Implement alternative basic
skills curriculum (e.g.
acceleration, non-credit
AP 2013-2014 Theme:
Increasing Persistence—
Offer peer
mentoring/supplemental
instruction for students
AP 2013-2014 Theme:
Increasing Persistence—
Develop degree plans with
course pathways based upon
students entering at various
math and English placement
levels
AP 2013-2014 Theme:
Increasing Persistence—
Develop degree plans with
course pathways based upon
3/6/2014 Students will be better able to
navigate through the ESL
sequence and link to credit
English classes
Was the assessment
conducted?
Yes
Students will feel more
connected to the college
Assess the connection
in the FYE/EOPS
assessment plan.
No
Were meetings held
and outcomes realized?
No
Was the summit held?
Yes
Students will be able to more
clearly navigate the
enrollment process and
understand the courses they
need to attain their
educational goals
The summit will be designed
to create seamless and
supportive learning systems
for students. The summit
Page 8 includes K-12 partners
students entering at various
math and English placement
levels
AP 2013-2014 Theme:
Increasing Persistence—
Based on priorities
identified in the Student
Equity Plan, develop a plan
for narrowing the
achievement gap for
underrepresented student
populations
will also pull together
instructors, counselors and
administrators from
secondary schools and CR as
well as students.
AP 2013-2014 Theme:
Increasing Persistence—
Implement the 1st year
experience program
AP 2013-2014 Theme:
Community Education—
Hold conversations with
High Schools to align
program offerings and
career pathways for students
Work with local school
districts to develop plan
to implement AB 86—
community college/adult
9 education partnerships
Evaluate student
10 development and
AP 2013-2014 Theme:
Community Education—
Hold conversations with
High Schools to align
program offerings and
career pathways for students
SP 2—Improve college
operational efficiencies
3/6/2014 Developing a plan to
integrate college and adult
education functions will
provide a seamless transition
from adult education to credit
programming and build on
the strengths of both
educational segments.
Student, faculty and
administrative support
Was a plan developed
and submitted to the
CCCCO for potential
grant funding?
Was the reorganization
evaluated and
Page 9 No
Yes
instruction organization
and recommend
improvements
Continue implementing
WIFI for the Eureka
11 campus
Increase the number of
classrooms available for
12 scheduling
Work with the CBO to
enhance the email
13 systems
Purchase periodicals
with related social
diversity and
multicultural themes for
use in the Multicultural
and Diversity Student
Center
functions will be supported
AP 2013-2014 Theme:
Enhance Institutional
Profile—Enhance wireless
and computer access in
student centers
improved upon within
fiscal constraints?
Students will be able to
access WIFI
Were WIFI
connections developed
in areas currently
without access?
Yes
SP 2—Improve college
operational efficiencies
SP 4 Technological
Relevance
Additional sections can be
added to the schedule
Were additional classes
brought on line?
Yes
SP 4.1 Improve technology
infrastructure to support all
college operations
Student Equity Plan Item
VII.4, “Include equity
dimensions in program
reviews“
Improve interface with smart
technology for district
employees
EP 1.6.2 Based on priorities
identified in the Student
Equity Plan, develop a plan
for narrowing the
achievement gap for
underrepresented student
populations.
SP 5.7.1 Develop a new
Multicultural Diversity
Student Center
Promotes conversation and
/or information sharing about
social issues relevant to
students outside of regularly
scheduled classes as well as
enhances and improves levels
of sophistication of
multicultural awareness.
Increase efficiency in
use of technology by
district employees
Yes
Enhance campus
climate by providing
resources that can raise
multicultural awareness
14
Yes
3/6/2014 Page 10 Student Equity Plan Item
VII.4, “Include equity
dimensions in program
reviews“
Provide consumable
materials in the form of
periodicals for the
Multicultural and
Diversity Student Center,
to be ordered and
distributed by the college
librarian.
15
EP 1.6.2 Based on priorities
identified in the Student
Equity Plan, develop a plan
for narrowing the
achievement gap for
underrepresented student
populations
SP 5.7.1 Develop a new
Multicultural Diversity
Student Center
EP.4 Maintain
Technological Relevance
Enhance campus climate by
providing resources that can
raise multicultural awareness.
Promotes conversation and
/or information sharing about
social issues relevant to
students outside of regularly
scheduled classes as well as
enhances and improves levels
of sophistication of
multicultural awareness.
Assessment will take
the form of a campus
climate survey as
directed by the Student
Equity Plan Principle
2.a.
Yes
EP 4.1 Lab equipment and
technology effectively
supports instructional needs.
EP.4.4 effectively utilize
technology in teaching
SP. 4 Technological
Relevance
Purchase Smart Board(s)
for the Del Norte campus
classroom (s)
SP.4.1 Improve technology
infrastructure to support all
college operations
Student learning improves
when content is delivered
using interactive technology
Increase success of
student’s performance
on assessments
16
Yes
5.2 Provide any additional information, brief definitions, descriptions, comments, or explanations, if necessary.
3/6/2014 Page 11 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 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
Planning
To be
Professional
Operational
reviewed by
Development
Prioritizatio
Request
To be
n
To be
Describe your request here in a way that
reviewed
Committees
To
be
reviewed
by
someone outside the program can
of the
reviewed and by Faculty
the
Action
understand.
Prioritizati
Budget
grouped by
Professional
#
on
Planning
Associate
Development
use #
Committee.
Committee
Deans.
Committee
above
A dedicated professional development
space that can hold a multicultural
component, associate faculty support,
tenured faculty support, leadership
1
development, and ongoing basic skills
X
3/6/2014 Page 12 $
Amount
$ Annual
Recurring
Costs
$35,000
$35,000
Contact
Person
(Name,
email,
phone)
Jeff
Cummin
gs, jeffcumming
s@redwo
and student success meetings
2
Refreshments for task force meetings
X
$2,400
3
Stipends for curriculum development and
travel for faculty to attend conferences
and meetings
X
$12,000
5
Allocate BSI funds to a PRME to assess
the ESL program and develop a program
that better links ESL to English.
X
$3,000
8
Refreshments and paper/copying for the
first student success summit
X
$1,000
X
X
Categori
cal
funds
X
TBD
10
Restructure EOPS and CalWorks
10
Refine instructional structure
X
3/6/2014 Page 13 ods.edu
Crislyn
Parker,
Crislynparker@r
edwoods.
edu
Crislyn
Parker,
Crislynparker@r
edwoods.
edu
Erin
Wall,
erinwall@red
woods.ed
u
Crislyn
Parker,
Crislynparker@r
edwoods.
edu
Keith
SnowFlamer
Keithsnowfal
mer@red
woods.ed
u
Keith
SnowFlamer
10
Hire permanent part time clerical support
for Mendocino site coordinator/manager
11
Provide wireless access for students in
Creative Arts
12
Renovate CA 137 to general classroom
use (transition from wet lab to digital
photography)
Purchase periodicals with related social
diversity and multicultural themes for
use in the Multicultural and Diversity
Student Center.
14
15
Provide consumable materials in the
form of periodicals for the Multicultural
and Diversity Student Center, to be
ordered and distributed by the college
librarian
X
$23,000
X
$1,000
X
$5,000
X
$500
X
$500
3/6/2014 Page 14 Keithsnowfal
mer@red
woods.ed
u
Keith
SnowFlamer
Keithsnowfal
mer@red
woods.ed
u
Steven
Roper
Stevenroper@re
dwoods.e
du
Steven
Roper
Stevenroper@re
dwoods.e
du
Tracey
Thomas
TraceyThomas
@redwoo
ds.edu
Tracey
Thomas
TraceyThomas
@redwoo
ds.edu
1
classroo
m@
Del
Norte
for
Smart
Board
technolo
gy @
$5,000
16
Purchase Smart Board(s) for the Del
Norte campus classroom (s)
X
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
Neutral
Agree
Agree
This year’s program review was valuable in
[ X]
[]
[]
planning for the ongoing improvement of my
program.
Analysis of the program review data was useful in
assessing my program.
[]
[X ]
Somewhat
Disagree
Strongly
Disagree
[]
[]
[]
[]
[]
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: Completed. S.2. Data Analysis: Completed. 3/6/2014 Page 15 Steven
Roper
StevenRoper@r
edwoods.
edu
S.3. Critical Reflection of Assessment Activities: Completed. Assessed outcomes targeted the district. No outcomes specific to the Office of Instruction and Student Development identified. S.4. Evaluation of Previous Plans: Completed. Thorough. S.5. Planning: Completed. Impact will be judged by completions. S.6. Resource Requests: Completed. Resources linked to Section 5 Planning. 3/6/2014 Page 16 3/6/2014 Page 17