Instructional Program Review Template for Academic Year 2013-2014
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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:
Fine Woodworking - Mendocino
1.1 Program Review Authors (include names and campus locations):
1.2 Dean’s Signature:
Date: October 8, 2013
Laura Mays
Jeff Cummings
Date: October 8, 2013
1.3 Individual Program Information
# of Degrees offered: 0
# of Certificates offered: 2
1.3.1 State briefly how the program functions support the college mission:
The Fine Woodworking Program provides outstanding career technical education. It is one of the most unique programs offered in the California
Community College system. The Program continues to have more applicants than available places, for both first and second year courses and
student success remains very high. This program contributes to the economic vitality and lifelong learning needs of the North Coast area and the
Northern California region. Student learning is continually assessed, and assessment results and student feedback is used to improve the program
and services offered.
1.3.2 State briefly program highlights/accomplishments:
- The program, as well as faculty and graduates from the program continue to be recognized in various trade publications such as Fine
Woodworking for their success and accomplishments.
- Applicants are from California, the United States, and international. In 2013/14 the program includes a student from Israel and two from Canada.
This stands as testament to the recognized quality of the education we provide.
- Students, faculty and staff collaborated in a show of their furniture pieces in the Town Hall in Fort Bragg in January 2013 as in previous years. It
is very well supported by the local community. Another show will be hosted by the Highlight Gallery in Mendocino in May. A third show will
be held in San Francisco at the end of May.
Section 2 - Data Analysis
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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
Enrollment ☐
Comment if checked:
Fill Rate ☐
Comment if checked:
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: Enrollments & fill rates
Enrollment ☐
Comment if checked:
Fill Rate ☐
Comment if checked:
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:
Retention ☐Comment if checked:
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 of Concentrators
☐Comment:
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 of Concentrators
☐Comment:
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: Completions & Transfers
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☐Comment:
Student Equity Group Data
2.7 Enrollments
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 Enrollments & fill rates
Comment: Fine Woodworking is a non-traditional career field for females and consistently reflects that in the enrollments
even though classes do tend to attract several females each year. We hope that the presence of a female full time faculty
member of the Program will encourage more women to apply in the coming years.
Ethnicity data is very similar to those of CRMC as a whole, and close to those of the district.
The majority of students are aged 25-34, reflecting the fact that most are either changing career, or enhancing an existing
career in woodworking.
2.8 Success & Retention
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 success & retention
Comment: Every one of the FW students graduated with a Certificate of Achievement within a nine-month period.
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:
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
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Comment: The Fine Woodworking Program has one full-time faculty, three associate part-time faculty (of which two are
teaching in each semester), and one full-time staff. The program has operated successfully with this arrangement for the last
two decades. It is not possible to adjust the FTES per FTEF ratio with higher student numbers - the workshop is already at
maximum occupancy with 23 benches.
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).
2.9 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.
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Narrative:
The majority of graduates go on to run their own cabinet-making or furniture-making businesses, and do not enter the labor market as
employees. Demand for their products is created by the graduate. Some position themselves as artists or craftspeople, and some as
cabinet-makers.
Wages for Craft Artists
Wages for Cabinet makers
The Fine Woodworking Program is unique in northern California; in its particular emphases and strengths it is unique nationally and
even internationally, which is why it attracts applicants from across the US and the world.
There is no one single path for a graduate of the Program. A survey of graduates conducted in September 2012 indicated that the majority
(73%/182 of 251 respondents) are involved in fine woodworking either whole or part-time. Of these, the majority are self-employed/own
their own business. Of the 193 who responded to a question regarding income from woodworking it is evident that their incomes vary
widely, from less than 10K per year to 250K. The average is 53.4K, the mode 45K.
30% of graduates attended some form of further education since attending the Fine Woodworking Program, of those 35% went straight
from Fine Woodworking into further education.
Summary of Section 2
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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.
Demand for the program and for trained woodworkers remains strong.
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.
4
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.
1
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.
100%
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
N
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.
Through reflecting on assessment results, the faculty have become more aware that students are not necessarily aware of the timeframe involved in
constructing complex furniture projects, and that it is their responsibility to guide students towards projects that are suited to their skill levels. This
did not require any alterations to Course Outlines, SLOs or PLOs.
3.2 (Optional) Describe assessment findings/observations that may require further research or institutional support.
Summary of Section 3
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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)
None
4.2 (If applicable) Describe how funds provided in support of the plan(s) contributed to program improvement:
Section – 5 Planning
Documents
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Click here to link to Institutional Planning
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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 #
1
2
3
4
5
6
Action to be taken:
Relationship to Institutional
Plans
Expected Impact on
Program/Student Learning
Include the specific plan and
action item relevant to your action
to be taken.
For example: Annual Plan 20132014 Theme: Persistence; or
Goal 1: Student Success: EP.1.6.2
List the specific action to Develop a plan for narrowing the Describe the expected impact in a way that
be taken in enough detail achievement gap for
someone outside the program can
so that someone outside of underrepresented student
understand. The impact should be
your area can understand. populations.
measurable.
None
Relationship to
Assessment
Include all assessment
results that indicate that
this action will yield the
desired impact on the
program. If the
A yes here
assessment has yet to be requires a
conducted, explain when corresponding
and how it will be
request in the
conducted.
next section.
5.2 Provide any additional information, brief definitions, descriptions, comments, or explanations, if necessary.
Section 6 - Resource Requests
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Resources
Needed
(Y/N)
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)
Action #
use #
above
Request
Describe your request here in a way that someone
outside the program can understand.
None
Planning
Operational
Personnel
To be reviewed
by
Prioritization
Committees of To be reviewed To be reviewed
the Budget and grouped by by Faculty
Planning
Associate
Prioritization
Committee
Deans.
Committee.
Professional
Development
To be reviewed
by the
Professional
$
Development
Committee
Amount
Section 7-Author Feedback
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$ Annual
Recurring
Costs
Contact
Person
(Name,
email,
phone)
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 Agree
Somewhat Agree Neutral
Somewhat Disagree
Strongly Disagree
This year’s program review was valuable in planning for the ongoing improvement of my program.
[]
[]
[]
[]
Analysis of the program review data was useful in assessing my program. [ ]
[]
[x ]
[]
[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: Completed S.2. Data Analysis: Acceptable. (Program requires student applications and is often impacted) No comments on some data 2.1 – 2.6; per instructions, that means the program meets district levels. Well respected program, but data trail not clear. S.3. Critical Reflection of Assessment Activities: Acceptable/developing. Assessment of SLOs/PLOs resulted in no required changes. Revised course outlines going through curriculum. No changes made based on assessment. No program reports were submitted, no evidence of an advisory group. Note: Great program, but PRC felt that was not reflected in program review. S.4. Evaluation of Previous Plans: Not acceptable, No previous evaluation. S.5. Planning: Not acceptable. No planning reported. PRC’s comment on planning is that even the best programs require annual planning and review. S.6. Resource Requests: None 2. Instructional Prog Rev Template r10 26 12 data 11 13 12.docx
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