Programs are advised to review their prior Program Review submission (if one exists) and utilize those portions that remain relevant and appropriate to the current format.
A. Mission and Relationship to the College(s)
Describe how the activities and goals of your program relate to the mission statement and strategic plan of the college.
Through their work, exhibitions, and publications, the Fine Woodworking program exemplifies the very best training at the college level. The national and international respect for the program has enhanced the reputation of the College of the Redwoods in the Community College system.
The time and individual attention provided to the students meets goals established in the College’s mission statement by providing a rigorous, high quality learning environment, credits that are transferable in related studies, and skills necessary to advance careers.
B. Program Description, Curriculum, and Information
1.
Provide official program description and list program student learning outcomes. Use the following table to align program student learning outcomes with courses in which each student learning outcome is addressed. Provide additional information relevant to your discipline. a.
Official Program Description
Construction Technology
Programs in this field provide general and specific educational opportunities for students seeking careers related to residential and commercial building construction, historic preservation and restoration, and practical and artistic woodworking skills and techniques.
Fine Woodworking: I & II
The Fine Woodworking program consists of classes involving lecture and extensive lab time in the practice of the creation of refined furniture, designed to satisfy students at an intermediate skill level.

b.
Develop a two-column matrix which presents: i.
Program-Level Student Learning Outcomes (left-hand column) ii.
Course(s) where these program-level SLOs are presented (right-hand column)
Program Student Learning Outcome Statements
Students construct and use various wooden hand planes and complete exercises in basic construction techniques.
Course (s)
CT 130A
Students demonstrate knowledge in the care and use of hand and power tools.
Students evaluate aesthetic choices available in the process of making furniture.
Students select and cut wood for specific purposes.
Students learn to logically proceed in the process of furniture construction.
CT 130A & B
CT 130A & B
CT 133
CT 130A & B
CT 133
CT 130A & B
CT 133
3.
2. Program-Specific Criteria and/or Admissions Guidelines (as applicable to program)
CT 57B or equivalent course work or work experience. Students must be familiar with the use and safe operation of common woodworking machinery. Students must have a basic understanding of cabinet and/or furniture construction and assembly.
Outline the curriculum as it is being implemented for a full-time student completing a degree or certificate in this program. The outline should include course number, course title, units, lecture hours, and lab hours for each semester for the complete curriculum.
Course
Number
CT 130A
Course Title Units
18
Lecture
Hours
54
Lab
Hours
810
CT 130B
Fine Woodworking:
Theory and Practice
Fine Woodworking:
Theory and Practice
18 54 810
CT 133 Fine Woodworking:
Special Studies in
Cabinetmaking
16 864
4.
As part of your self-study, review and summarize the development of curriculum in the
2

program. Include recent additions, deletions, or revisions of courses (attach current course outlines). Evaluate the timing, frequency and coordination of course offerings to determine the adequacy of course offerings relative to a transfer degree (articulation), vocational/occupational certificates, and other appropriate aspects of the district's/campus’/college’s mission.
Course outlines were rewritten in December 2006 and February 2007. CT-135, a three-week summer class was converted to a Community Education class in 2004 and deleted from the catalog in 2007.
Classes are offered annually in a conventional semester format. The program is comprised of two classes, CT-130 A and CT-130B, occurring in consecutive semesters, enabling completion during the course of nine months.
Students wishing to pursue further studies in CT-133 most often do so during the following school year, but are able to return at any time. a) Please ensure that there is a thorough review of the course outlines of record and course content during this review period. Please indicate on the course outlines the date on which they were last revised. If the last major curriculum revision occurred more than five years ago, please indicate when the next major revision is planned.
Please also review course prerequisites, co-requisites, and advisories as well as obtaining necessary approvals for distance education courses. b) Send updated course outlines to the Curriculum Committee.
Completed in February 2007. c) Please file the appropriate form with the Curriculum Committee to delete classes that have not been taught for three or more years unless you plan to teach them in the future.
One discontinued summer class has been deleted. d) With respect to updating course outlines of record, list any relevant trends in your discipline with regard to:
1.
Knowledge requirements
2.
Skills/student learning outcome requirements
3.
Instructional methods
As the program is operating efficiently and successfully, no changes at this time are deemed necessary.
3

e) Describe the various educational delivery methods currently being utilized by the program. Examples include but are not limited to traditional in-person classroom delivery, in-person lab, field studies, online, interactive television, telecourses, clinical instruction, etc.
Relevant information is initially provided during lectures, backed up by handouts that summarize the current topic.
Students are assigned exercises in fundamental techniques and are supported in the completion of the exercises with one-on-one instructor assistance.
Student projects are self-selected and completed by the student in a lab situation with staff guidance given in the areas of design and construction methods.
Individual students share knowledge and solutions with the class by means of periodic “walk-a-rounds” led by an instructor, focusing on specific topics.
Upon completion, students present their work to the class, self-evaluating their success in meeting goals.
Throughout the year visual presentations are given of masterworks and past student work.
When pertinent occasions arise, class field trips are organized to take advantage of museum exhibitions.
f) Identify curricular revisions, program innovations, and new initiatives planned for the next five years.
Second-year students will be expected to broaden their experience in the field by either submitting an article to a magazine or entering a work in an exhibition sponsored by an entity other than the College of the Redwoods.
5. If applicable, indicate the program external accreditation/approval status. Include a copy of the most recent notification of accreditation/approval status from the appropriate agency. If external accreditation is available but the program has chosen not to seek accreditation status, please explain.
NA
C. Program History
1.
History (update) since last review:
What have been the major developments, activities, changes, and/or projects in your discipline over the past 2 or 4 years (longer if no recent review exists)?
4

(This does not need to include curriculum updates, addressed above.)
Program founder James Krenov retired at the end of the Spring semester in 2002.
Weekly lesson planning and review of student progress is now more of a cooperative effort.
Staff meets weekly to discuss each student’s progress and to plan activities for the following week. Each instructor, at the end of his shift, alerts the next instructor of any situation requiring special attention.
2.
What were the recommendations from your last program review (if any) and how has your discipline responded to those recommendations?
Reponses to Recommendations given in 1996 are attached. Expansions of responses to those recommendations are as follows:
Recommendation #4: …offer all summer school classes and workshops through
Community Education.
All summer classes are now offered through Community Education.
The program should aggressively explore the possibility of raising funds from external sources.
The majority of equipment purchases since 1998; a band saw, table saw, a vacuum pressing table, mortising machine, and a used jointer as well as an overhaul of the planer have been made possible through alumni funding and grants. The sole exception was the first College purchase of a computer for the Fine Woodworking office in December of 2005. The previous computer was donated by an alumnus and was in use for six years.
During the 2006-2007 school year, alumni contributions had augmented the instructional budget by an excess of $2000.
Alumni contributions have also enabled the establishment of three modest scholarship funds for our students.
The program in the past year has been the beneficiary of two hardwood lumber donations exceeding a value of $2000 and donations of saw blades and router bits from Freud Tools. Additionally, Irwin Manufacturing has bestowed a variety of clamps valued at $1000, in exchange for product review.
3.
If you have goals from your previous program review, please list them along with the
5

4.
5.
6. objectives related to your goals, the strategies being used to achieve objectives, and the documentation or evidence that demonstrates success. If no prior program review exists, skip #3.
Four goals were established in the Program Review submitted in November of 1995, all of which have been addressed. a. An introduction to the issues involved in the craft as a business.
For each of the past four years, the program has brought in a business consultant to deliver two discussions on the topic. Funding has been provided through alumni contributions. b. Digitizing the slide library.
The program now has necessary equipment to accomplish this task, two year’s worth of images has been digitized, but the realization of completion is in the distant future, due to staffing limitations. c. Establishment of an Internet presence.
The web site for the Fine Woodworking program has been on line since 1999. d. Providing for upkeep of equipment.
Major purchases have been possible due to the generosity of our graduates.
If goals were not achieved, please explain.
Discuss any collaborative efforts you have undertaken with other programs (instructional or non-instructional) at College of the Redwoods District and offer an assessment of success and challenges, and potential changes in collaborative efforts.
Our program is unique in the District. We are in close contact and have excellent relations with our colleagues in Eureka. Del Norte has no CT classes of a comparative nature. A significant number of Eureka CT graduates migrate to the
Fine Woodworking program upon recommendation of the Eureka staff.
Discuss any activities or projects you have undertaken with other educational institutions, the community, or business/industry.
The high regard held for the Fine Woodworking program has engendered a variety of new associations.
In the fall semester of 2003, Fine Woodworking partnered with Capellagården, a crafts institution in Vickleby, Sweden. One of our second-year students trades benches with a late-term student from Sweden during the fall semester.
A majority of our staff members have conducted short courses at Inside Passage, a
6

furniture making school established in Roberts Creek, B.C. We have also had staff members involved with summer classes at the Center For Furniture Craftsmanship in Rockport Maine.
The program is a member of the Furniture Society, and encourages students to enter competitions sponsored by the Society.
In the summer of 2007, one of our students entered furniture in competition sponsored by the Association of Woodworking and Furnishings Suppliers (AWFS), winning first and second places with his two entries. A staff member took advantage of accommodations offered by AWFS, met with organizers, and has been consulted in planning for the next exhibition.
D. Measures of Effectiveness
1. Quality of Education a. Results of certifying, licensing, or registry examinations for each of the last five years (or list not applicable):
Not Applicable b. Faculty Qualifications:
(1) Is there one full-time faculty member whose primary assignment is responsibility for this program? Yes No
If not, explain.
The full-time faculty member is on reduced (70%) time, a situation expected to exist until the Spring semester of 2011.
(2) Are minimum faculty qualifications according to standards set by accrediting/approval bodies met?
(a)
(b)
State Chancellor’s Office? Yes No
External Accrediting/approval organizations Yes No
If “No” for either response, explain.
There is no existing accrediting/approval organization in existence for Fine Woodworking.
7

c.
Student Outcomes Assessment: Attach course- and program-level outcomes and assessment reports for each of the last four years. (See Instructional Program
Review Appendix A, pp. 48-49). Program-level outcomes should include information from graduate/alumni and employer surveys.
Fine Woodworking I is comprises of CT 130 A&B (18 units each) that are offered in the Fall and Spring respectively. Student learning outcomes and program level outcomes are the same. Students are required in 130 A to build hand planes and to complete a series of joinery exercises that are graded for quality. Upon conclusion of the exercise period, students then construct a self-designed project to be finished to a high standard by the end of the first semester. Students in CT 130 B are introduced to advanced techniques with an exercise and then design, build and present a more complex project that is graded on quality of execution and degree of functionality.
We are working on the goal of gathering information from graduate/alumni and employer surveys with Institutional Research over the next year.
2. Vitality a. Attrition and Retention
Number of students entering program in fall two academic years prior to this comprehensive program review year:
Fall 2005 Fall 2006
23 23
Number of students continuing in program (continuing students: all entering students except transfers or readmissions)
Fall 2005 Spring 2006 Fall 2006 Spring 2007
Starters FW I 18
Completers FW 1 18
Starters FW II 5
Completers FW II 5
18
18
4
4
Explain any attrition indicated by these data.
19
19
4
4
19
19
4
4
8

b.
The Fine Woodworking program offers Certificates of Achievement in Fine
Woodworking (FW) I and FW II. They are each single course, one-year programs. FW II students most often continue their studies the semester after receiving a Certificate in FW I, but on occasion may return to the workforce in order to be able to afford to attend at a later date.
Enrollment and Graduate Projections
NOTE: Explain method used in making these projections. Use census day enrollments for this figure.
2005-
2006
N= 23
2006-
2007
N= 23
2007-
2008
N= 23
2008-
2009
N= 23
2009-
2010
N= 23 Total Enrollment
(unduplicated headcount)
Graduates N= 23 N= 23 N= 23 N= 23 N= 23 c.
The woodshop’s capacity of 23 students has been maintained by an applicant rate of, at a minimum, 2 for each available bench. Recognition of the quality of the experience gained by students has consistently drawn new students who are committed to the craft and to completing the course.
Total number of 2006-2007 graduates by ethnic group and gender.
Caucasian
Latino
21
African-American 2
1
Male
Female
19
4
Indicate the number and percent of graduates from the most recent graduating class who are employed in positions related to the program major or continuing in a higher degree program. d.
NOTE: Indicate sources of information and provide any explanation as necessary.
Employed in Continuing
Year
2006
Total Number
Of Graduates
23
Related Field
N %
19 82%
Education
N %
0 0%
Information reported is the result of telephone and e-mail interviews.
9

e. Indicate the beginning mean and median annual salary for graduates of the program employed full-time, as collected from alumni survey and program advisory meetings.
Mean and Median Beginning Annual Salary by Graduating Class
2000-2000
2000-2000
2000-2000
Mean Beginning Salary Median Beginning Salary
2000-2000
2000-2000
Our graduates are largely self employed. We will be working with Institutional
Research to collect that data. f. Have there been any significant changes in enrollment, retention, success rates, or student demographics that impact your discipline? If so, please include data sheets (Excel or Word format) showing these changes.
No.
3. Efficiency a. Describe current student population in terms of enrollment by ethnic group and gender.
Caucasian 19
African-American 1
Asian 1
Asian-American 1
Native American 1
Male
Female
19
4 b. Composition of enrollment for selective admissions programs:
Selective Admission
Programs
Number of Applicants
Fall
2003
N= 58
Fall
2004
N= 38
Fall
2005
N= 36
Fall
2006
N= 29
Fall
2007
N= 31
Number of Acceptances
Number of Entries
N= 23
N= 23
N=
N=
23
23
N=
N=
23
23
N=
N=
23
23
N=
N=
23
23
10

c. Faculty Staffing Pattern
Faculty Load Distribution in the Program
Discipline
Name
(e.g., Math,
English,
Accounting)
Total
Teaching
Load for fall
2006 term
% of Total
Teaching
Load by Full-
Time Faculty
% of Total
Teaching Load
Taught by Part-
Time Faculty
Changes from fall 2005
Explanations and
Additional
Information (e.g., retirement, reassignment, etc.)
CT-FW 45 TLU 35% 65% No change in TLU, but load of full time was at
50% of total load.
Full time faculty member went to
70% of full time.
Faculty Load Distribution in the Program
Discipline Total % of Total % of Total
Name
(e.g., Math,
English,
Accounting)
Teaching
Load for spring 2007 term
Teaching
Load by Full-
Time Faculty
Teaching Load
Taught by Part-
Time Faculty
Changes from spring 2006
Explanations and
Additional
Information (e.g., retirement, reassignment, etc.)
CT-FW 45 TLU 35% d.
65% None
Please rate the resources indicated in the table below with respect to how they support this program. Feel free to supplement the resource categories in the extra space provided. The four rating categories are defined as follows:
Adequate: This one resource is adequate to permit the program to function effectively.
Minimally
Adequate*: Program functioning at minimally effective level.
Inadequate*: The limitations imposed by this one resource render the program marginal and will require immediate review for program improvement or continuation.
Not
Applicable: Does not apply to this program.
11

Resources Rating a) Faculty
Full-time
Associate b) Support Staff
Clerical
Technical
Instructional Support
Other Personnel
Adequate Minimally
Adequate
X
X
X x
X
Inadequate Not
Applicable
X c) Current Expenses
Expenses
Office Supply Expenses
Instructional/lab supply
X d) Equipment X e) Library Resources X f) Facilities g) Professional Development
X
X
*If any component is rated Inadequate or Minimally Adequate , please explain. Include recommendations for reducing or eliminating the limitations.
12

Responses to Resources Ratings
Faculty– A full-time instructor at 70% time affords a minimal amount of oversight.
This position should be returned to 100%
Support Staff– The specialist position is responsible for the majority of clerical work, all of the Instructional Support and a limited amount of technical support, as proscribed by the job description. Support from Eureka in dealing with problems outside the capabilities of the Specialist is problematic; typically months pass before work requests are acted upon.
FW staff recommends that Maintenance support from Eureka for the
Mendocino campus be scheduled on a regular basis.
Current Expenses– Office expenses, while not large, come out of the Instructional
Expenses that have gradually been reduced as costs have risen. The resulting reduction in funds available for instructional supplies has necessitated reliance upon alumni contributions that ideally would be used for capital expenses.
No mechanism exits to inform the program director of funds earmarked for
Fine Woodworking as the budget encompasses all of Construction
Technology.
FW staff members wish to be involved in the determination of the annual budget.
Equipment– Although our equipment is adequate, the statement is true due to the nearly exclusive dependency upon alumni contributions.
Given that stones contain no blood, staff will abstain from recommending an increase of funding for the time being.
Library Resources– In regards to books, the preceding statement applies to this category as well. In addition, the distance between the woodshop and the main campus limits opportunity to take advantage of other library services.
Facilities– The shop was built to provide space for twenty benches. We have twenty-three benches and more machines than originally intended. As a result, overcrowding in the machine room presents a potential hazard.
Pressure on the space in the machine room can be alleviated by the construction of storage space for instructional materials and the relocation of the dust collector.
13

Staff wishes assurance that funds from the bond measure passed in 2004 will be available for facility improvements.
Professional Development– Staff has had little opportunity to benefit in this category; other departments are more adept in obtaining available funds.
The necessity for part-time staff members to earn a livelihood in their craft affords little time to venture afield. e. Budgetary Categories--Please provide funding amount budgeted for each category during the most recent academic year and for each of the previous four years.
(Please replicate this table for each year)
Year:
Full-time Faculty
Part-time Faculty
Other, please specify
1.
2.
3
4
Sub-Total
General Funds
Amount
Non-General Funds
Amount
Travel
Supplies
Equipment
Sub-Total
TOTAL
Explain any changes in funding and add any comments relevant to the adequacy of resources.
Fine Woodworking’s budget is intertwined with the budget for the entire Construction
Technology department. At this point, the College has not provided figures needed to complete this table.
14

Summary and Recommendations
1. Summary
● Program Strengths (Please consider how these strengths can be marketed to the community and provide suggestions to PR department)
The woodworking community around the world recognizes the Fine Woodworking program as an educational achievement. We have received applications in number more than the available positions for the last twenty-six years. Our applicants have come from
California, across the United States and Canada, from Argentina, Sweden, England,
Germany, Austria, Israel, Korea, Japan, New Zealand, and Australia. The fact that so many are willing to uproot their lives to come to this remote location is testament to the vitality of the program.
Student satisfaction with their experience in this program is almost 100%. Most describe the year or two with us as the most significant educational experience of their lives.
Our alumni provide us with unparalleled financial and compassionate support. Their donations have allowed us to meet under-funded student needs and to sustain and augment the level of excellence of machine tools demanded of craft of exceptional quality.
Nearly 98% of the students who arrive in the fall stay with us until graduation in the spring. (See Attachment #1) Our graduates move on to find meaningful work in closely associated fields such as furniture making, cabinetmaking, contracting, and finish carpentry. We also have alumni representatives working in more broadly related fields: musical instrument making, tool making, professional finishing, furniture design, as furniture restorers and conservators for major museums, and in specialty lumber sales.
Former students have written many articles for national magazines; a recent graduate is an associate editor for Taunton Press, another is an administrator with a national industrial trade show organization.
The influx of twenty-three students a year has a very positive financial impact on the local economy. Four local businesses have been established in the area that serves local, national and international customers. Over forty graduates of the program have stayed in the area and contribute to the coastal economy, creating a woodworking center in
Northern California.
The strength of the program lies in a dedicated staff, honing tried and true methods developed over the last twenty-five years. The present staff has a combined eighty-two years of service to the program. We are constantly making adjustments to our curriculum to meet the spoken needs of the student body and in response to the economic climate of the State.
15

● Program Weaknesses
Program weaknesses lie in three areas: financial, facilities, and faculty.
The program is under funded for the provision of materials used in student exercises tied to the curriculum and in the maintenance of the supplies and equipment demanded of a shop in use forty-eight hours a week. Our instruction budget has declined in the past eighteen years; inflation has diminished the purchasing power of that which has been allotted to us. We are running a deficit of more that $2000 annually in our attempts to provide adequately for student’s needs.
Bond Measure Q/B, passed in November 2004 stated that money would be used to “build, relocate, and renovate…” Fine Woodworking facilities. Staff and alumni have always preferred the option of renovation; miscalculation and poor planning have doomed the plan of relocation.
Due to a lack of space, the machine room has become overcrowded with material and machines. A storage space built adjacent to the machine room will provide instructional materials storage and allow the relocation of the dust collector, freeing space in the machine room.
One full-time instructor has held a position throughout the twenty-six years of program existence. During fourteen of those years, an additional full-time instructor served at 70% time. That position was vacated upon the retirement of James Krenov in 2002. In the Fall of 2006, the sole full-time position was reduced to 70% time. This has not proved to be ideal in terms of instruction continuity. The full-time instructor has spent many extra hours in consultation with the three part-time instructors in order to maintain a cohesive structure.
2. Recommendations for program improvement generated by self-study. (List by number and use these numbers in the Quality Improvement Plan.)
1. Means to recover lost funding for the instructional, maintenance, and capital budget must be found.
2. Any monies remaining from Bond Measure funded must first be applied to providing additional storage and relocation of the dust collector in the Fine
Woodworking machine room. If available, remaining funds should provide for the creation of an area to serve as a classroom, library, showroom and kitchen.
3. Upon the retirement of Michael Burns, the full-time position should be returned to 100%, allowing the presence of the person in the position to be working all or part of four days of the week.
16

3. List program members who participated in completion of the self-study report.
Michael Burns, Director, David Welter, Specialist.
Vision and Goals
1.
Based upon data from California 2025 and/or data from Institutional Research, briefly describe how you would like your discipline to evolve in the next five years. In what ways does your current state differ from your desired state?
Student satisfaction and broad-based recognition of the value of the experience in the program lead to no difference between the current and desired states.
2.
What specific goals and objectives would you like to achieve to move you toward your vision?
Our primary objective is to ensure that CR’s Fine Woodworking program remains to be the standard against which other crafts-oriented schools are measured. We intend to fulfill that vision by:
Maintaining the quality and number of staff members.
Advocating strongly for the creation of a student storage area, a classroom/library and kitchen area.
3.
What support from the college or district is needed to help you achieve your goals and objectives?
Broaden the availability and awareness of Staff Development monies.
In the interest of expanding facilities, promises stated in the Bond measure passed in 2004 need to be honored.
4.
What documentation/evidence will demonstrate that you are making progress toward achieving your goals, objectives, and vision?
One measure of our success is the ratio of applicants to available benches. We wish to see an increase in that ratio.
We also look to have more graduates in significant positions.
5.
What changes will make the self-study process more helpful to you?
Staff makes no recommendations in this regard.
17

Quality Improvement Plan
Program: Construction Technology: Fine Woodworking I
Year:2007
QIP Recommendation #1
Recommendation (from self-study report or from review-team report)
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)
Increase annual program instructional and maintenance funding. An annual shortfall in our instructional budget is being covered by alumni contributions.
Fall 2008
Ongoing
Work with senior staff to fund instructional, maintenance, and capital budgets.
Instructional costs covered, building maintenance accomplished, restoration of ability to replace equipment.
$2000 annually for instructional purposes.
Years of deferred maintenance and capital outlay must be addressed; cost unknown.
Fine Woodworking faculty and staff.
Alumni contributions for the purposes of program enrichment are being siphoned off to pay for College funding responsibilities.
N/A
18

Quality Improvement Plan
Program: Construction Technology: Fine Woodworking I
Year:2007
QIP Recommendation
Recommendation
Planned Implementation Date
#2
Approve expenditure of Measure Q bond monies to provide storage, classroom/library/showroom, and kitchen to the Fine Woodworking building.
Spring 2009
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)
Spring 2011
Request expenditures of Senior Staff, receive Board of Trustee approval, complete planning, and complete work.
Construction of storage space adjacent to the machine room, construction of multi purpose room (classroom, library, showroom) and kitchen.
Cost unknown at this time, project approval and design have not begun.
Approval and implementation are dependent upon administration and Board actions.
Measure Q explicitly designated the Fine
Woodworking program as a beneficiary of funding. Voter approval in the Fort Bragg area was to some degree influenced by that language. Failure to follow through on the promise will not reflect well on the
College.
Crowding in the machine room, if unaddressed will continue to raise concerns for student safety.
N/A

Quality Improvement Plan
Program: Construction Technology: Fine Woodworking I
Year:2007
QIP Recommendation #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
Return of the full-time position at the Fine
Woodworking program to 100%.
Fall 2010
Spring 2011
Advertise, recruit, and hire a new full-time faculty member for Fine Woodworking.
Successful placement of a full time faculty member.
No increase in cost is foreseen; retiring full-time faculty member has worked for over 20 years. A new hire would come at a lower cost to the district.
Personnel, Senior Staff, and Fine
Woodworking faculty.
Loss of leadership and management of one of C/R’s signature programs.
N/A External Accreditation Recommendations
(if applicable)

Gradyr #1stYrStu #2ndYrStu YrTotalStu 1stYrDrop 2ndYrDrop TotalDrop AttendTtl
1982 22 22 1 1 21
1983 18 4 22 1 1 21
1984 18 4 22 0 22
1985 20 6 26 2 1 3 23
1986 18 4 22 1 1 21
1987 18 3 21 1 1 20
1988 16 6 22 0 22
1989 16 6 22 0 22
1990 17 5 22 0 22
1991 16 6 22 0 22
1992 16 7 23 1 1 22
1993 16 7 23 2 2 21
1994 17 5 22 0 22
1995 19 4 23 1 1 22
1996 16 6 22 0 22
1997 18 6 24 0 24
1998 18 6 24 1 1 23
1999 17 6 23 0 23
2000 18 5 23 0 23
2001 18 6 24 1 1 23
2002 18 6 24 2 2 22
2003 19 4 23 0 0 0 23
2004 18 6 24 1 1 23
2005 20 4 24 1 1 2 22
2006 17 6 23 0 23
2007 19 4 23 0
Occupied Benches
23
577
Notes: Class size from 1982 through 1996 was limited to 22 benches. In 1997, there were 24 benches. From 1998 to present the class limit is 23.
Through its history, the Fine Woodworking program has had a total capacity of 584 students. During that time, 577 benches have been fully occupied, yielding a rate of 98.8% of capacity.